Student Caring - A Podcast for Professors
Join professors de Roulet and Pecoraro as they encourage professors to achieve success.
SC 155 No.4  What Your Students Probably Don't Know

Notes from the Student Caring Podcast for Professors

Syllabus – Part Four
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Office hours

  • We find that students are communicating with us via emails instead of coming into our offices.
  • We need to let our students know what “Office Hours” actually are and what they are for.
  • Help your students by telling them specifically where your office is located.
  • We invite you to join us with our new service for students:  “One Minute Office Hour

College services available to students

  • Even though our students have access to the resources available, they often forget or do not know where to go for help.
  • It can be helpful for us to verbally explain to our students what the health center can and can not do for them.
  • Tell them what type of services the on campus police department has to offer.

Digital technology

  • Explain to your students how crucial it is that the regularly check their college email address. We should not assume that they are all aware of this.
  • Freshmen may need extra help accessing the course management system.

Please join us next week for section number four in the syllabus series.

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We welcome your comments, feedback and guest post submissions.

 

Email:  General Information   |   Dr. Daniel de Roulet   |   Prof. David C. Pecoraro

Thank you!

Daniel & David

Direct download: sc_pod_155.mp3
Category:Higher Education -- posted at: 11:14am PDT
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SC 154 No.3  What Your Students Probably Don't Know

Syllabus – Part Three
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Open syllabus syllabus quiz

  • Daniel gives the “Open Syllabus Syllabus Quiz” A.K.A.: OSSQ to his class to encourage them to think about why they are there and what the learning process will be.

Sequence of assignments.

  • A chronological listing of each assignment, what the topic will be, and how it will be assessed.
  • Without a list of what the assignments are, there will be anxiety and confusion, both for the students and the professor.

Grades

  • Often, our students do not know what grades they have received and how they are doing in your class.
  • A syllabus needs to list what the assignments are and how they are weighted on day one.
  • We want our students to manage their own grades.

Late assignment policies

  • If students don’t know what your policies are regarding late work this will create many, many questions.
  • Spell out your policy: Assignments are not accepted late. Assignments may be turned in before the deadline.
  • A student may assume that your policies are just like those in another class.

Please join us next week for section number four in the syllabus series.

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We welcome your comments, feedback and guest post submissions.

 

Email:  General Information   |   Dr. Daniel de Roulet   |   Prof. David C. Pecoraro

Thank you!

Daniel & David

Direct download: sc_pod_154.mp3
Category:Higher Education -- posted at: 7:36am PDT
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SC 153 No. 2  What Your Students Probably Don't Know

Notes from the Student Caring Podcast for Professors

Syllabus – Part Two
Rules for Learning

Class attendance

  • Communicate to your students that the class is a community and their attendance is essential to form a learning community. Your fellow students will need to work harder if you are not in class.
  • Policy: If the student misses more than 8 hours of instruction, the instructor drops them from the course.
  • Arriving late or leaving early is a tardy. 3 tardies equal 1 absence.

Meaningful class participation

  • Just “showing up” doesn’t mean that you are attending the class.
  • You need to come to class prepared for all in class discussions and activities.
  • If you do not come prepared to class, you may be dismissed for the day.
  • We want our students to be active not passive learners.

Academic dishonesty

  • BE ADVISED:  There are many online resources for students who want to purchase assignments.
  • You can try, but you can’t buy learning.
  • List the academic policy of the college.
  • Explain to your students that you will report any instance of academic dishonesty.
  • Reference: How To Cheat In College and What to do About It

 

 

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We welcome your comments, feedback and guest post submissions.

 

Email:  General Information   |   Dr. Daniel de Roulet   |   Prof. David C. Pecoraro

Thank you!

Daniel & David

Direct download: sc_pod_153.mp3
Category:Higher Education -- posted at: 7:30am PDT
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SC 152 No. 1 What Your Students Probably Don't Know

Notes from the Student Caring Podcast for Professors

 

Book recommendation from Dr. Daniel de Roulet

Adulting: How to Become a Grown-up in 468 Easy(ish) Steps

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  • Young adults today don’t seem to be launching all that well.
  • We see this every day in our classrooms.
  • We make assumptions about what our students know about college.

How to help our students understand some essential information in the course syllabus.

  • How we address the syllabus on day one is key.
  • When the answer a student asks us verbally, is on the syllabus, we need to refer them to that document instead of answering it for them. We want them to look at the syllabus often and use it as an essential resource.

Ways we can help our students know and understand what is on the syllabus.

  • The syllabus quiz. If you don’t pass, the quiz, you are dropped from the course.
  • Reading the syllabus to the class. (We do not recommend this.)

Your email address

  • This is essential.
  • Let your students know the best way they can reach you.

Office hours

  • We don’t see that students actually know what “office hours” are.
  • It is rare for our students to utilize our office hours. (This is one reason why we created the “One Minute Office Hour.”
  • Write a clear statement about why and when you have office hours.

What is a syllabus?

  • Our students may not know what a syllabus is.
  • For reasons not known to us, students avoid reading this document.
  • In writing, and verbally, we need to tell our students why the syllabus is important.
  • If we focus on the importance of the syllabus in relationship to their grade, we can get their attention.

What is this course?

  • Explain to your class what the course is about, they might not understand past, “I just know that I have to take this course.”
  • We find that our students walk into our class on the first day and that’s when they begin to figure out what the course is about.
  • We need to think about our class, what we know and also understand what our students don’t know.

Key dates

  • Give your students essential and important dates.
  • Tell your students to put these down in their daily planners.
  • Tell your students to buy and use a daily planner or refer them to this video.

 

Course materiels 

  • Students, for a variety of reasons do not get all of the required course materials.
  • Tell your students what it means to have a book on reserve in the library.
  • Students tend to spend as little money as possible on the text book. Often this is a disaster.
  • Access to the online course management system and access to a printer is essential.
  • It is good idea for our students to buy a folder for each class and put all information in them.
  • It is in your best interest to purchase a day-timer and use it daily.

 We wish for you all, good first weeks of instruction.

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We welcome your comments, feedback and guest post submissions.

 

Email:  General Information   |   Dr. Daniel de Roulet   |   Prof. David C. Pecoraro

Thank you!

Daniel & David

Direct download: sc_pod_152.mp3
Category:Higher Education -- posted at: 5:34pm PDT
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