May 2014
o Introductions
o Veterans
o Displaced workers
o Single parents
o First generation
o Learning disabilities
o Millennials
o Special populations
Know
your audience
 Involves
learners.
considering the potential needs of all
 Identifying
and eliminating unnecessary
barriers and learning while maintaining
academic rigor.
 Shown
to create conditions conducive for
learning.
"Seven Principles of Universal Instructional Design (UID)." - Brock University Teaching Wiki. Brock University Teaching Wiki, n.d. Web. 03 June 2013.
1. Be accessible and fair,
2. Be flexible, provide flexibility in use,
participation and presentation,
3. Be straightforward and consistent and,
4. Be explicit, explicitly presented and readily
perceived
"Seven Principles of Universal Instructional Design (UID)." - Brock University Teaching Wiki. Brock University Teaching Wiki, n.d. Web. 03 June 2013.
5. Be supportive, provide a supportive learning
environment,
6. Minimize unnecessary physical effort or
requirements, and
7. Learning space, ensure a learning space that
accommodates both students and instructional
methods.
"Seven Principles of Universal Instructional Design (UID)." - Brock University Teaching Wiki. Brock University Teaching Wiki, n.d. Web. 03 June 2013.



Variety of delivery methods and learning
approaches, including lecture, discussion, handson activities, projects, cases, internet-based
interaction.
Encourage different ways for students to interact
with each other and with you.
Provide effective prompting during an activity
and feedback after the assignment is complete.
"Seven Principles of Universal Instructional Design (UID)." - Brock University Teaching Wiki. Brock University Teaching Wiki, n.d. Web. 03 June 2013
.


Be early for class and leave late.
Use a variety of devices and changes of pace to
create interest and to keep things moving.

Use a bit of humor.

Don’t try to impress the students.

Make things relevant.

Use analogies whenever possible.
"Teaching Tips." - Brock University Teaching Wiki. Brock University Teaching Wiki, n.d. Web. 03 June 2013.

Be able to explain why a student should be learning
something.

Get students to uncover answers and concepts on their
own.

At the start of each lecture, list the objectives for that
lecture.

Be enthusiastic!

Encourage your students to do a bit of role-playing.

Learn to “read” your class.
"Teaching Tips." - Brock University Teaching Wiki. Brock University Teaching Wiki, n.d. Web. 03 June 2013.





Guidelines for the course are detailed in the first
lecture.
The professor is approachable and friendly.
The professor shares some information on her or
his own background.
The professor is confident and knowledgeable
about the material, showing enthusiasm.
Has a sense of humor.
"Teaching Tips." - Brock University Teaching Wiki. Brock University Teaching Wiki, n.d. Web. 03 June 2013.





Shows genuine interest in teaching and in students.
Presents the material in a different way from the
textbook.
Gives and accepts suggestions and constructive
criticism in a positive manner.
Marks and returns assignments and exams
promptly.
Knows how to convey the desire to learn.
"Teaching Tips." - Brock University Teaching Wiki. Brock University Teaching Wiki, n.d. Web. 03 June 2013.
o Use as equalizer in class
o Diverse student population
o Reach all students and bring them to the same
level
o High level and lower functioning students
work together for success
o Research indicates that active involvement is the most
fundamental and most powerful principle of human
learning and college success (Astin1993; Kuh 2000).
o Active involvement could be considered the first base of
college success because if it is not touched or covered
you cannot advance to another base.
Adapted from: Cuseo, Joe; Thompson, Aaron;, McLaughlin, Julie; Moono, Steady. Thriving in the
Community College and Beyond. Kendall Hunt, 2011, 2013.
o
Not defining knowledge but USING
knowledge
o
Use what they learn and retain it
Glasser, M.D., William, Choice Theory, New York. Harper Collins, 1998.
o
Learning is not a spectator sport!
o
Talk
o
Write
o
Relate to past experiences
o
Apply to daily lives
o
Must make what they learn part of themselves
Adapted from: Chickering, Arthur, and Zelda Gamson. Seven Principles for Good Practice in
Undergraduate Education. AAHE/March, 1987.
1)
Know your students.
2)
Let your students know your expectations.
3)
Get to know your students and allow them to get to know you.
4)
Utilize the course textbook.
5)
Start each class out with some type of tradition.
6)
Keep the students engaged!
7)
Get and give feedback as much as possible.
8)
HAVE FUN!
o Thought starters
o Think about its/Journal entries
o Snapshot summary boxes
o Remember cues
o Quotes
o Student perspectives
o Author’s experience
o End of chapter exercises
o End of chapter reflections
o End of book reflection
1) Getting started with your FYE course
2) Icebreakers
3) Teaching the introduction and chapters
4) Ending the course
5) Appendix
o Building class community and course
enthusiasm
o Know their instructor
o Know the purpose and value of the course
o Know their classmates
o Serve to lay the foundational cornerstones
for a successful learning experience in any
course.
From: Instructor’s Manual for Thriving in College & Beyond: Research–Based Strategies for Academic
Success and Personal Development.
o
o
o
o
Icebreaker
Review syllabus
1st day reflection
Expectations
o Minute Papers
o You Tube Videos
o First Five Minutes
o Music
o Quote of the Day
o
Why this Class and Why College
o
Snapshot Summary 1.1 (p. xxiii) Student Diversity in
America’s Community Colleges
o
Snapshot Summary 1.2 (pgs. xxv-xxvi) Why College
Is Worth It
o
Activity: Analyze and Prioritize the Benefits of
College
o Success
stories
o Benefits
of college
o Syllabi
– in class
o Appropriate/Inappropriate
o Syllabus
Worksheet
Emails
o
I like but I don’t like….
o
Ideal student
o
Hiring employees
o
20 things I can do this term
o
A Checklist of Success – Promoting Principles
and Practices – pages 38-39
o
Role Play
o
College Catalog
o
Campus Resources
o
Academic Advising Worksheet
o
http://youtu.be/y9ozDgtWTLQ
o
https://www.youtube.com/watch?v=Y6hz_s2XIAU (famous failures)
o
https://www.youtube.com/watch?v=SJ-Da2vSsDA (Michael Jordan
o
Who are You?
o
The Dash Poem (eulogy)
http://www.thedashmovie.com/
o
3 life events
(famous failures)
failures)
o
SMART goals – page 58
o
Setbacks into comebacks
o
Locus of control / personal responsibility
o
Motivation/locus of control
o
Autobiography
o
Self-Defeating Behavior
o
Strengths/Weaknesses
o
Personal Responsibility Worksheet
o
Walk a Mile in My Shoes Worksheet
o
Goal Collage
o
Chaos toss
o
“Acceptable” reasons to miss class
o
Time management worksheet
o
Time Wasters
o
Planners/Calendars
o
Missing Class
o
In a national survey of 40,000 college professors who taught
freshman through senior-level courses in various fields, 97% of
them reported that the most important goal of a college
education is to develop students’ ability to think critically
(Milton, 1982).
o
Similarly, college professors who teach introductory courses to
freshmen and sophomores indicate that the primary
educational purpose of their courses is to develop students’
critical thinking skills (Stark et al., 1990).
From: Thriving in the Community College & Beyond
Strategies for Academic Success and Personal Development
o
What song?
o
Object (paperclip, dime)
o
Puzzles
o
Campus issues (how to resolve)
o
Objectivity exam (also test taking)
o
One red paper clip
http://www.Youtube.Com/watch?V=be8b02edzvw
o TV
Advertising
o Ordinary
Object Paper

Students complete a learning
styles test and receive a report
detailing how they should take
part in class participation,
complete homework assignments,
and prepare for class and exams.
o
My Power Learning (www.unlockyourlearning.com)
o
My Power Learning Worksheet
o
Write name with non-dominant hand
o SQ3R
o Note
Taking
o Appointment
with tutoring center,
writing center, etc.
o
Objectivity Exam
o
Creating Retrieval Cues
o
Compute GPA
o
Can You Follow Directions?
Diversity project
o Oreo cookie exercise
o Diversity bingo
o Exploring stereotypes
o Role play
o Status game
o Circles of my multicultural self
o
 Definition
 World
village – page 196
 Choose
your neighbor
 Personal
 Group
of diversity
or cultural artifact
similarities
o Wants vs. needs
o Ways to save money
o Having fun without spending (much) money
o Finance worksheet
 Incidentals
 Meet
with financial aid
 Monitoring
 What’s
money – pages 240-241
on your shirt?
Strategies
Handling
to cope with stress
conflict
Relationship
paper
I
and you messages
 Ideal
Partner
 Water
bottle-stress
 Characteristics
of good and poor
relationships
 Green
flags and red flags of relationships
 Stress
busters
o Health paper or grid
o STD Handshake
o Live to be 100
o Fast Food Frenzy
 Wellness
wheel (and handout)
 Improving
 Wellness
 Self
physical health
self-assessment – Page 323
improvement
 Sleep
and meal record
o http://www.thenationalcampaign.org/
onlinelessons/
 Strengths
worksheet
 Values
 Accomplishment
exercise

Ideal job

Career research

Career exploration worksheet

Think About It – page 340
Reflect on answers in Chapter 3

Personal needs

Human resources representatives

Ideal career

Educational plan

Career article
 Object
 Presentation
 Video
 Final
reflection
 Paper
 Letter
o Pat
on the back
o Roster
o Class
gift
awards
o Chickering, Arthur, and Zelda Gamson. Seven Principles for Good Practice
in Undergraduate Education. AAHE/March, 1987.
o Course Pedagogy for the First-Year Seminar: Research-Based Strategies
for Classroom Instruction, Course Assignments, and Student Grading.
From: Instructor’s Manual for Thriving in College & Beyond.
o Cuseo, Joseph, Aaron Thompson, Julie McLaughlin, and Steady Moono.
Thriving in the Community College & Beyond, Strategies for Academic
Success & Personal Development. Dubuque: Kendall Hunt, 2010. 2013.
Print.
o Glasser, M.D., William, Choice Theory, New York. Harper Collins, 1998.
o Howe, N., & Strauss, W. (2003). Millennials go to college. Executive
Summary by Steve Eubanks.
o Monaco, M. & Martin, M. (2007). The millennial student: A new
generation of learners. Athletic Training Education Journal, 42-46.
o "Seven Principles of Universal Instructional Design (UID)." - Brock
University Teaching Wiki. Brock University Teaching Wiki, n.d. Web. 03
June 2013.
o "Teaching Tips." - Brock University Teaching Wiki. Brock University
Teaching Wiki, n.d. Web. 03 June 2013.