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NT 3.5 Focusing on Micro-Affirmations

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Nontraditional Student Success: Perkins Basics and Beyond

Section 1: Nontraditional Student Success Introduction
  • NT 1.1 Welcome
  • NT 1.2 Agenda
  • NT 1.3 Learning Outcomes
  • NT 1.4 Pre-Survey
  • NT 1.5 Activity: Startling Statements
  • NT 1.6 Questionnaire: Student Awareness
Section 2: Perkins Core Indicators and CTE Success
  • NT 2.1 Closing the Gap with Perkins
  • NT 2.2 The The Perkins Act Core Indicators
  • NT 2.3 Nontraditional Participation and Completion
  • NT 2.4 Identifying Gaps
  • NT 2.6 Questionnaire: Perkins Core Indicators
Section 3: The Impact of Micromessages on CTE Participation
  • NT 3.1 What Are Micromessages?
  • NT 3.2 Activity: Message From a Magazine
  • NT 3.3 Types of Micromessages
  • NT 3.4 Implicit Bias in Micromessages
  • NT 3.5 Focusing on Micro-Affirmations
  • NT 3.6 Questionnaire: Micromessages
Section 4: Root Causes of Low Participation and Strategies
  • NT 4.1 Overview
  • NT 4.2 Internal or Individual Barriers
  • NT 4.2.1 Stereotype Threat
  • NT 4.2.2 Fixed vs. Growth Mindset
  • NT 4.2.3 Self-Efficacy
  • NT 4.2.4 Attribution Theory
  • NT 4.3 Educational Environment
  • NT 4.3.1 Instructional Strategies
  • NT 4.3.2 School/Classroom Climate
  • NT 4.3.3 Access to and Participation in STEM
  • NT 4.3.4 Academic Proficiency
  • NT 4.3.5 Support Services
  • NT 4.3.6 Curriculum
  • NT 4.4 Quality of Career Information
  • NT 4.4.1 Materials/Practices and Occupational Information
  • NT 4.5 Family Characteristics
  • NT 4.6 Societal Influences
  • NT 4.6.1 Media
  • NT 4.6.2 Role Models and Peers
Section 5: Next Steps: Program Improvement
  • NT 5.1 Overview
  • NT 5.2 Program Improvement Process for Equity in STEM™ (PIPE-STEM™)
  • NT 5.3 Conclusions
  • NT 5.4 Acknowledgements
  • NT 5.5 References
  • NT 5.6 Resources
  • NT 5.7 Post-Survey
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Module by

Meagan Pollock

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