Warren’s program Business studies majors to allow them to have the same experience for one or two semesters Increase retention, students will be bonding, balance strengths and weaknesses, improve skills • Will they have enough students to have this program “make? ” • What about differential skill levels? How to coordinate? • Learning outcomes – students learn to work in teams, they will do this by…. working in teams • Transferred skills, writing for example •
Cathy’s English class • English 101 • Application, reading, critical thinking, writing course • What is best? Learning to write well, different levels and skills represented in class, really good classes to teach, skills based rather than a content based class, introduce creativity. • So many students come poorly prepared, don’t want to do the reading, incremental skill building course, don’t do the reading initially, fall behind • Goals for student learning, understand the process, learn to write for a variety of audiences, critical thinking • Learn to write by writing, have to be able to read, by reading
Missy’s English 102 • Not required for everyone, most take three or four levels of dev ed before they get there • Integrate literature into it, you can choose, Blackboard element, cool, have guidelines on line • Lack of critical thinking, lack of other skills, plagiarize • Goals of the course, develop critical thinking and apply it to reality to the world, to themselves, decision making, choices, patterns and themes • Read a lot, learn analysis, write literary analysis • Read with understanding and comprehension, students loathe reading, correctly be able to quote • Need to edit and rewrite, apply it
Diane’s teaching math to young children • Not required, have to take one of these type courses, teaching students in elem ed • Loves the course, teaching math can be fun, ways to approach it that lowers the anxiety level • Students who come in no background in math, don’t have basic concepts • Critical thinking, Piaget and the stages of development • Energize and excite students, teaching goal, take it out into the world, applying it! • Achievement of goal, create materials to class might teach, assess a child and reaction to activity, brain function information, don’t want to work on revision, “I’ll just take the “D” revision, evaluation for a better grade not something they like • Critique commercial mathematical materials, see what else is out there • Get involved, think outside the box, found items for math instruction
Rupert’s Math 095 • Second developmental math class • Tie math skills to real life, fractions, measurement, becoming more analytical • What he likes best – convince students that math does matter, use it on a daily basis (career, problem solving, relevancy) • Hardest part – negative attitudes, preconceived notions about math, always done poorly in math • Goals, better appreciation of math, real world outcomes, better analytical skills, better organizational skills, desire to take math classes not in their major. • share his own experiences, build a bond with them so they will trust him, practice produces results, group learning experiences, share own experience, get rid of math apathy
Melanie’s CCSS course • Adjusting attitude, self esteem, improving skills for other course, listening, note taking, test anxiety, memory, time management, application to real world activities of skills, career research and resume’ writing • Like best about teaching – real positive change, confidence students get, change of students who stick it out, positive sense of self • Toughest part – underprepared, cultural shock, • Educational experiences they’ve had not positive, beaten down by other teachers • Activities – improve self esteem and awareness, focus on career and major, apply to other classes, real world, understand, group work, career research paper, resume, tour of the college, where the offices are, where they used to be . Learn the college, acculturation, thank you very much
Janet’s Math 118 • First college credit math class (algebra) • What she likes well structured, organized, how long it takes to teach certain parts of the course, good, uniform syllabus, very organized • Toughest part students’ apathy, defeatist attitude • Goal in class, instill confidence to pass it or pass it again if they have to take it again “I can do math!” • Activities, practice makes perfect, only way to pass is to do a lot of problems, do problems
Jim’s summer bridge math • Happening thing! • Helps to place the students in appropriate math, get a refresher • What I like, all of the students are there by choice, free and available to any student who double dev ed dipper • Toughest part – extremely remedial, unable to retain • Goals not being intimidated by math • How achieve it – software for brushing up skills or learning skills
Frank’s summer bridge math class • Three week 60 contact hour course wow 5. 5 hours day, math, English, reading • Curriculum’s goal, save time and money by getting them up to college level math and reading, free for double or triple dippers • Pre- and post math placement, place out of dev ed or stay in it • What he likes, find the day when math started to suck for the student • Challenge buy in from the students, how does this fit into my daily life, why should I progress • Goal test improvement potential for good foundation and higher achievement • Work keys and math Cue cool • Philosophy, manipulation of information to achieve reasonable outcomes, why am I here? • Get to conservative thinking people, math doesn’t apply to me
• rauthe@dcc. edu for the Princeton link on writing a philosophy paper • Rewriting, editing, open-ended show your work
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