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Homepage - QedexHomepage - Qedex About WordPressWordPress.orgDocumentationLearn WordPressSupportFeedbackLog InRegisterLiveSearch ActivityMembersGroupsBlogResourcesCoursesInstructorsSubscription plansMonthly SubscriptionAnnual Subscription Shopping CartNo products in the cart. Sign inSign up Search for: ActivityMembersGroupsBlogResourcesCoursesInstructorsSubscription plansMonthly SubscriptionAnnual Subscription Search for: Homepage Register or Login Here QASPIR Foundation Global Study on Soft Skills The Global Community for Transformative Learning Practitioners. Experience a paradiagm shift with our Transformative Learning Program.  Elevate your expertise, amplify your impact and redefine your narrative. Teaching and Learning in the 21st Century has evolved. Regardless of your role, position, or experience in education,  and you must stay relevant to help them succeed in the workplace and society. Qedex offers engaging, comprehensive, and relevant possibilities as you embark on a journey towards teaching reinvention.   Join the next cohort of Transformative Educators:Viagra je lék používaný k léčbě erektilní dysfunkce u mužů. Při Viagra koupit online můžete ušetřit až 60 % v porovnání s cenami v místních lékárnách.K-12:   Register here Higher Ed:   Register here Unlock your full potential with our Transformative Learning experience.Elevate your skills, broaden your perspecitives, and embrace a journey of personal and professional growth. Ignite your curiosity and reshape your future today!  Qedex CommunityConnecting a global education community for Transformative Leaning.  We welcome primary, secondary (K-12) and higher education professionals to join our movement in reforming the way we teach. Collaborative environment:Fosters participation, networking, dialogue, andthe sharing of Transformative Learning bestpractices without borders.Local and global networking:Breaking-down silos between departments,disciplines, institutions, and countries, whilesupporting diverse experiences and perspectivesin higher education from around the world.Peer-led and peer-driven:Community groups created by and foreducation professionals enable peer-to peerlearning with opportunities to ask for advice,receive feedback, and share insights on Transformative Learning.Intentional planning:Members can formulate their own personalizedProfessional Development Plans (PDPs) anddetermine levels of transparency by sharingselected elements for insight and feedback withthe community. Register or Login Here Case StudiesVorhees University Click here to download American University of Ras Al Khaimah Click here to download In partnership with:The Central and East European Network of Quality Assurance AgenciesEurasian Centre for Accreditation and Quality AssuranceAsia Pacific Quality NetworkAssociation of Indian Universities Testimonials "Qedex is an excellent learning platform for all faculty and staff in India. We strongly encourage institutions to take this opportunity to provide affordability and access to professional development. Internationalisation and professional development are key measures of the National Education Policy 2020 and we are grateful for the opportunity to have QASPIR as our partner in this new initiative." Dr Pankaj Mittal Secretary General, Association of Indian Universities"Qedex expands our Teaching Center's capacity to support our faculty by integrating seamlessly into our professional development structure. We are excited about this partnership with Qedex and about their global reach which pairs wonderfully with our Transformative Learning Initiatives."Dr. Jeff King, University of Central OklahomaAssistant Vice President for Transformative LeaningIt was a great program and I thoroughly enjoyed learning and applying some new strategies to my classes. Already I can feel a change in the way students are engaging with the lessons. Congratulations on an exemplary program!” Dale Crowe JD, Ph.D.Sanford College of Education, National University“We have been searching for new and innovative ways of supporting our graduates as they move into their careers. Our partnership with Qedex enables professional development for our faculty, staff and graduates at an extremely affordable price. Feedback so far from all stakeholders has been excellent, and we can continue supporting graduates as they move into the education system. Qedex is a revelation and will play an important role in higher education for years to come.”Dr Daniel KirkDean of Education Winona State University“Today, I completed all four courses.  I found the material substantive and worthwhile. I am excited to re-examine my own courses now,Dr April White Pugh.Southern Wesleyan University Bahis Siteleri Slot Siteleri http://www.sandlapper.org/ http://turk-casino-siteleri.net/ casino siteleri Deneme Bonusu Veren Casino Siteleri http://www.andengine.org/ gates of olympus deneme bonusu sweet bonanza free slots hindi roulette Qedex © 2024 - QaspirContact Us | Terms & Conditions | Privacy Policy | Refund and cancellation policy Qaspir Foundation Research Survey for Faculty Preparedness to Facilitate Soft Skills©A 17 question survey.Please move through questions 1-16 quickly and mark your initial feeling about how you would rate yourself. A final question allows for free form response.Please enable JavaScript in your browser to complete this form.Did the course meet the intended learning outcomes? Tick for yes Implementing a learning-centred approach as an organizing pedagogic principleExplaining, modelling, and advocating for the value-add of a Transformative Learning-focused educationAdapting existing assignments to elicit quality student critical reflections about their own development in a range of areasUsing rubrics and well-designed critical reflection prompts concerning beyond-disciplinary growth and developmentAssessing students along a pathway building to transformationEquipping students with essential skills needed to contribute to the social good beyond their disciplinary-content preparationWhat did you like most about the course?What did you like least about the course?CommentsWhat could we do to improve the program?Your DetailsName *FirstLastSubmit Name of Institution Country What is your gender Female Male Non binary Prefer not to say Age 18-24 25-34 35-50 51-65 65+ Years teaching at the postsecondary level 0-2 3-5 6-10 11-20 20+ Primary discipline/department in which you teach Highest level credential you hold Associate’s Degree Bachelor’s Degree Master’s Degree Doctoral or other terminal degree None of the above Assume the graduates of your institution all know the content of their discipline and can apply it in the jobs they get (or already are in) after graduation. Their success will depend on many things beyond their disciplinary knowledge. How much training has been provided to you, either from your institution or other sources, to develop these beyond-disciplinary skills in students? 0 hrs 1-5 hrs 5-20 hrs 20-60 hrs 60+ hrs Many people believe young children in their society are taught to play and work well with others. Is it your responsibility to teach your students how to work well with others in the jobs they will get (or are already in) after graduation? Yes No I don't know What percentage of class time across a single term among all the classes you teach during that term do you spend helping students develop the desire and skills to help their local communities after graduation? 0% 1-5% 6-10% 11-20+ % This is not my job. How much training has been provided to you, either from your institution or other sources, to develop in students an ethos for, and the skills to enact, the sustainability of the environment, culture, and/or language? 0 hrs 1-5 hrs 5-20 hrs 20-60 hrs 60+ hrs What percentage of class time across a single term among all the classes you teach during that term do you spend helping your students develop the skills and attitudes necessary to work, interact, and live with people from different ethnicities, backgrounds, and cultures? 0% 1-5% 6-10% 11-20+ % This is not my job. How much training has been provided to you, either from your institution or other sources, to help students develop the ability to recognize the need or opportunity for changing themselves? 0 hrs 1-5 hrs 5-20 hrs 20-60 hrs 60+ hrs What percentage of class time across a single term among all the classes you teach during that term do you spend helping your students determine what to do and how to act in the face of unexpected life circumstances? - (pop up- For example, in the face of circumstances ‘I never saw it coming’ and over which ‘I had no control’ 0% 1-5% 6-10% 11-20+ % This is not my job. Does your institution provide access to training that can facilitate your effectiveness in developing your students for a meaningful life after college? Yes No I don't know How important is it for you to know the background of each of your students? (e.g., hours worked outside of school, academic preparation for the class, cognitive or other challenges, first-generation* status, etc.) Totally unimportant Somewhat important Important Very important ‘First Generation’ - A formal definition of a first-generation college student is a student whose parent(s) did not complete a four-year college or university degree and who therefore has no immediate family role model for being a college student. If each of the following were added as an outcome you were supposed to help your students achieve in each of the classes you teach, how well prepared do you feel you are right now to help students reach the indicated outcome? Critically examine evidence to come to logical, defensible conclusions Not prepared Only slightly prepared Somewhat prepared Moderately prepared Well prepared Ethically evaluate the implications of a decision Not prepared Only slightly prepared Somewhat prepared Moderately prepared Well prepared Communicate effectively across cultural differences Not prepared Only slightly prepared Somewhat prepared Moderately prepared Well prepared Articulate a self-identity as a contributor to positive societal impact Not prepared Only slightly prepared Somewhat prepared Moderately prepared Well prepared Empathize with and consider the perspectives of those different from you Not prepared Only slightly prepared Somewhat prepared Moderately prepared Well prepared Balance personal, workplace, and life goals Not prepared Only slightly prepared Somewhat prepared Moderately prepared Well prepared Commit to sustainability of environment, culture, and community (local, regional, national, global) Not prepared Only slightly prepared Somewhat prepared Moderately prepared Well prepared Briefly describe your current conception of yourself as an instructor in higher education and your purpose in that role. 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