Catalog

Catalogs

Title	Duration (hours)	Description
Emergency Animal Recall - Tigers	2.00	Welcome to Emergency Animal Recall. This collection consists of an overview course which covers the fundamentals of Emergency Recall training for exhibit animals, including: What exactly is Emergency Animal Recall, and why is it necessary? What are the benefits of Emergency Animal Recall? How do you generate support within your organization for a training program, and how do you decide which animals should be trained first? What equipment will you need, and what preparations will you need to make? What is the general outline of an Emergency Recall training program, and how do you maintain the conditioning once it has been established? After completing this Overview, you can continue with the species-specific Tigers Emergency Animal Recall course.
Elephants	2.00	This course will provide an introduction to elephants, including an overview of physical characteristics, habitat, behavior, reproduction and the conservation efforts dedicated to protecting this species.
Providing Homework Support (Collection)	2.00	The National Standard Objectives of Learning (SOL) have raised questions about the role of school-age programs in providing homework help and support. Research indicates there are many different ways to provide effective homework support in school-age programs. Some are more structured than others. When planning a homework support program, it is important for school-age programs to develop a homework philosophy that is consistent with the program’s overall philosophy and reflects current research on best practices for providing homework help. The homework philosophy should also reflect the needs of parents and children in the program and strike a balance between homework needs and other experiences that help children grow and learn out-of-school. When staff know how to design homework environments, identify appropriate homework materials, and use effective strategies to guide children’s efforts, homework support can be an effective component of ongoing programs.
Birds	2.00	This course will provide an introduction to birds, including an overview of physical characteristics, habitat, behavior, reproduction and the conservation efforts dedicated to protecting this taxonomic group.
Emergency Animal Recall - Brown Bears	2.00	Welcome to Emergency Animal Recall. This collection consists of an overview course which covers the fundamentals of Emergency Recall training for exhibit animals, including: What exactly is Emergency Animal Recall, and why is it necessary? What are the benefits of Emergency Animal Recall? How do you generate support within your organization for a training program, and how do you decide which animals should be trained first? What equipment will you need, and what preparations will you need to make? What is the general outline of an Emergency Recall training program, and how do you maintain the conditioning once it has been established? After completing this Overview, you can continue with the species-specific Brown Bear Emergency Animal Recall course.
Course 04: Exploring Individual Differences in School-Age Children	2.00	One of the most significant challenges for staff in OST programs is learning how to identify, manage, and respond appropriately to individual differences in a group setting. Some differences among children are the result of inborn characteristics and traits (e.g. physical characteristics, temperament, talents, race). Other differences are the result of external factors (e.g. the environment) or are cultivated as the child grows and develops (e.g. interests, skills, knowledge). The diverse needs, characteristics, interests, abilities, and skills of school-age children require a flexible atmosphere that supports diversity and choice for children with varying capacities for independent action. Staff who understand and appreciate individual differences in children are better equipped to plan and implement program experiences that help individual children grow and flourish in a group setting.
Course 10: School-Age Care as a Family Service – Part Two	2.00	The foundation for getting parents involved in school-age programs is to keep parents well informed about what is happening in the program. Quality programs also provide parents with opportunities to make suggestions and give feedback on program services through suggestion boxes, feedback forms, and surveys. When parents are encouraged to have input in the program, they develop trust and confidence in the program and feel a sense of pride and ownership. They are much more likely to participate as resourceful partners with program staff when they know their ideas are welcome and valued. Finally, because parents are all different from each other, it’s important to provide many different opportunities for them to connect with the program. Staff in quality school-age programs recognize that all parents don’t have to be involved in the same way.
Course 21: Creating Successful Clubs, Special Events, and Field Trips in School-Age Programs	2.00	Children who regularly attend school-age programs need many opportunities to participate in activities that help them connect with their communities and work together to build on their interests, talents, and abilities. Clubs, special events, and field trips are ideal vehicles for providing these opportunities. When staff know how to work with children to plan and implement these activities, children develop a sense of program ownership that helps them become productively engaged in a variety of meaningful activities that support their development.
Course 31: The Six "Ps" of Marketing School-Age Programs	2.00	Effective marketing of OST programs is a systematic process that involves research, analysis, assessment of market trends and needs, short-term and long-term planning, and development of effective strategies to promote OST program services and develop a positive image of the program in the community. It is important for OST leaders to recognize that marketing is a far reaching process that includes, but is not limited to, advertising and publicity. When OST leaders take a comprehensive approach to marketing, their programs and projects have an excellent chance of success. Knowledge and understanding of the marketing process is an invaluable tool for OST leaders as they plan and implement new programs and projects, assess the stability and need for improvement of current programs, develop plans for new or expanded programs, and develop a positive public image of the program and its services.
Course 34: Creating Community Collaborations	2.00	Across the country, more and more communities are forming community collaborations to address the out-of-school needs of children and youth of all ages. When different segments of the community join together, share ideas, and pool their resources and efforts to create OST initiatives, children and youth benefit. What one organization or program may not be able to accomplish alone, is often achievable when partnerships and collaborations among diverse groups and individuals are formed. When OST professionals are knowledgeable about what it takes to create and sustain successful collaborations, they can play an important leadership role in creating OST initiatives and programs that will meet the needs of children and youth in their communities now and in the future.
Exploring Developmental Needs and Characteristics (Collection)	2.00	Certain developmental needs and traits are associated with younger school-age children, while others are typical of older school-age children and youth. While the differences between school-age children of different ages are not clear-cut, there are some general traits and tasks that are often associated with younger (ages 5 – 7), middle (ages 8 – 10), and older (ages 11 – 12) school-age children and youth. Understanding these differences helps staff plan appropriate activities and guidance strategies for children of different ages.
Working with Minors	2.00	This collection includes Reporting and Abuse Laws, Campus Policies, Developmental Differences and Establishing Boundaries.
Emergency Animal Recall - Lions	2.00	Welcome to Emergency Animal Recall. This collection consists of an overview course which covers the fundamentals of Emergency Recall training for exhibit animals, including: What exactly is Emergency Animal Recall, and why is it necessary? What are the benefits of Emergency Animal Recall? How do you generate support within your organization for a training program, and how do you decide which animals should be trained first? What equipment will you need, and what preparations will you need to make? What is the general outline of an Emergency Recall training program, and how do you maintain the conditioning once it has been established? After completing this Overview, you can continue with the species-specific Lions Emergency Animal Recall course.
Growing as a Professional: Health and Stress Management (Collection)	2.00	An important part of professionalism in the school-age field is continued personal growth and development in relation to the field. This requires using appropriate resources and strategies to further individual professional development. In this course, we will explore professional development opportunities for school-age staff.
Course 11: Building Relationships with School Personnel	2.00	School-age programs and schools share a mutual goal of supporting the growth, development, and learning of school-age children. Over 50% of all school-age programs nation-wide are housed in school facilities. When school-age programs are housed in school facilities, it is essential for staff in school-age programs to establish and maintain a positive relationship with school personnel. This makes it possible for schools and programs to work together to support the needs of the whole child. Staff can develop successful partnerships with school personnel by cultivating an understanding of the needs, interests, and goals of school personnel and using effective strategies, tools, and systems to build a spirit of positive collaboration and communication.
Course 20: Developing Activities That Encourage Creativity and Cognitive Development	2.00	Children who regularly attend school-age programs need many opportunities to engage in activities that will help them develop their creative potential and apply their emerging thinking abilities and skills. To support children’s needs, it is essential for school-age staff to understand the creative process and the relationship of cognitive development to creativity. With this knowledge and understanding, staff can design and implement a program that encourages a sense of wonder as children explore their environment, fosters creative imagination, and enhances children’s ability to apply reasoning skills appropriately as they develop ideas and encounter challenges, problems, and opportunities.
Clery Act	1.50	When we talk about the Clery Act, we are actually referring to the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act, and a series of other security-related disclosure requirements contained in section 485 of the Higher Education Act (20 USC §1092). The Clery Act requires colleges and universities to track and disclose information about crimes that occur on or near campus. The basic requirements of the Act fall into six categories: 1. Campus crime reporting. 2. Timely warning notices. 3. Emergency notifications and emergency response testing. 4. Fire safety reporting and missing student procedures. 5. Notices to prospective students and employees. 6. Policy statements. We’ll address each of these categories throughout this course.
Animal Welfare Spanish	1.00
Export Control in Higher Education	1.00	Colleges and universities are at the cutting edge of research in strategic technologies, microsystems engineering, astrophysics and imaging, and computing and information systems, among other fields. Our government controls the export of sensitive equipment, software, and technology as a way to protect our national security interests, and promote our foreign policy objectives. Export control describes the regulatory system in place to do so.
Foreign Corrupt Practices Act Training	1.00	Higher education institutions are more global today than ever before. Colleges and universities work with students, instructors, and researchers from countries around the world. Colleges and universities also work with nongovernmental organizations, engage in joint ventures, participate in international foundations, and collaborate on research projects in other countries. The Foreign Corrupt Practices Act, or FCPA, exists to prevent corrupt practices in international business transactions. While it’s It’s tempting to think that the FCPA doesn’t apply to the world of higher education, it does.
Data Security Training	1.00	Data hacks in higher education are the second-highest category of reported industry breaches, accounting for 17 percent of all reported hacks. Resolving data hacks is expensive, costing anywhere from hundreds of thousands to millions of dollars. Understanding how to maintain data security is key to preventing hacks and keeping sensitive data private.
Conflicts of Interest (Corrections)	1.00	A conflict of interest is a clash between personal interests and work requirements. It occurs when an individual’s personal interests, whether financial, professional, or social, including those of family and friends, compromise his or her judgment, decision, or actions in the workplace. Conflicts of interest matter because they compromise the quality of an employee’s decision-making, which reflects on higher education institutions.
Harassment and Discrimination Prevention	1.00	A respectful workplace is a key element in creating a fair, collaborative, and inclusive environment that allows every member of a higher education institution’s community to meet their teaching, research, and public service goals. At the heart of a respectful workplace is zero tolerance for discrimination and harassment.
Conflicts of Interest	1.00	A conflict of interest is a clash between personal interests and work requirements. It occurs when an individual’s personal interests, whether financial, professional, or social, including those of family and friends, compromise his or her judgment, decision, or actions in the workplace. Conflicts of interest matter because they compromise the quality of an employee’s decision-making, which reflects on higher education institutions.
Geriatrics Block: Communication	0.59	In Geriatrics Block: Communication, you will learn about the proper ways to communicate with geriatric patients. You'll learn about causes and signs of hearing loss and aphasia and how to recognize both in patients. You will discover how to effectively and properly communicate with older patients, including those who have hearing loss or aphasia. Challenges that commonly arise in communications between nursing home staff and EMS personnel will also be discussed. You'll learn about methods to avoid confrontational interaction, and will be able to identify ways to communicate effectively with nursing home staff to provide timely and appropriate medical care.