Transitions

counscling centre, ctc. If a particular student needs read-
ing/study skills help, don’t send him/her. TAKE HIM/HER.

6. Encourage students to attend cultural activities. Give
recognition and/or rewards for meaningful participation.

7. Use your imagination; devise ways to reinforce positive-
ly student accomplishments. Try to avoid placing students in
embarrassing situations, particularly in class. Be patient with
them when they don’t understand the material.

8. Use your background, experience, and knowledge to
inter-relate your subject matter with other academic dis-
ciplines. Show enthusiasm for your subject mater and for your
students.

9. Use examples that include the experiences of all age
groups in your classes.

10. Create situations in which students can help you (lo-
cated information in the library, check out a book for you from
the library, look up some reference material, conduct a class
research project).

11. Develop library/supplementary reading lists which
complement course content. Select books at various reading
levels.

12. Use the library reference shelf for some of your old tests
and quizzes. Tell the students that you will use some questions
from the old tests in their next test.

13. Place study guides and lecture notes in a file in the
library and/or study skills centre.

14. Engage in periodic )bi-weekly) self-evaluation of each
class. What was accomplished? How did students react? Ran-
dom student evaluations (mini-forms) could also be used.

15. Set up special tutoring sessions and extra classes. Make
these activities mandatory, especially for students who are
doing poorly.

16. Maintain academic standards; be sure students under-
stand this.

17. Look a your record book periodically to determine stu-
dent progress (inform them) and determine for yourself if you
know anything about that student other than his/her grades.

18. At mid-term and at final exam, your last test question
should ask if a student is going to remain in college or drop out
al the end of the semester. If a potential drop-out is identified,
you can advise the student personally or work with a divisional
counselor,

19. Work with your divisional counselor to discuss prace-
durcs to follow-up absentees, failing students, etc.

20. Utilize the skills of other faculty members as guest lec-
turers and discussion leaders. Switch classes on occasion,

21. Confer with other faculty members who have the same
students in class. Focus on student learning problems, ob-
served behaviour, positive responses, etc.

22. Team teach a class with a colleague or switch classes
for a period or two. Invite a guest lecturer to class.

23. Invite reading/study skills faculty to your classes to dis-
cuss study habits, techniques.

 

24. Ask the reading faculty to do a "readability study" of
the tests you use in your courses.

V. ADMINISTRATIVE ACTIVITIES
Oration’ Definition - This section presents techniques
and strategies to insure administrative involvement in the
teaching/learning process.
1. Make the campus an attractive place in which to learn.
Be sure that faculty and students share in the responsibility for
maintaining a whole some atmosphere.

2. Encourage administrators to teach classes or to substitute
in classes when a faculty member attends a professional meet-
ing.

3. Ask an administrator to participate in a classroom panel
discussion to guest lecture.

4. Hold administrators, division chairpersons, and program
coordinators responsible for the quality of instruction provided
by part-time faculty. Insist on the same standards that are ap-
plied to full-time faculty.

5. Involve top-level administrators in freshman orientation
sessions.

6. Arrange informal meetings among administrators , facul-
ty and students.

7. Actively support the faculty’s class attendance policies.

8. Furnish name tags for all faculty and staff who work at
registration or in group advising.

9. Provide free day care/babysitting service during registra-
tion.

10. Distribute information to faculty on research pertaining
to student successes/failures.

11. Use administrators as advisers for students.
Jefferson Community College

109 E. Broadway

Louisville, Kentucky

 

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