Melinda Reading Notes #4

Lang’s chapter on Students as People (Ch. 8) was a little more real to me and more to my teaching style than the chapter on Students and Learners.  I think the main reason for this is because I fall into the “non-traditional” category in multiple ways: older than average and raising a family.  I do agree with his observations about older than average students contributing more to the classroom (pg. 189).  I have often reflected on this since returning back to school.  I think of how different of a student I was 8-10 years ago.  I was less engaged and did what I had to in order to get by.  Now, I participate more, put forth more effort into assignments, and involve myself in more extra-curricular activities.  I believe my level of involvement in higher levels of thinking has increased and given me a better education.  
 
I also would not have been able to finish my degree without some accommodations from teachers due to my single mom status.  I do want to make clear that I do not expect special treatment, but if something comes up at some point, that my instructors can be flexible.  They realize that I might have to miss class not just because I am sick, but also my daughter.  I have had instructors allow me to turn in assignments via email, remove the requirement to attend evening club meetings. I even brought my child to class one time.  This was after I missed because I was in the middle of switching daycares.  He emailed me after class and said that if I needed to, I could bring her to the next class.  I have never taken advantage of the situation to buy more time for an assignment.  In fact, I think parents also tend to be more motivated as they are setting an example for their children.  
 
Davis’s chapter 5 pages 57-68 shocked me.  Initially, I couldn’t believe that she would have to put something in her book about being sensitive to diversity.  Then, I had to stop and realize that I was very fortunate in my life to be exposed to many cultures/races, people of varying degrees of ability, sexual orientations, etc.  I may be over the “Asians are better in math” stereotype, but other people may not have had that interaction and only know from media or wherever their ideas about diversity come from.  
 
Davis addresses students with disabilities in chapter 6.  One thing I would like to discuss is lack of training when it comes to students with disabilities.  Elementary and secondary teachers are required to at least take one class.  However, I don’t think college professors get the same training, if any.  I don’t think that professors should just rely on the Office of Disability Services to tell them what to do.  Even if a child had an IEP in high school, that does not follow them into college and that change may be difficult the first 2 semesters.  
 
Here are my course objectives for my course design project:
 
· Evaluate your perceptions of what criminalization is and who criminals are.
· Develop an understanding of the complex definition of white collar crime and the various forms of white collar crime.
· Analyze implications of white collar crime on the criminal justice system and to society
· Apply criminological theories to white collar crime
· Have confidence in your professional written and oral communication skills.