Student Caring - A Podcast for Professors
Join professors de Roulet and Pecoraro as they encourage professors to achieve success.
SC 171 Teaching Students in the Arts

NOTES FROM THE STUDENT CARING PODCAST FOR PROFESSORS

Teaching Students in the Arts

 

HELPING OUR STUDENTS WHO ARE IN THE ARTS.

  • A concern… Sometimes students in the arts are not as concerned about straight academic work.
  • They may not see how their other classes can help them in life.
  • Students in the arts sometimes have complicated schedules.
  • Students will have periods of time, usually just before a performance, when they are 100% not focused on your class.
  • We can help them by being predicable with our course schedules.
  • If our students can let us know when they are performing, it will give us an an insight as to what they are experiencing during a particular week.
  • Arts students have a great deal of stress about graduating.
  • Arts students have transferable skills:
    • They can speak in front of an audience without passing out!
    • They can collaborate.
    • They can meet deadlines.
    • They have people and communication skills.
  • We can help these students by showing them how the subject that we are teaching can help them in the arts.
  • Skills in the arts do not always lead to a career in the arts.

 

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We welcome your comments, feedback and guest post submissions.

Email:  General Information   |   Prof. David C. Pecoraro

Thank you!

Daniel & David

Direct download: sc_pod_171.mp3
Category:Higher Education -- posted at: 3:48pm PST
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SC 170 Helping Employed Students

NOTES FROM THE STUDENT CARING PODCAST FOR PROFESSORS

SC 170 Helping Employed Students

 

HELPING STUDENTS WHO ARE ALREADY EMPLOYED WHEN THEY ENTER COLLEGE.

  • Daniel knows of a full time student who is working 70 hours per week!
  • Ask your student, who may be having difficulties: “How much do you need to be working?”
  • We find that many students are working more than they need to. Delayed gratification is not easy for any of us.
  • Encourage your student to put their education near the top of their list of priorities.
  • Enlighten your students about income possibilities of a future job.
  • Encourage your students to look for work on campus.
  • Many employers are “college student friendly.”
  • The work schedule needs to be flexible – around the class schedule.
  • When our class schedule is predicable, it helps our students plan around work.

 

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All Podcasts via This Website

Click this Link to Subscribe via iTunes

Click this Link to Listen on Stitcher Smart Radio

Click this Link to Subscribe via Google Play

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We welcome your comments, feedback and guest post submissions.

Email:  General Information   |   Prof. David C. Pecoraro

Thank you!

Daniel & David

###

SC 170 HELPING EMPLOYED STUDENTS

If you are concerned about making tenure or getting hired as a full time professor, this book is for you.
The Caring Professor




The Caring Professor

 

Direct download: sc_pod_170.mp3
Category:Higher Education -- posted at: 3:23pm PST
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SC 169 Teaching International Students

NOTES FROM THE STUDENT CARING PODCAST FOR PROFESSORS

Teaching International Students

Our research and reference source for this podcast is from the University of Virginia: Strategies For Teaching International Students

CTE-Logo-Horiz-Color-Tagline-Web-Sized

GENERAL PRINCIPLES

  • Be explicit about your expectations and try to give examples or model what you are talking about.
  • Focus on meaning first and grammar and style later.
  • Stress fluency in communication along with correctness.
  • Try not to foster the student’s fear of errors.
  • Reinforce the student’s strengths while explaining what he/she still needs to work on.
  • Recognize that students may be differently acculturated to classroom situations.
  • Don’t assume that a student who looks “foreign” is an international student or that one who exhibits writing difficulties is necessarily a non-native speaker.

IN THE CLASSROOM:

When students make unclear remarks, paraphrase them before building on them (“so you are saying that . . .?”). This gives such students an opportunity to correct you if you have not understood what was meant; other students also understand the comment and so are less likely to ignore it. To avoid singling out international students, apply this technique to American students’ comments as well.

MAKE SURE STUDENTS UNDERSTAND DIRECTIONS AND ASSIGNMENTS.

Students from many cultures-and many individuals-believe it is polite to nod in response to someone’s words. When such a nod masks lack of comprehension, difficulties arise. If students have misunderstood previous directions, check with them individually after class about future assignments. Instead of asking, “Do you understand this assignment?” say, “Tell me what you need to do for Wednesday.” You can clarify directions for all students by having a volunteer rephrase them during class.

WRITE IT DOWN!

Use visual aids and write down key terms during lectures or while giving directions. This will help non-native speakers significantly with their comprehension of the material.

Let students who hesitate to speak in class contribute first in small groups or through electronic discussion groups on Instructional Toolkit.
For students who hesitate to speak on the spur of the moment, provide assignments or questions that the student can prepare beforehand. To avoid favoritism, you can give these assignments or questions to all students.

~~~~~

All Podcasts via This Website

Click this Link to Subscribe via iTunes

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We welcome your comments, feedback and guest post submissions.

Email:  General Information   |   Prof. David C. Pecoraro

Thank you!

Daniel & David

Direct download: sc_pod_169.mp3
Category:Higher Education -- posted at: 8:23am PST
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SC 168 Teaching Students With Learning Disabilities

NOTES FROM THE STUDENT CARING PODCAST FOR PROFESSORS

SC 168 TEACHING STUDENTS WITH LEARNING DISABILITIES

Our research and reference source for this podcast is the Learning Disabilities Association of America

Student Caring

Legal Rights of College Students with LD

Academic accommodations are required by law for eligible college students with LD. Accommodations are changes in the learning and testing environments that give college students with LD an equal opportunity to learn. The Americans with Disabilities Act (ADA) and its amendments (ADAAA) require that reasonable accommodations be made available to college students who have current documentation of learning disabilities and who request learning and/or testing accommodations.

Student Responsibilities

Student responsibilities include the following:

  • To self-identify as a person with a disability to the disability services office at the college or university.
  • To provide up-to-date documentation of the disability to the disability services office.
  • To request academic accommodations that will insure access to information and testing on an equal level with students who do not have disabilities.
  • To self-identify to faculty as a student with a disability and provide them
    with a copy of the Individual Student Profile developed with the disability services office.
  • To remind faculty in a timely manner of academic accommodations required for tests and assignments.
  • To ultimately accept responsibility for his or her successful education. This includes maintaining satisfactory academic levels, attending classes, completing assignments, behaving appropriately, and communicating regularly with the appropriate office and/or individual regarding specific needs.

Faculty Responsibilities

If students request instructional and/or testing accommodations in a class, they must disclose the need for the accommodations to the instructor and give the instructor any documentation provided by the disability services office, typically a letter from that office validating the need for the specified accommodations. Students do not have to disclose their disabilities to their instructor, only the need for accommodations.

The instructors’ responsibilities include the following:

  • To allow students to disclose their disabilities in an appropriate and confidential place.
  • To acknowledge the rights of students with dignity and respect.
  • To maintain the integrity of academic standards.
  • To maintain student confidentiality at all times.
  • To provide reasonable instructional and/or testing accommodations.

~~~~~

All Podcasts via This Website

Click this Link to Subscribe via iTunes

Click this Link to Listen on Stitcher Smart Radio

Click this Link to Subscribe via Google Play

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We welcome your comments, feedback and guest post submissions.

Email:  General Information   |   Prof. David C. Pecoraro

Thank you!

Daniel & David

###

SC 168 TEACHING STUDENTS WITH LEARNING DISABILITIES

If you are concerned about making tenure or getting hired as a full time professor, this book is for you.
The Caring Professor




The Caring Professor

Direct download: sc_pod_168.mp3
Category:Higher Education -- posted at: 2:50pm PST
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