Student Caring - A Podcast for Professors
Join professors de Roulet and Pecoraro as they encourage professors to achieve success.

SC 62 Going Home for the Holidays

In this episode, Daniel and David offer helpful tips for students and their families to consider for the mid-year holiday break.
travel

Holiday Break Tips

  • Communicate with your families, ahead of time, what your plans are for the time when you will be back home.
  • Ahead of time, schedule how you will use your time back home.
  • Students, if your family is in multiple locations, discuss with them what you and they need for the holiday break.
  • Be careful not to put to many expectations for this time in between semesters.
  • Do those special things that you are not able to when classes are in session.

 We wish for all of you the happiest of holiday breaks!

We are busy planning many remarkable resources for your for 2014 and beyond!

 

 

Please share. 

We need your feedback so we may continue to fulfill our mission statement and help students, the world over.

Thank you!

Daniel & David

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Direct download: sc_62.mp3
Category:Higher Education -- posted at: 4:07pm PDT
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The Caring Professor: A Guide to Effective, Rewarding, and Rigorous Teaching 

 

Now available on:  Amazon.

In this podcast we discuss the book and the journey we have on while writing it over the past three years.

The first section of the book, Teaching 101, looks at student-professor interactions, discussing:

  • The changing landscape of higher education and why many students feel disconnected from their educational experiences.
  • A brief outline of the expectations of students today compared to the expectations of professor’s university experiences.
  • A look at the financial landscapes that confront students and interfere with learning.
  • Academic preparedness.
  • The difficulties of teaching in a culture in which negotiation sometimes replaces hard work.
  • The importance of establishing clear and wise boundaries with students.
  • Establishing and keeping connections with students in the classroom during the semester to improve student learning.

Teaching 102 discusses putting together and nurturing successful courses based on a foundation of care for your students’ academic growth and well-being. Subjects include:

  • Intentionally setting the tone and establishing rapport instead of letting the frenetic first days of the term set the tone of a course.
  • Reinforcing tone and cementing expectations during the first course meetings.
  • The art of effective record keeping to track student progress.
  • Learning-goal-oriented course design, organization, and reflection.
  • Recognizing symptoms and causes of a class “going bad.” The need to carefully diagnose symptoms, understand student perceptions, and reactions, and see how the symptoms can negatively affect a class.
  • Changing the trajectory of a class that has gone off track. Strategies include responding early, checking in with students, not allowing the class to drift from its goals, and building a community of colleagues who are willing to discuss course remedies in confidence.
  • Ending a class well. Ways in which students can be actively involved in the end-of-term assessments of their knowledge, understanding, and skills. Preparing for a final course meeting that leaves students both clear about how the course’s goals have been met and confident in seeing how the skills of a particular academic discipline may be applied to their education.

Teaching 103 presents advanced strategies and background for addressing trends and difficult situations in education today, and for helping students succeed:

  • Classes that encourage critical thinking and introduce students to the expectations of college academic life.
  • The stages of intellectual development most students will experience, and how to appropriately move them along that continuum in preparation for college work and life beyond college.
  • Caring for students in online settings, addressing online learning’s additional challenges in knowing one’s audience, fostering community, and keeping a course on track.
  • Strategies for addressing difficult student encounters.
  • “Career Directions and Your Students’ Daily Bread” introduces students to the idea of a vocation, and discusses practical aspects of entering the work force, internships and apprenticeships, and graduate work.

The Caring Professor from Student Caring

 

We recorded this podcast on Tuesday, November 26, 2013

 

Please share. 

We need your feedback so we may continue to fulfill our mission statement and help students, the world over.

Thank you!

Daniel & David

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Direct download: sc_61.mp3
Category:Higher Education -- posted at: 4:30am PDT
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Symptoms of a Class Headed South

We wrote in an earlier chapter of Learning 102 about how poorly we often perceive our own work in classes—we and our students go through ups and downs, convinced one day that we are masters of the universe, and perfectly convinced on other days that, if we get out right now, there still may be something else in life for us to do.

What we would like to do is take you away from this mode of manic-depression, this catastrophic good and bad thinking, in which the world is either terrible or wonderful based essentially on feelings or on the success or lack thereof of a specific class meeting.  Instead, we want to help you to become good, rational diagnosticians of your own classrooms.  Below is a list of symptoms that need to be taken seriously.  Before you read this, don’t worry—remember that we believe that practically any class-gone-bad can be salvaged by both professors and students.  We’ll deal with solutions soon, but we first want you to get a sense of what to watch for.

Symptom 1:  Disengagement

The majority of the students are clearly not engaged in what is happening in the classroom.  A few students may be sleeping or on the verge.  The class lacks a spark, a sense among students and the professor that “that was a great class.”  The symptoms of a lack of engagement might be that you find yourself in significant competition with smart phones and computer screens.  A number of students in the class might be holding quiet (or not so quiet) conversations during your lectures or when others are speaking that demonstrate their interest is elsewhere.  Not more than a predictable core group of students are talking; as a rule of thumb, you would like to see about one half of the students in the class participating voluntarily on a regular basis.

Symptom 2:  Attrition

Students drop early or in a slow trickle during the semester. While the former can denote a basic misunderstanding of what the class was to be about, more commonly early drops are a judgment on the students’ desire to commit to a professor and a subject matter.  Significant attrition clearly should be seen as a problem symptom—it is something that David and I have looked for as program directors or as department chairs, and it usually is a call for intervention before things get ugly.  During tight enrollment times, attrition should be seen as an alarming sign.

Symptom 3:  Absences and Tardiness

Attendance problems and tardiness problems are often not only symptoms of a lack of student engagement with the subject matter, but can point to an atmosphere established in which students believe that absenteeism and tardiness are acceptable behaviors.  Of more concern is what we call a ballet of non-attendance—not difficulties with a few students, but different students not attending from class to class, almost as if students are choreographing tardiness and absences.  When this is happening, students may be sending the signal that either what is happening in class is not to be taken seriously, or that they have no hope of understanding the material.  A pattern of tardiness by many members of the class can attest to student schedules, but more likely this behavior is a sign of the lack of a respectful relationship between students and professor.

Symptom 4:  “Alone, Together”

The class has not established a sense of community.  Students clearly do not know each other and seem in no hurry to interact.  Students do not know even each other’s names, or the professor has not learned the students’ names.  Why is this a problem? Unless we are natural salespeople, name learning is a process that takes place through interaction and engagement.  If you do not know someone’s name, chances are you do not really want to know it.  (Of course, if you are Daniel’s brother-in-law who really does want to learn names but ends up calling everyone “buddy,” then we might have a different problem.)  A class that has built community shows enthusiasm when asked to engage in small group assignments or when it responds to student presentations.

Symptom 5:  “I Sense Tension”

One of our favorite memories from Star Trek, the Next Generation was the empathic Lt. Troy’s task of sitting on the bridge and uttering this remark whenever Romulans were blasting the ship to smithereens.  Students may not be doing well with the other students in the class.  There may be tension between students, or a history of inappropriate statements made.  This is a management issue for the professor, who is looked at by students as the person responsible for setting and maintaining a responsible tone in the classroom.  It may also indicate that students are reflecting a professor’s attitude that not all students in the class are worthy of respect.

Symptom 6:  Poor Grades

As a group, students are not performing well on assessments (tests, papers, and projects).  Contrary to some professors’ views, this is not necessarily a sign of rigor.  This can be a sign that the class is being pitched well above the level of the students’ capabilities, or that the assessments themselves are not clearly written and explained.

Symptom 7:  Lack of Respect

An open lack of respect towards the professor is a serious warning signal.  Even if the behavior is limited to one student who does not reflect the greater attitude of the class, this situation can become viral—it can hijack the tone for the class.  More than one student acting in this manner usually denotes a passive-aggressive attitude that is masking more serious problems of authority, credibility, and student frustration.

Symptom 8:  The “Temperature” of the Room

How do you feel when you walk into the room? A professor’s attitude towards his or her class may negatively change as the semester goes on.  Sometimes this is easier to hear in others than in yourself.  You may not have the enthusiasm for the class you hoped you would have; you may be looking forward to the class coming to an end.  Your stress may increase before the class is scheduled to meet.

Symptom 9:  Disruption

Students can become disruptive in class.  We usually think of this as unhappy or discourteous behavior, but disruptive students can be happy or angry.  Whichever is the case, students are no longer connecting to the class, and the behavior masks deeper problems about how worthwhile the students believe the class really is.

Symptom 10:  The Worst-Case Scenario

Students might actually tell the professor that the class is not working.  The instances of students getting up the nerve to do this are rare.  David tells a story of a professor who had taken over a class at mid-term and of a student sitting in the front row who, at the beginning of a class period, leaned forward and whispered, “Professor, you need to know that everyone in here hates you right now.”

 

[box] Copyright ©2013 The Student Caring Project. All rights reserved. Unless otherwise indicated, all materials on these pages are copyrighted by Dr. Daniel de Roulet and Prof. David Pecoraro, C0-Founders of The Student Caring Project. All rights reserved. No part of these pages, either text or image may be used for any purpose other than personal use. Therefore, reproduction, modification, storage in a retrieval system or retransmission, in any form or by any means, electronic, mechanical or otherwise, for reasons other than personal use, is strictly prohibited without prior written permission.[/box]

COMMENTARY

Daniel and David discuss this topic.

 

We recorded this podcast on Friday, November 1, 2013

 

Please share. 

We need your feedback so we may continue to fulfill our mission statement and help students, the world over.

Thank you!

Daniel & David

 

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Direct download: sc_60.mp3
Category:Higher Education -- posted at: 9:08am PDT
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First Impressions

We have heard stories from students and from listeners to our podcasts about initial impressions of professors that turned out not to be correct, but that nevertheless persisted throughout the term, despite a professor’s best efforts or intentions. Simply knowing students by name and using their names early in class (a challenge for some of us) can send a message of professorial caring and commitment to a class.  Some of our listeners have commented on the demeanor or dress of a professor in the classroom and the misinterpretations this can cause.  Remember, however, that establishing the academic tone and your enthusiasm about the academic subject matter is critical.  On the first day of classes, avoid talking about the requirements of the course.  Instead, concentrate on establishing both a welcoming and a rigorous academic atmosphere.

Some of the following suggestions are counterintuitive, but have worked for us.  We suggest you at least try them out in a course or two.   

(1) Jump into the subject matter by choosing a particularly interesting topic, and show your enthusiasm for it.  Keep in mind your range of learners and learning styles as you do this and present the materials in ways that you expect the students to be able to receive them during the course of the semester.  For example, your presentation could present expertise and content through periods of the lecture in which students are expected to take notes and to begin to understand the themes of the course.  The “text” of the class—that which you and the students will examine together, be it a book, piece of art, building, formula, experiment, etc.—can be displayed and engaged during the class session.  You may want to work into the first day a meaningful exercise in which students interact with the course material and each other in order to begin to build community.

[box] THIS IS A SPECIAL PREVIEW OF OUR BOOK: The Caring Professor: A Guide to Effective, Rewarding, and Rigorous Teaching. Publishing Worldwide on November 26, 2013 via Amazon and the iBook store.[/box]

(2) Set aside some of the time to build a community atmosphere by allowing you and the students to get to know each other.  David does an exercise in which he (with student permission) asks them to form a line, and then shakes the hand of each, handing each of them a syllabus and taking their pictures with his smart phone so that he can more quickly learn their names.

(3) Set aside time at the end of the first class meeting to allow for student questions about the class and about the college or university generally.  You might want to invite students to walk with you to your office after class, or you might project (or distribute) a map on how to find your office.

(4) In the rush of the first few days, establish some down time outside of class to be aware of students who might need help.  Students whose first language is not English, students with disabilities, and students new to the idea of college or university have entered an environment that is set up for insiders.  A colleague of Daniel’s, despite the almost calamitous hurriedness of a recent semester’s first week, took the time to walk a particularly lost student to class.  Imagine the effect this action may have had on this student. This, thought the student, is the kind of college where professors care enough about my success to go out of their way for me on the first day of class and to even talk with me during the process.

(5) During the first days of class, do not be afraid to explain the obvious in the classroom.  Impress upon students the joys and responsibilities of being a college or university student; talk to them about the differences your class will have from their high school experiences, or from lower-level college courses in regards to subject matter and expected student skills and investment. (Daniel, for example, briefly describes the differences in expectations between a pre-college and college-level composition course as similar to advancing from Algebra 1 to Algebra 2:  students will need to use some of the skills learned in Algebra 1, but the mastery of those skills alone do not guarantee success in Algebra 2.)

(6) Remember that the first day of classes is your opportunity to gain an academic snapshot of your students.  Survey them.  Get a sense of their expectations, expertise, questions, past academic experiences in the subject matters, concerns, hopes, and fears.  The first day should be thought of as a high point in getting to know the audience that is in front of you.

 

[box] Copyright ©2013 The Student Caring Project. All rights reserved. Unless otherwise indicated, all materials on these pages are copyrighted by Dr. Daniel de Roulet and Prof. David Pecoraro, C0-Founders of The Student Caring Project. All rights reserved. No part of these pages, either text or image may be used for any purpose other than personal use. Therefore, reproduction, modification, storage in a retrieval system or retransmission, in any form or by any means, electronic, mechanical or otherwise, for reasons other than personal use, is strictly prohibited without prior written permission.[/box]

COMMENTARY

Daniel and David discuss this topic.

 

We recorded this podcast on Friday, November 1, 2013

 

Please share. 

We need your feedback so we may continue to fulfill our mission statement and help students, the world over.

Thank you!

Daniel & David

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Direct download: sc_59.mp3
Category:Higher Education -- posted at: 7:22am PDT
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SC 58 #2. The Caring Professor - Book Preview

Only a little over 50% of American college students earn bachelors’ degrees in four years.  When students write essays or reports, or take exams our classes, anything under 60% constitutes failure.

Welcome to today’s world of higher education—an environment where more students than ever before, from just about every imaginable demographic, seek college degrees and often do not receive them.  Higher education continually invests more resources into admissions, co-curricular programs, retention studies, and graduation plans, but graduation rates remain unsatisfactory, students take longer to meet their degree requirements (so much so that colleges now budget for significant student attrition), and, for learners, the consequences of dropping out or stopping out have become disastrous.

Recently the State of Oregon invested a considerable effort to determine why graduation rates were so low in a particular population of students.  Researchers went into the project expecting to make recommendations on how institutions could spend additional money on programs that would address this problem.  But the answer wasn’t money in particular (although more investment in today’s schools is needed).  The study found that the most significant factor in keeping students in college and seeing them through to graduation is culturally sensitive care from professors.  Professors who know about, care about, and invest in their students’ learning often make the difference between success and failure.

[box] THIS IS A SPECIAL PREVIEW OF OUR BOOK: The Caring Professor: A Guide to Effective, Rewarding, and Rigorous Teaching. Publishing Worldwide on November 26, 2013 via Amazon and the iBook store.[/box]

Students look to professors as the people who will help most to pull them through the labyrinth of gaining a college degree.  When this connection with professors does not occur, students often feel disconnected from their educations, discouraged, and lost.  Despite whatever requirements a college or university communicates regarding research, publishing or performance, committee work, or the necessity of meetings, professors will spend the great majority of their time in the classroom, creating lesson plans and evaluating student work.  Professors primarily teach.  We also know that far too many full-time professors have not heard as much as they need about becoming excellent teachers.   A new professor might in fact enter the profession with a list of unanswered questions:

  • How do I successfully impart my knowledge to my students?
  • How do I make students enthusiastic about my courses?
  • Am I prepared to meet the range of my students’ educational needs?
  • How will my students, my colleagues, and administrators judge my efforts in the classroom?
  • How do I follow in the footsteps of professors that I respected?
  • How do I communicate to my students that I care about their welfare, and how do I keep from being taken advantage of by dishonest or panicked students?
  • How do I know my students are learning?

We're here to offer some help.

[box] Copyright ©2013 The Student Caring Project. All rights reserved. Unless otherwise indicated, all materials on these pages are copyrighted by Dr. Daniel de Roulet and Prof. David Pecoraro, C0-Founders of The Student Caring Project. All rights reserved. No part of these pages, either text or image may be used for any purpose other than personal use. Therefore, reproduction, modification, storage in a retrieval system or retransmission, in any form or by any means, electronic, mechanical or otherwise, for reasons other than personal use, is strictly prohibited without prior written permission.[/box]

COMMENTARY

Daniel and David discuss this topic.

 

We recorded this podcast on Tuesday, October 15, 2013

 

Please share. 

We need your feedback so we may continue to fulfill our mission statement and help students, the world over.

Thank you!

book2_cc

The Caring Professor  |  Student Caring
Direct download: sc_58.mp3
Category:Higher Education -- posted at: 1:00pm PDT
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Congratulations:  You’ve Been Thrown into the PoolStudent Caring

Scenario 1:  The Water is Cold

A new professor walks into an Introduction to Sociology course.  He is greeted by thirty students not on the roster who want to enroll.  Several students on the roster are either absent or wander in at some point during the class.  Few students have the textbooks.  Many seem unengaged.  What the new professor had planned as a rousing talk on what sociology is all about and its importance to our world today devolves into an hour of roster adjustment, syllabus reading, and instructions on what students need to do in order to be prepared for the next class meeting.

[box] THIS IS A SPECIAL PREVIEW OF OUR BOOK: The Caring Professor: A Guide to Effective, Rewarding, and Rigorous Teaching. Publishing Worldwide on November 26, 2013. [/box]

The next class meeting seems to be going a little better.  Our new professor, after making further roster adjustments and handing out additional copies of the syllabus (or directing, again, students to the class web site to obtain documents and assignments), actually begins to lecture.  Students take notes.  The lecture is interrupted twice, however—once by a student who is enrolled but “couldn’t attend the first day” and another time by a small group of students who enter the classroom and wonder if any spaces are available.  Our professor presses on.  Then, about half way through his lecture, he asks questions and comes to the conclusion that most of the students did not complete the reading for today. He gives an impromptu quiz, finishes (part of) his lecture, and realizes that he is about a course meeting behind where he wants to be in imparting the course content.

During his next two lectures, he rushes through the material to catch up.  Students should be taking notes, but many are just listening; one or two are gazing out the window.  Some seem to be texting.  Attendance is not the best.  The scores on the quiz were miserable.  As he introduces the first essay assignment, he mentions (having heard the low down from his colleagues) that academic dishonesty is something to be taken very seriously, and that he will be on the lookout.  One or two students ask questions about small details that are clearly stated on the assignment sheet and the course syllabus.  He notices that a good number of students have not brought the book to class—can it be that some students still have not bought the book?  One student asks a question that seems to have an edge to it at the end of lecture; he does not know how to respond, given that he does not remember his professors answering such questions.

Not everyone turns in the first essay, and when he distributes the first exam—clearly stated on the syllabus’s course schedule—not everyone is present and some seem surprised that an exam is being given. At the end of class that day, a few students approach him and ask if they can still hand in the essay for full credit even though it will be late.  One student has apparently simply left a late essay on the podium.  In subsequent course meetings, student questions become more infrequent.  One day, five minutes into a lecture, a student raises his hand and asks if there will be a review session for the upcoming midterm.  Several students in the back of the class are talking quietly; others are texting.  At the end of another class, two students come up to appeal their essay grades.  Upon returning to his office, he receives an email that the department chair would like to meet with him regarding a student complaint.

What has happened, he thinks?  Who are these unprepared, indifferent, and sometimes even hostile students?  He has just been trying to teach the course material. Perhaps he needs to be tougher.

 [box] Copyright ©2013 The Student Caring Project. All rights reserved. Unless otherwise indicated, all materials on these pages are copyrighted by Dr. Daniel de Roulet and Prof. David Pecoraro, C0-Founders of The Student Caring Project. All rights reserved. No part of these pages, either text or image may be used for any purpose other than personal use. Therefore, reproduction, modification, storage in a retrieval system or retransmission, in any form or by any means, electronic, mechanical or otherwise, for reasons other than personal use, is strictly prohibited without prior written permission.[/box]

COMMENTARY

Daniel and David discuss solutions to this scenario.

 

We recorded this podcast on Tuesday, October 15, 2013


 

Share. 

Our upcoming book:The Caring Professor: A Guide to Effective, Rewarding, and Rigorous Teaching, was written with feedback from many educators and students, which was our plan all along. We began by outlining our thoughts on a series of topics, then we recorded them to share with the world. From the feedback we received, we were informed about the needs of the student caring community. We need your feedback so we may continue to fulfill our mission statement and help students, the world over.

Thank you!

Daniel & David

 

The Caring Professor: A Guide to Effective, Rewarding, and Rigorous  Teaching

 

 

Direct download: sc_57.mp3
Category:Higher Education -- posted at: 3:00pm PDT
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Daniel and David interview Adjunct Professor, Dr. Melissa Knoll.

Melissa | Student Caring

Sound Bites from the Podcast:

The workload is huge!
I have a colleague who teaches 6 classes in one day.
I wasn’t quite prepared for the commute time, it can be grueling.
Q: What are the biggest challenges being an adjunct professor?
A: Not having an office. It would give me a sense of respectability and place.
I feel like a second class citizen.
I meet with students by a planter or a coffee cart area.
It can be challenging to keep up with current pedagogy.
I try to keep my quality of life pretty good.
If I have grading time, that’s what I do.
I spend an hour and a half grading every day - and that’s with only 75 students.
Am I going to prioritize my pedagogy or my time as a researcher? As an adjunct, you have to choose.
I get to watch one episode of T.V. and day.
Q:  What tips do you have for people working at multiple campuses?
A:  You have to figure out how to be organized.
I have a box the care for each campus.
Color coded folders are really useful.
Sticking to a plan.
I post my calendars online.
Being really regular in terms of grading has been a savior for me.
I remember I graded 2 sets of papers in one night and then taught a 9:45 am class and I thought, no one should live this way.
I always know what I am doing in each class at the beginning of each semester.
The night before I always get the reading done again.
We are seeing that being predictable is important helps to minimize student stress.
In the classroom, they always know what’s going to happen.
I am actually caring about how they are doing.
You feel like something that is used and thrown away at the end of the semester. Or paid to go away.
I feel very strongly that I was born to teach.
The most happy comfortable place for me is in front of a classroom.
If I don’t get a full time job, I will consider looking into other professions.
I feel like I am one of the best!
Every year that I don’t pick up a full time job, it’s lost income.
I love being a teacher.
I want a full time job.
I want an institution to commit to me and I want to commit myself.
In one place where I teach, I am not even given a library card.

We recorded this podcast on October 11, 2013

 Email for Dr. Melissa Knoll:  mgarcia.knoll@gmail.com

Why Your Opinion Matters: 

Our upcoming book:The Caring Professor: A Guide to Effective, Rewarding, and Rigorous Teaching, was written with feedback from many educators and students, which was our plan all along. We began by outlining our thoughts on a series of topics, then we recorded them to share with the world. From the feedback we received, we were informed about the needs of the student caring community. We need your feedback so we may continue to fulfill our mission statement and help students, the world over.

Thank you!

Daniel & David

 

Born_To_Teach

 

 

Direct download: sc_56.mp3
Category:Higher Education -- posted at: 2:36pm PDT
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SC 55 The Life of an Adjunct Professor

Adjunct Professor, Jason Witt  |  Student Caring

Daniel and David interview Adjunct Professor, Jason Witt.

Sound Bites from the Podcast:

I typically teach at three colleges a semester.

Each semester my load is usually about seven classes. I teach every single day and teach two night classes per week. I am in my 14th year of teaching this schedule.

Q: In a typical semester how many essays do you grade?
A: 1,000.

We have to grade whenever we have a scrap of time.

  • We are grading during office hours.
  • We are grading in between classes.
  • When we come home from work, we are grading.
  • On the weekends, you are grading, pretty much the entire weekend.

For the next four months, this is your life.

The rewards are that you are going to have 6 or 12 weeks and summers off.

What helps you to do your job?

  • You have to be an extremely good organizer. (I color code everything.)
  • You are going to have to prepare early for the week.
  • Organization is a big, big, thing.
  • Focus. I am one of those people who can put myself in 'grading mode' for hours.
  • I can sit on the couch, for hours and hours and just grade.

For me, I grade papers on hard copy instead of digitally. I am carrying these papers around with me wherever I go.

We have to take on more classes to make ends meet.

The best way for a student to communicate with me is in person. I am perfectly willing to meet with them, out on a bench or wherever.

Q: What are you like at the end of the semester?

A: After I have finished grading all of those papers, I sit and watch T.V. for one week because I don't want my brain to do any work. Here's the thing, after two or three weeks, I am ready to get back into the classroom.

There's something about this job... We all know it's certainly not the money.
Could things be better? Yes.

This is a challenging job, but there are ways of making it work.

There are changes that definitely need to be made.

  • There needs to be more money.
  • There needs to be more full time jobs.

I have to teach so much so I can make a living. It is a challenge.

Daniel:  One of the things we wanted to do is attach a voice to the adjunct professor. Thank you Jason.

 

We recorded this podcast on October 11, 2013

 Email for Prof. Jason Witt:  jwitt@ivc.edu

Why Your Opinion Matters: 

Our upcoming book:The Caring Professor: A Guide to Effective, Rewarding, and Rigorous Teaching, was written with feedback from many educators and students, which was our plan all along. We began by outlining our thoughts on a series of topics, then we recorded them to share with the world. From the feedback we received, we were informed about the needs of the student caring community. We need your feedback so we may continue to fulfill our mission statement and help students, the world over.

Thank you!

Daniel & David

 

The Life of an Adjunct Professor  |  Student Caring

"I teach 7 classes at 3 colleges and grade

1,000 essays  semester. I have been doing this

for the past 14 years." Prof. Jason Witt

 

Direct download: sc_55.mp3
Category:Higher Education -- posted at: 8:29pm PDT
Comments[0]

Listen.Taking Time to Listen.  |  Student Caring

Daniel and David discuss the importance of taking time to listen to our students.

Sound Bites from the Podcast:

We are really busy as we approach the middle of our semesters.

Thank you to everyone who responded to our last podcast: The Travails of Part Time Teachers. We have more information upcoming on this serious problem.

Practicing what I preach.

True confession time from Daniel.

The student just really wasn't interested in class at all.

I stopped class and called him on his behavior.

When we get busy, we tend to misinterpret our students behavior.

My student began classes at 7:00 am that morning and my class was at 4:00 pm. After my class he had to go to work.

We are television to our students and unfortunately the only thing on is PBS!

We sometimes forget about the people who are in front of this.

THREE PRINCIPLES OF STUDENT CARING IN THE MIDDLE OF THE TERM

  1. Step back and take time to listen to your students.
  2. Be aware of your own warning signs, in terms of teaching.
  3. Don't be afraid in the middle of the term to interrupt your schedule and review what has been learned.

  

We recorded this podcast on October 1, 2013

Why Your Opinion Matters: 

Our upcoming book:The Caring Professor: A Guide to Effective, Rewarding, and Rigorous Teaching, was written with feedback from many educators and students, which was our plan all along. We began by outlining our thoughts on a series of topics, then we recorded them to share with the world. From the feedback we received, we were informed about the needs of the student caring community. We need your feedback so we may continue to fulfill our mission statement and help students, the world over.

Thank you!

Daniel & David

Direct download: sc_54.mp3
Category:Higher Education -- posted at: 5:00am PDT
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Higher Ed... We have a problem.Higher Ed… We have a problem. \ Student Caring

This is the beginning of our journey to help all of Higher Ed to solve the problems currently facing part time / adjunct teachers and professors. 

If you are a part time teacher and have something to say on this topic, we would would like to interview you, please write. info@studentcaring.com

Thank you,

Daniel and David

In this podcast we begin to investigate the problems, challenges, and future hopes associated with the travails of part time teachers.

Sound Bits from the Podcast:

Parents are concerned, rightly so, with getting their monies worth. What are you paying for, elaborate commencement ceremonies or the teaching experience.

Are you getting free gifts that you paid for?

There are a lot of problems in how much money is dedicated toward teaching faculty.

The balance of full time to part time faculty is one that is looked at by the financial planners carefully.

Students taking general education courses are likely to be taught be people who are not full time employees of the university. We refer to these people out here (In Southern California) as "Freeway Flyers."

[box] This article may interest you:  Post-Modern Superhero: The Freeway Flyer from AdjunctNation.com[/box]

These folks are often teaching six or seven courses a semester in order to eek out a living.

The quality of instruction is likely, not that of a full time faculty person.

The university budget gets locked in to this type of mode. Over 50% of the classes are usually being taught be adjunct instructors. It is difficult for them to transition the instructors into full time jobs.

What we are interested in is the effect on students in the classroom.

What about the quality of life and rest of life issues if any, for the part time teacher?

What does this due for first and second year college students?

I overheard a student say, "Oh, we have a real professor." So, there is a perception of quality of teaching associated with titles. This is a problem.

Does an Assistant Professor mean that you are assisting a Professor? No, not at all!

This is a plague on our society where people are coming out of school and working part time without any guarantee of employment.

What are the long term effects of these part time teachers?

What are the effects on our students?

What would our colleges and universities look like if there were more full time faculty and less adjuncts so that the ratio was 90% - 10% rather than 60% to 40%?

We want to hear from adjunct professors so we can further the body of knowledge on this topic and help all of higher education to a solution. Join our community by dropping us an email and let us know your thoughts. info@studentcaring.com

We are pretty upset about this and want to fix it.

We recorded this podcast on September 18, 2013.

Facts from the Info-Graphic below:

  • How our best and brightest can work tirelessly for 8 years only to receive food stamps, debt, and no career.
  • Tenure Track Professor, $120,000. vs Adjunct, $20,000.
  • There are 5.7 Million more college students than there were 10 years ago, a 45% increase in full time students, while tenure track positions have only increased 28% in 32 years. (From 1975-2007).
[box] Don't miss our  upcoming episode: "The travels and travails of part time instructors."[/box]
Why Your Opinion Matters: 

Our upcoming book:The Caring Professor: A Guide to Effective, Rewarding, and Rigorous Teaching, was written with feedback from many educators and students, which was our plan all along. We began by outlining our thoughts on a series of topics, then we recorded them to share with the world. From the feedback we received, we were informed about the needs of the student caring community. We need your feedback so we may continue to fulfill our mission statement and help students, the world over.

Thank you!

Daniel & David

Higher Ed, We have a problem.  |  Student Caring

 

 

 

 

 

Direct download: sc_53.mp3
Category:Higher Education -- posted at: 6:00pm PDT
Comments[0]