Discover what the research has documented about the extent of academic entitlement. Is it associated with certain personality characteristics? Does it result from approaches taken to parenting? Are the attitudes cultivated in earlier educational experiences? Is there widespread agreement as to what it looks like when college students are acting and sounding entitled?
Gain important insights into the ways you can create a classroom environment and a pedagogical approach that are responsive to the needs of all students and that contribute to an environment of mutual esteem and respect.
This seminar is an opportunity for administrators to receive practical advice on the ADA from an attorney with expertise in higher education compliance. Gain a clear and engaging overview of how to compassionately manage mental health issues without running afoul of the ADA.
You’ll learn about the legal rights of transgender students and what your college or university must do to be in compliance. You’ll learn what policies and procedures should be reviewed and, if necessary, revised to include specific protection for transgender students.
Implementing Universal Design for Learning/Instruction (UDL/I) methods delivers a better learning experience, greater academic success, and improved student retention.
The transition from deployment to college life can pose a significant challenge for student veterans. While service members have many assets—maturity, leadership experience, and sound commitment—they also often carry visible and invisible disabilities, such as post traumatic stress disorder. Learn how to ease the transition and leverage the strengths of veterans in your classroom in this seminar.
Today’s returning veterans are different from veterans of the past and different from the majority of students on your campus. This Magna 20-Minute Mentor 4-pack helps you better serve student veterans who have served their country. You'll learn strategies to support and help student veterans succeed on campus.
This package was developed to help you give all students equitable opportunity to engage with your course content, participate in course activities, and demonstrate their knowledge. With this broad flow, and the conceptual and practical nature of each program, it’s perfect for new faculty or those designing new courses.
If you have had non-traditional students in your classes, you have probably faced a number of challenging situations. Non-traditional students are definitely different. We teach you how to strike the right balance between inflexible and being a pushover.
At many colleges and universities, the number of students with Asperger’s Disorder continues to increase. While these students have the intellectual abilities to be successful, they struggle with “reading” social cues and comprehending unwritten rules and procedures. We offer recommendations for helping these students to succeed.
This seminar helps you frame non-traditional students life and work experiences as assets to leverage in the classroom. It explores some instructional design and delivery tactics that you can use in classes that consist of mostly non-traditional students or those that have just a few.
Learn principles and practices you can implement immediately to provide learning opportunities for unprepared students and motivate them to become engaged learners. This program takes a broad-spectrum approach, addressing motivation, responsibility, and communication practices and provides tested techniques to address these key issues.
Students dealing with physical, cognitive, and other barriers to learning might not be able to participate fully in some activities because of their challenges. This fast and focused session will show you a practical approach to making accommodations and promoting equitable opportunity for learning and engagement for all your students.
Backward design is an effective tool in supporting accessibility. Focusing on what you want students to get out of your course, through backward design, will help you develop creative and accessible assignments that help all students, whether or not they have a disability. Why struggle to remove barriers to learning when you can get things right the first time with backward design?
Considering accessibility when designing exams provides you with a more accurate assessment of student learning and bring your assignments into closer alignment with learning objectives. Exams created with accessibility in mind can help you improve your assessment of student learning for all students, whether or not they have a disability.