The NDSU Syllabus Requirements link (under Course Documents, in the right-hand menu of this page) also provides you with a list of elements that must be included in the syllabus for every NDSU course.
Monday, December 5, 2011
NDSU policy language for your syllabus
The NDSU Syllabus Requirements link (under Course Documents, in the right-hand menu of this page) also provides you with a list of elements that must be included in the syllabus for every NDSU course.
Thursday, December 1, 2011
Miwa's reading Notes #9
Ashley's Reading Notes #9
Least surprising: This book made me think about when I was a freshman and how I viewed classes. It did not surprise me that I had some of the same attitudes as these students did. I would never sit in the front and very rarely did I read the book because the teachers did not talk about it. It was not surprising that Nathan was not accepted readily even though she lived in the dorm. Students learn at a young age to form groups because there is the fear of being alone. These students stick with those that they are familiar with, high school classmates or those that have the same major. Students tend to shy away from something that is different, an older student, instead of embracing the unique opportunity to meet somebody that has a whole new perspective.
Advice for a student: The most important advice is to try something new and not follow the group. College is the time to discover who you are and where you want to go. It was shocking to read that students were not involved. Being active in different clubs and holding leadership roles are going to get you a lot farther than straight A’s or who is holding the next party. I would also tell college students to get to know people other than who you are used to being with. We are all unique and it will make you a more well-rounded person when you learn different perspectives.
Advice for an instructor: It is easy to forget about our days in college, but an instructor needs to realize that they went through this same process and did not like certain professors or classes. Try not to be one of those, the class that students dread taking or coming to. Also, never stop researching because students change. It is good to stay up on what some of the norms are for today’s students.
Perspective: This book really has not changed my perspective because as I was reading it, I would get flash backs to my days as an undergraduate. Students learn how to work the system, especially at a large university. I felt like a number in many of my classes which led to the same attitude as the students in the book, why try too hard if the instructor doesn’t. It did change/surprise me about how close-minded today’s students are. Many do not realize how global our society is and do not think beyond America.
Reading Notes #9
I guess the most surprising aspect of this book, for me, is that there are professors out there who give students their phone numbers, that it seems to be a regular practice to give students outline notes from their lectures, and that dormitories have evolved to be like modern apartments all in order to please more students and attract them to the universities. The part about students wanting to be entertained is true. During my lectures, students need to take notes. At the end of the lecture, I pull up images, either on transparencies or on the computer. I am expecting them to listen to me while I point out the structures that I had just gone over. For some reason, I am expecting them to write things down. Well, the second I turn down the lights and turn on the projector, they are putting their books away in their backpacks and sitting back to watch the slide show. Sometimes, I’ll write something on the board to define a vocabulary term and then they are scrambling to take out their notebooks and write it down!
I was not surprised at all about the lack of participation in community activities. I am also not surprised that students do not like the required freshmen seminar as this is the same at NDSCS. Students are bombarded with different groups to join and clubs to be in and need to focus on their classes all at the same time. And, the majority, it seems, want to be involved with a party culture and hanging out and just enjoying college freedom. The students, in general, want to focus more on the “fun times” in college life and less on academia. I was also not surprised about the cheating. I’ve had a huge problem with this in my current classes. I even had a student confess that she had written her notes on index cards, put them in her sweatshirt pocket, and was planning to sit in the back of the room and cheat. Maybe she did. She was turned in by many students and confessed to me that she had the notes but swore that she didn’t cheat. There was nothing I could do because I didn’t see this myself.
The advice I would give to a new college student is to focus on their studies and not fall into the “party world.” They need to realize that their GPA is cumulative and CAN affect their future career more than they realize.
The advice I would give to a new college instructor is that all the reading regarding student apathy and laziness when it comes to putting forth effort for their own education is true overall. I see this everyday in my job. Students expect things handed to them. They EXPECT Powerpoint notes! They EXPECT the professors to give them outlines for lectures! I had several students who do not even bring a writing utensil, never mind a notebook or paper, to class! Many of them do not attend class on Fridays on a regular basis. Over half of one of my classes did not attend lecture Wednesday before Thanksgiving break. In fact, only 7 students out of 31 came to one class.
Don’t be surprised that student’s don’t read the book! This has been so true and actually surprising to me in my return to college teaching within the past two years. When I taught in the Twin Cities from 1989-1995, it seemed like students were more focused on their studies, not all, but the majority. We did not use Powerpoints, they didn’t exist. We WROTE ON THE BOARD, I know, interesting concept. But even more interesting: students TOOK NOTES! I cannot tell you how much has evolved or just changed completely during my 15 year hiatus. I also find it astounding the sense of entitlement exists with today’s students. The expect to make up tests and quizzes if they miss them even without a good excuse.
I found the comment, “Classes, in fact, were described in multiple instances as the ‘price one has to pay’ to participate in college culture, a domain that students portrayed in terms such as ‘fun,’ ‘friendships,’ ‘partying,’ life experiences,’ and ‘late night talks,’” to be very interesting.
No, this book has not changed my perspective of undergraduate students. I live this everyday. This book really “hits the nail on the head” in regard to student life, class attendance, student expectation, etc. I really enjoyed reading this book.
Charu's Reading Notes #9
- In chapter 1, Nathan discusses how she got busted by her RA for drinking beer out in the lounge (p. 12).
- One important thing that I learnt in my grad school experience is that in academic work it is important for the author to identify the sources while quoting others in their work. I am aware that Nathan wanted to protect the anonymity but still my question is it acceptable to do that? I noticed that the author doesn’t identify her sources when she quotes students.
- Try to get organized from the starting of the semester.
- Actively participate in extracurricular activities.
- Prioritize your workload by courses
- More importantly try to create a perfect balance between your college and social life.
- Try to get to know the people in charge (ex. RAs in your dorm, advisor, head of your department) so that they can help you and which will eventually smoothen your time in the college as well.
Wednesday, November 30, 2011
Adam - Reading Notes #9
Mike's Reading Notes #9
In my opinion, the most surprising aspect of the entire book was how much information she was able to gather by talking to people and how she was able to somewhat assimilate into the student body. I say this is surprising because even though she was a new student like every other freshman, I feel the age gap should have made a larger difference. I especially expected to see that on a social level where she commented that it was like trying to learn a new language . Though the stories of her being mistaken for a parent on a number of occasions seemed expected, I did not expect her to become a part of the community like that. One story that demonstrates this fully is when she ends up writing the letter of recommendation for Ray, who was in disbelief to find out she was actually a faculty member at the university. I find this mildly amusing, because when I was a freshman in college, there was a man who lived down the hall from me who was 39 years old, on a floor with a bunch of 18-19 year olds. I can’t help but think it would have been the same situation for me had I found out he was a faculty member and not just a student like the rest of us.
Unfortunately, what I was not surprised to read, was a theme that could be found specifically over pages 70, 95, and 101. The theme was, “what is the purpose of going to college?” In her discussions with international students, they make the observation that American students show up to class, get a grade, and leave. There is no community. This is something I even experienced when in my undergraduate education. I felt many of my classmates, and roommates for that matter, were going to college as a means to an end. Not to learn and better themselves in an academic sense. In my opinion, that defeats the purpose of “Higher Education”. This is further discouraging when she finds that classroom discussion was a “sequential expression” (pg 95) rather than an academically enriching experience. I unfortunately agree with her that students participate in class discussion because they have to, and won’t address a dissenting opinion even if they have one. Finally, on page 101, she outright asks what the purpose of college is. Anymore, I feel it is less about learning, but rather going through the process of getting a piece of paper and experiencing the social aspects surrounding the higher education institution in American culture.
The advice I would give new students would to remember why the university exists. The education gained will do more to serve them in life than any degree ever will. Getting a degree is important, but if they don’t take advantage of the educational opportunity in front of them, they will have wasted their time. On the other side of that coin though, I would also encourage them to experience new things as well. I think finally getting out of the protective umbrella of their parents is when they find out who they really are.
I would tell a new instructor not to get discouraged when your material is treated as a small part of the whole picture. Simply put, it is. The amount of information college students are required to know and produce now is much more vast than it was 20 years ago. But I would also encourage a teacher not to teach like a robot, or the students will treat you and your information as such.
Unfortunately, Rebekah Nathan reinforced some of my negative feelings toward college students now and their attitudes toward education. I feel that classes are treated as a minor annoyance getting in the way of an awesome social life. While she did speak and interact with many exceptional students, the overall feeling I got from reading this book was that the social aspect of college was one of the main motivating factors for many students.
Wendi's Reading Notes #9
Trista Reading Notes 9
In the first few chapters I felt my freshman experience to be somewhat more similar to the authors than the students she was observing. My mother teaches on campus so I was familiar with the buildings and had someone telling me where to go and what to do if she didn’t just simply do it for me. If I had a question I had one central location to go, EML 365 and it would be answered. I also did not live in the dorms my freshman year, despite my mother’s advice to embrace this experience. As an 18 year old I thought it was a great idea to live in an apartment off campus, however, reflecting back I didn’t experience much of what was mentioned in the first few chapters and I didn’t develop the “core” group of friends Nathan discussed. I was more like the she interviewed whose core group of friends was established at a part time job.
I think the most interesting thing to me was the discussion on diversity, monogamous groups, and chapter four As Others See Us. When discussing who sits with who it was surprising to me that Nathan found 40% of the minority to be missing from her observation because they were likely eating alone. I am sure as an undergraduate I was guilty of a majority of what was discussed in these chapters. It wasn’t until I was in “the real world” and later as a graduate student that my eyes were opened. I very much sympathize with those students from other countries and respect their ability to complete a program in a country other than their home country. It is hard enough I can’t imagine doing it in another language. I also agree with the biggest complaint from international students regarding our ignorance (p. 84). The book showed that we as American students have no interest in learning about other cultures and their experiences and that lack of interest is felt by international students.
The least surprising to me was the lack of involvement in activities put on by the RA and the lack of interest in the education side of college. While these are two separate chapters and two separate issues they both speak to the fact that students will do what they want to do and for the most part it doesn’t seem to involve doing more than necessary. As someone who organizes social events like the RAs’ in the book I have trouble getting graduate students to social events even when they ask for them. It would seem graduate student would be more interested in getting involved and meeting other students, however, when given the opportunity they rarely show up similar to the freshman for “movie night”.
I think the advice I would give to a new college student would be to have this experience open your eyes. Participate in activities that interest you even if your friends don’t. Look to meet new people outside your comfort zone, open your eyes to diversity, and educate yourself on new topics both social and intellectual. Lean about other cultures and ask individuals about themselves. Too often we are so concerned with ourselves and our schedules that we don’t take the time to dig deeper into the backgrounds of others. I think the advice I would give to a new college instructor is to make clear your expectations and stick with them. Don’t assume that students expectations for themselves are as high as yours are without communicating them. The book mentions students will do the least amount of work possible and if they don’t see it as being a part of their grade they most likely will not do it at all.
The book has not changed my perspective, however, I did learn some valuable new information that I will carry with me. I sometimes need to put myself in their shoes and not assume they know things that I know.
Kristine Part 2
The least suprising part of the book was the student's lifes. Everyone has different schedules and it isn't surprising that students only see a majority of their classmates inside the classroom. Between sports, jobs, internships, and extra-curricular activities, no two people are going to have the same exact schedule.
My advice to incoming freshman is enjoy college. Academics are important yes, but don't get too stressed and strive toward perfection because it is a long four years and you will definitely burn yourself out. Set time aside for you and family/friends. But also make sure you stay organized and turn your homework in on time.
To new teachers I would advise not to take everything personally. If a student fails your class, it is probably their fault, not yours. As long as you are making class intersting and helping students learn, the rest is in their hands.
Tuesday, November 29, 2011
Kerrie's Reading Notes #9
The most surprising aspect of the book to me was that students are more interested in the social aspect of college than academics (p. 101). This is hard for me to understand. As an undergraduate student, I do not feel I was in that majority. Academics were important to me and usually came before the social aspect of college. While interviewing students on the topic, the response showed that students felt “65 percent of learning occurs outside of classes and class-related activities while 35 percent occurs within” (p.101). From a professor’s standpoint, this is discouraging.
The least surprising aspect of the book was that students will not do the reading unless they know they will be tested on it or need to know it for the homework (p.138). I think that this may stem from students’ workloads and time management. They do not feel the reading is as important if they are not going to be tested over it. My question then, is why one would assign reading as a professor if you already know the majority of students will not do it?
With regards to this book and also my personal experience, my advice to incoming undergraduate students is to organize your academic life and plan your social life around it. According to Nathan, this is less about time management and more about “controlling college by shaping schedules, taming professors, and limiting workload (p. 113). One of the greatest things about college is having a choice of classes with various times these classes are offered. Students should dedicate enough time into choosing courses to make sure they get the schedule that is best for them. Another piece of advice I have for students is to put dates and deadlines in a planner as soon as syllabi for each course are given. This will help students to organize their academic lives and see when they have time for social activities.
My advice for a new college instructor would be to give students a motive to do the assigned readings. Students will not read unless they know they will be tested on the material or they will need it to complete the homework (p.138). Students are more likely to make time for reading if they know they will see the material on a test or assignment. A typical college student will rarely go above and beyond what is required. If you want students to accomplish something, you must give them a reason they see as important.
After reading this book, my perspective on undergraduate students has changed a little. I never considered myself a “typical” undergraduate student. While reading this book, I realized some of my actions were very similar to those discovered by Nathan. As an undergraduate student, I would try to limit my workload as Nathan finds many college students do (p. 119). While Nathan mentions skipping class as a way of limiting workloads, she also discusses limiting the amount of time spent on one course by doing the minimum amount of work necessary (p.119). During my undergraduate years, I would prioritize my workload by courses. I knew in which courses we might be given a pop quiz or an assignment over the readings. I always did the work for these courses first. With the time I had left, I would work on my other courses but would not put as much effort into them. This book showed me that I do not want to overload students with readings and assignments. Students take many classes at a time and also have priorities outside of courses such as jobs. I think it is important for professors to realize their class is not the only responsibility students have.
J's Reading Notes # 9
Nancy's Reading Notes #9
While reading the book, I did come across many moments which resulted in some wincing and cringing. I believe the most surprising aspect of this book was chapter four, “As Others See Us.” I was particularly appalled by some aspects of American culture after reading this section. I would like to think I was raised in a very open-minded and cultured household; however, I forget that not all people are privy to this sort of upbringing. It really hurt me to read about how different international students had such bad experiences with American students. For example, a majority of international students felt that American students were very surface friendly, judgmental (as seen in the excerpt about the student who slurped his noodles, p. 88), and ignorant. On the other hand, I was not at all surprised to read about issues with American slang. This was apparent when Nathan discussed how a Japanese student named Chiho was very confused by the American custom and slang (p. 68-69). The student mentioned how people would always say “we should get together,” but no one ever exchanged numbers or followed through on plans. This could be slang, or it could again fall into the category of surface
friendships.
Keeping in mind the challenges faced by some of the students in the book, I would instruct new college students to divide their time wisely. I understand that people want to make friends in college, especially being away from home and living in the dorms, but it can be very easy to forget why you are actually there (especially when experiencing independence for the first time, and taking part in multiple activities). Ultimately, students are in school to learn material to better their lives, but heading to a party instead of studying for a class can be very tempting. In college, my planner was (and continues to be) my best friend. I can schedule time to do work, participate
in clubs, and time to get together for social events.
On the opposite end of the spectrum, I would advise a new college instructor to immediately explain what they expect from students very thoroughly, and to stick to it. This may cut down on the multiple questions from students before assignments are due (p. 92). Instructors should also consider that students may have a difficult time adjusting, so they should consider this leniency in their course design. By this I mean allow for a couple of absences (one or two) before subtracting from a student’s grade. This should be made clear in the syllabus. It may take freshmen some time to get use to living and studying on their own, so failed alarm clocks and the like will most likely result in an absence or two.
As my first semester teaching undergraduate students is almost coming to an end, I have to admit that this book has not changed my perspective on undergraduate students. The text mentions how students are extremely social (participating in gatherings with their friends, as well as in other activities), sometimes naïve and ignorant, and some have trouble adjusting to independence. Overall, the book does enforce that students are in college to learn. I have some students who are “chatterboxes” in class, believe that I must know the cast of “Jersey Shore” since my family lives in New Jersey, and sleep-in because they no longer have their mother as an alarm clock. On the other hand, I have some students who are excellent note takers, ask thought provoking questions, and have more drive than some graduate students I know. All in all, while all undergraduate students are different, we as instructors have to remember what it was like when we were in their shoes, and must look beyond the “reverse T” to better assist all students (p. 91).