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

~~~~~

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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 PDT
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SC 167 Going to College for the First Time

Notes from the Student Caring Podcast for Professors

SC 167 Going to College for the First Time

We invite you to check out our appearances page.  We offer faculty presentations on the topics of "Student Caring" / "Student Success" and "Effective Teaching" New, this year is our presentation for parents of high school and college students, "What Professors Wish Parents Knew About College". We would love to visit you and your colleagues at your college.

 

Going to College for the First Time / Prof. Daniel de Roulet

Most of your education—especially the last four years—has been pointing to this moment.  But now what?  What should you expect from going away to college in the fall, and what can you do this summer to get ready?

1. Close the door on high school and focus on the future.  We know this isn’t easy.  You’re leaving behind friends, family, significant others, the familiarity of your home and your town/suburb/city—in some cases, country—to start a new life, and it’s hard to say goodbye.  On the other hand, there may be some advantages to leaving some of these things behind, and college is a good excuse to make the break.  We’re just saying.

There are few times when people have the opportunity to start life anew, even to reinvent themselves (on-line role-playing games excluded).  Are there things you didn’t like about your high school life?  Are there things you didn’t like about you in high school?  Have you been interested in areas you have never had the chance to try out?  Do you want to redefine your relationship with your parents?  Now’s your chance.

2. Learn as much as you can about your new environment.  Although nothing substitutes for actually living through a new experience, finding out about your new environment with soften the culture shock that many students feel at the beginning of college.  Get on line and see what you can find out about the college’s location and surrounding community, its campus, its students and activities, and your professors.  Get out your schedule of classes for the fall and try to find the buildings—get a sense for whether your walk from class to class will be one minute or fifteen.  Find you residence hall on the map and try to find some pictures of the rooms.  Visit your professors’ websites (most easily found through department websites) and see what their interests and expertise are.

3. Do some pre-course work.  Sometimes the first week of classes is a little overwhelming, especially in terms of finding out how much you’ll have to read and what your assignments will be. Find your course syllabi on-line, if they are available and up-to-date; see what books are required for your courses at the bookstore, especially paying attention to the edition of the textbook required.   If you find the syllabi, read them repeatedly, so that some of the information becomes second hand to you before your classes begin.  Consider buying the recommended edition of the book before you get to your college and do a little introductory skimming and reading.  You might get a good deal on the books, and you’ll avoid some long lines during the first week.

4. Begin to make a calendar for the year.  Once you obtain your course syllabi, note key exam and assignments dates—these notes will help you manage your time, decrease your number of surprises, and help you to decide how to best balance study and social events.  Also, write in important family and friend dates—birthdays, anniversaries, and the like.

A little work in the summer can make for a smoother transition in the fall.   And enjoy your summer—outside of work and thinking about college, find time to revel, rest, and recharge.

Recent high school graduates:  what concerns do you have about going to college?

 

~~~~~

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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_167.mp3
Category:Higher Education -- posted at: 5:38pm PDT
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SC 166 Integrated Teaching With the Field Trip

Notes from the Student Caring Podcast for Professors

Teaching Techniques for Today’s Students
SC 166 Integrated Teaching With the Field Trip

Daniel shares how his sixth grade field trip influenced his life.

David’s research on the topic of our upcoming book, “What Professors Wish Parents Knew About College” reveled this quote:

One day she happened to sign up for a day trip from Scripps to Tijuana, Mexico, to help do some painting and other charitable work in an especially impoverished neighborhood. When she got there, she recalled, I held a baby who could barely breathe, and the mother didn’t have the money to take the baby to the doctor, and you could literally see the United States on the other side of the border. I was just blown away. The moment stayed with her, and during her sophomore year, she applied for a grant that would give her the funds necessary to live in Tijuana for the summer and work with indigent children there.
She got it.

Excerpt from: Bruni, Frank. “Where You Go Is Not Who You’ll Be.”

The field trip gives you an opportunity to make the message of the class very real.

Creating a college fiend trip that will maximize your students learning.

  • If there will be expenses involved, build those into the lab fee.
  • Find the best day in the semester for the field trip.
  • A field trip can create, for your students, significant learning experiences.
  • Utilize the resources, human and physical, available to you in your geographic area.

Daniel interviews David about his “Arts Day” – mega field trip experience.

  • Prepare your students for the field trip by educating them about the topic ahead of time.
  • Advertise the date of the field trip, well in advance.
  • Create a field trip that is highly educational and fun.
  • Think about logistical items:
    • Cost
    • Tickets
    • Transportation
    • Meals
    • Learning Goals and Materials.
  • Be prepared with a “PLAN B” for students who can’t make, or miss, the field trip.
  • Followup the field trip with an in-class assignment that maximized the experience.

 

~~~~~

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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 166 Integrated Teaching With the Field Trip

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_166.mp3
Category:Higher Education -- posted at: 9:22am PDT
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SC 165 Teaching With Homework

Notes from the Student Caring Podcast for Professors

Teaching Techniques for Today’s Students
SC 165 Teaching With Homework

Teaching With Homework

Ways we can improve teaching with homework.

  • Daniel asked his class: “Do you think differently because of your technology and social media? How do you manage your tasks?” Answer: “Our phones play a role in distracting us from concentrating on important tasks, like homework.”
  • Distraction, for our students, is the enemy of homework.
  • What can we do about this? Not much! It’s up to the student to develop their self discipline.
  • High School AP (Advanced Placement) programs are burning our students out before the get to us. Watch the film: RACE TO NOWHERE…  (Click on the picture below) Prepare to be disturbed.

Race to Nowhere Film

Homework Reading

  • Our students seem to want to do as little reading as possible.
  • David heavily integrates required (and graded) reading assignments into his courses.
  • Daniel will require his homework assignments to be hand written. This gets them off the computer and decreases their distraction level.

Isn’t this bizarre, that in this age of technology, we are finding ways for our students to not use it? – Dr. Daniel de Roulet

  • There is something, almost artistic when you are crafting the letters with your own hand vs. just typing them on the keyboard.
  • Make sure that you are giving the students feedback on their homework.
  • Impress on your students that they must buy the textbook – else, “You are dead-in-the-water before you begin.”
  • Daniel sees a lot of his students reading on their phones. This presents a variety of concerns about note-taking, comprehension, and distractions.

A lot of students who spend time on the their phones are complaining of loneliness.

How do we integrate homework into the day-to-day class meetings?

  • Require students to do the reading before the topic is discussed in class. Knowing that they will be involved in a discussion beforehand will prompt them to be prepared.
  • Accountability at the beginning of class is a good approach. (In the podcast version, listen to Daniel tell his story about “Standing Students!”

 

Homework is about fostering a continued learning experience outside of the class in their daily lives.

CARNEGIE RULE:  3 hours of work outside of class for every hour in class.

 

Next Week: The Field Trip

~~~~~

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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_165.mp3
Category:Higher Education -- posted at: 3:52pm PDT
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SC 164 Teaching in the Lab

Notes from the Student Caring Podcast for Professors

Teaching Techniques for Today's Students
SC 164 Teaching in the Lab

SC 164 Teaching in the Lab

Teaching in the lab can be very different, depending on your discipline. Daniel teaches in a writing lab and David in the theater. In this podcast, we explore (lab) teaching techniques for today's students.

Lab facts:

  • An educational lab is given birth to when the course is designed and proposed.
  • Some courses have a lab requirement built in and for some, it is separate.
  • Often, a lab fee will be required when there are expendable materials required.

Lab teaching in a collaborative environment.

  • Colleagues will say to (Theater) David, "You can't teach that, they learn by doing."
  • Both can be achieved in carefully constructed labs and courses.
  • In a deadline driven environment, the student needs to learn under pressure.
  • When the professor and student are sitting side by side, the opportunities for collaboration increase.
  • Students get excited when they are put in charge of something.
  • DISADVANTAGE:  The pressure that comes with a deadline for a public performance can place me in the middle of making a decision that is either best for the student or best for the audience. My position is always: Our primary focus is on the student's learning, not the show. Our product (if we think that way) is the student who walks across the commencement stage, not the performance occurring on the stage. The theatre lab, including the performance, is a learning environment.
  • ADVANTAGE: Very quickly, when a student has a success, they experience a boost of self confidence.

"For a student, the classroom can be a lonely place." – Daniel

The lab: An opportunity for individual instruction and connection.

  • Look for ways you can encourage your students, one on one in the lab.
  • The demeanor of the professor in the lab is really important. More conversational gives the student an opportunity to express what's on their mind. Our students will see the lab as a safe place rather than a place where they feel like they have to perform.
  • If grading is involved in the lab, a syllabus needs to be in place.
  • The biggest advantage of the lab is one-on-one time with the professor. (Office hours seem to be a dying art!)

 

Next: Homework

~~~~~

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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_164.mp3
Category:Higher Education -- posted at: 4:29pm PDT
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SC 163 How to Lead a Good Discussion

Teaching Techniques for Today’s Students
SC 163 How to Lead a Good Discussion

 

In the syllabus for Prof. David Pecoraro’s classes:

Discussion is a valuable and inspiring means for revealing the diversity of opinion that lies just below the surface of almost any complex issue. Although there are many ways to learn, discussion is a particularly wonderful way to explore supposedly settled questions and to develop a fuller appreciation for the multiplicity of human experience and knowledge. To see a topic come alive (The emphasis is mine) as diverse and complex views multiply is one of the most powerful experiences we can have as learners and teachers. In a discussion where participants feel their views are valued and welcomed, it is impossible to ween class sessions. – Stephen D. Brookfield 

Difficulties that we encounter:

  • You have to know where your discussion will be going before you begin or the topic will wander.
  • Our students struggle with the lost art of conversation. Daniel recommends: Reclaiming Conversation by Sherry Turkle.9781594205552
  • Most of our students know how to speak, but not necessarily converse.

How can we prepare our students for a good discussion?

  • Prepare the students for the upcoming discussion by putting them into smaller groups and give them some questions to think about. Have them write down their answers. This is followed by an all class discussion.
  • Establish some ground rules that work for you.
    • When someone is talking, you can’t talk over them. (We are also teaching our students how to listen.)
    • Whatever your opinion is, it is safe to express. “Can we all agree to that?”
    • You may disagree with the professor as long as you articulate why you disagree.
    • Always support your opinions.
    • Everybody speaks once before anyone speaks a second time.
  • The professor can act as a secretary, one who does not comment, rather moderates.

Discussions can go bad when students are not prepared with the reading or topic.

  • You need to make sure they are prepared before the discusssion.
  • One way is to ask the student to leave if they have not done the reading. (You could have a time-out!)
  • Set up a discussion board on the course management system ahead of time.
  • A key to success: Write engaging questions.

How to close out a discussion.

  • At the end of a discussion, don’t end the class. End with a reflection on what has been discussed and learned. “How were your opinions challenged?” “What perspectives do you now have?” Ask your students to write their answers down for the beginning of the next class.

Professor preparation for a discussion.

  • Take some time to pre-determine outcomes:
    • Here is where I want the discussion to go.
    • Here are the 3 things I want them to cover.
    • I want my students to get to a certain point by the end of the discussion.

If you are new to discussion teaching – FEAR NOT. Just begin and continue to fine tune as you go forth.

 

~~~~~

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Next: Teaching in the lab.

We welcome your comments, feedback and guest post submissions.

Email:  General Information   |   Prof. David C. Pecoraro

Thank you!

Daniel & David

Direct download: sc_pod_163.mp3
Category:Higher Education -- posted at: 4:45pm PDT
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SC 162 A Lecture for Today’s Students

Teaching Techniques for Today’s Students
SC 162 A Lecture for Today’s Students

Background

  • The students in our classrooms today are used to learning at a fast pace. This is evidenced by the speed that they multitask, text and learn via computers.
    • TED TALKS (Technology, Entertainment and Design) are a good example of this.
  • By November 2012, TED talks had been watched over one billion times worldwide. Not all TED talks are equally popular, however. Those given by academics tend to be watched more online, and art and design videos tend to be watched less than average. SOURCE
  • These lectures are short and entertaining. We think of these as lectures that are repackaged for the students we teach today.
  • Rethinking the Way College Students Are Taught  by Emily Hanford    It’s a typical scene: a few minutes before 11:00 on a Tuesday morning and about 200 sleepy-looking college students are taking their seats in a large lecture hall – chatting, laughing, calling out to each other across the aisles. Class begins with a big “shhhh” from the instructor.This is an introductory chemistry class at a state university. For the next hour and 15 minutes, the instructor will lecture and the students will take notes. By the end of class, the three large blackboards at the front of the room will be covered with equations and formulas.

    Students in this class say the instructor is one of the best lecturers in the department. Still, it’s not easy to sit through a long lecture, says student Jimmy Orr. “When it’s for an hour you kind of zone out for a little bit,” he says.

    Student Marly Dainton says she doesn’t think she’ll remember much from this class.

    “I’m going to put it to short-term memory,” she says. Once she takes the exam, Dainton expects she’ll forget a lot of what she learned.  SOURCE

  • OUR FEAR:  “How much will our students retain from our lectures?”
  • Students need to be reminded in different media; discussion, out of class work, and lectures, continuously.
  • Never do anything in a class for more than eight minutes without a change.

From our students perspective…

  • The attention span is not what it used to be.
  • More and more, we are in the age of multimedia.
  • Students are not necessarily taking notes when we lecture.

Constructing our lectures

  • We need to construct the class in such a way that the lecture is not the beginning and end of the information they need to learn – and communicate this to them, regularly.
  • Very carefully, come up with a plan which includes reading questions in preparation for the in class discussions and lectures. We need to get to them to that place of deeper learning.
  • In our culture, we do so much multi-media learning that merely peaks our interest (YouTubeNetflixAmazon TV) but doesn’t deepen our understanding.
  • The lecture needs to be constantly connected to what’s going on outside of class.

When you are lecturing, you need to get them involved. You are someone who is much more interesting than a text book!

  • How well are students paying attention to us during our lectures? If they are not paying attention during one part, it’s not their fault, it’s ours! Take notes after class and adjust accordingly.
  • TIP:  Analyze an excellent TED TALK and structure your lecture accordingly.
  • Humor is an excellent tool to regain their attention. It also humanizes you–again!
  • Sticking to your carefully planned class schedule doesn’t always create the deepest learning. Read the room and adjust according to the mental atmosphere of your students.

Next: A discussion on discussions.

~~~~~

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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_162.mp3
Category:Higher Education -- posted at: 9:36am PDT
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SC 161 Teaching Techniques for Today's Students

SC 161 Teaching Techniques for Today’s Students

~~~~~

Student Caring NEWS:

•  REMINDER:  Our book: The Caring Professor: A Guide to Effective, Rewarding, and Rigorous Teaching is on sale for only $12.99 (Digital)
•  Who is this book for?
Anyone looking to learn more about teaching in Higher Education.
Anyone who needs to improve their teaching evaluations.

If you are concerned about making tenure or getting hired as a full time professor, this book is for you.
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The Directors of the Student Caring Project bring 50 years of combined classroom experience to offer new and experienced teachers ways to thrive in today’s college classroom. Pecoraro and de Roulet focus on understanding the needs and challenges of today’s students, tested methods of successful teaching and class triage, and trends in education. The goal of the book is a rewarding, effective and rigorous experience for students and professors alike.

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.

 

GOOGLE Play
•  Now, for the first time, you can access our podcast via Google Play. Click to subscribe.

 Teaching Techniques for Today’s Students
– An introduction to the next five podcast topics:

  1. A lecture for today’s students
  2. How to lead a good discussion
  3. Teaching in the lab
  4. Using homework well
  5. How to manage a college field trip

 

All Podcasts via This Website

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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_161.mp3
Category:Higher Education -- posted at: 10:23pm PDT
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SC 160 How to be a Happier Professor

SC 160 How to be a Happier Professor
Part Two of “Getting Behind” – Prevention
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How We Can Avoid – Getting Behind:

•  Don’t answer immediately to a request for a commitment to your time. Take a day and think it over.
•  Watch out for those committee members who will assign you some work if you are not at the meeting.
•  Politely reserve the rights to your time.
•  Divide up those big piles of work into bite sized tasks.
•  Don’t try to grade all of those papers in one night!
•  Are you the type of person who feels that you work better under pressure? Be careful.
•  Viewing your upcoming week, at all times, can help you gauge your workload.
•  Sit down, once a month to take a look at the month ahead, you’ll feel more in control.
•  As a last resort, you can call in sick for a day! This can provide a much needed stress relief.

How much work do I need to do to fulfill this obligation?
•  Sometimes the amount of work you put in (comments on papers) can overwealm the student.
•  Keep the amount of work that you give people, manageable.
•  Do good work, but do reasonable amounts of work as well.

All Podcasts

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_160.mp3
Category:Higher Education -- posted at: 9:09am PDT
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SC 159 Getting Behind – Diagnosis and Prescription

Notes from the Student Caring Podcast for Professors

SC 159 Getting Behind – the Diagnosis and Prescription
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Getting Behind – Diagnosis:

How can we identify when we are behind?
•  You know….   that dark feeling that comes over us when we realize that the papers are piling up.
•  The notion that we are just feeling overwhelmed and we are not sure what’s going on – dazed and confused.

TIP: Never lie to a judge when you are on jury duty. (Listen to David’s true story)

Reasons why professors can get behind.
• The rest of the university!  Those items that are not under our direct control.
• Over stuffing your syllabi to teach as much as possible.
• Saying “yes” to an additional commitment. “What was I thinking?

What can you do when you recognize that you are behind?
• Hit the pause button and take a mini retreat so you can identify your priorities.
• But, I don’t have time for a retreat! Bad sign. (You don’t want to discover yourself, looking between your feet at the cars behind you approach as you peer through the back window of the paramedic van.)
• In the David Allen book, “Getting Things Done,” he suggest doing a review, once a week.
• Sometimes we don’t want to clear our plates. After all, I am better at this than others and no, not me – I am not egotistic.
•  Ask yourself: Say, “Self, is the project really that important that I can’t give it to someone else?”
• And: “Is my teaching suffering because I am doing these other things?”
• Clear your schedule for the next three or four days.
• It is important to figure out how you got behind and put into place ways to prevent them in the future. – our next episode!

Direct download: sc_pod_159.mp3
Category:Higher Education -- posted at: 12:56pm PDT
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