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Using Student Information Cards

The purpose of the Student Information Card is to
quickly gather information about the student in order
to: determine if proper student placement has been
made, determine present student attitudes toward the
course, and save instructor time by having student in-
formation directly available.

A Student Information Card is handed to each
student as the first item of business on the first day of
class:

SS. Number

 

Last, First (Name preferred) Occupational Plans

 

 

 

 

Address (home) Phone (office)
Total Cred. Lab Instructor Date of H.S. Graduation
Hr. Emplayed (wk.) Colleges, Dates, and Degrees

(cont)

 

Previous Science Courses (HS. or college)
Reason for taking courses and other information on back

 

At the top of the card the student indicates the name
he/she wishes to use in the class by putting that name
in parentheses. Some students have indicated the pre-
ferred use of a nickname, or their military title, or Mr.
or Mrs. Where students indicate colleges previously
attended, they are to include any previous attendance
at this college. Where previous science courses are
listed, they are to include both high school and college
science courses. They are also to state if they have
taken Algebra I, which is one of the “unwritten” pre-
requisites for the course. The high school graduation
date was included after the instructor found that many
“older” students (22 to 68 years of age) wanted to give
that information.

With this information completed, students are asked
to turn the card over and write at least three state-
ments. (The back of the card is blank.) The first state-
ment begins: “I am taking this course because ....”
Most students do use a complete sentence with capital
letters and periods in the proper locations and give
answers that include more information than just that
“required.” The second statement also must be
completed in sentence form and begins: “My current
level of anxiety is....” Many students who are new to
the course are very anxious; often just having the

opportunity to admit to the anxiety can help lower its Oo
level. The third statement is fill-in-the-blank: “I ama

science student.” The descriptive words
vary quite a bit and, with the other two statements,
provide a better “picture” of the student now in class.
The fourth statement is to include any information not
yet solicited that the student feels the instructor should
have. Usually this opportunity elicits information on
student medical conditions, learning disabilities, and
upcoming events that will require students to miss
class.

The cards were developed for use in my classes
about 10 years ago, and this fall semester a modified
version was completed by every student in the Divi-
sion of Natural Science and Technology. The informa-
tion that they provide has helped me meet student
needs in a more expeditious manner, often as early as
the second class period.

 

Lloyd L. Willis, Associate Professor, Biology
For further information, contact the author at Pied-

mont Virginia Community College, Route 6, Box 1-A,
Charlottesville, VA 22901-8714.

 

Suanne D. Roveche, Editor
en es ne ee ee eee

December 2, 1988, Vol. X, No. 29

©The University of Texas at Austin, 1988
Further duplication is permitiad by MEMBER
institutions for their own personnel.

EDB 348, The University of Texas at Aus
tium members for $35 par year. Funding

O

 

INNOVATION ABSTRACTS is a publication of the National Institute for Staff and Organizational Development (NISOD),

tin, Austin, Texas 78712, (512) 471-7545. Subscnptions are available to nonconsor-
in part by the W. K. Kellogg Foundation and the Sid W. Richardson Foundation.
Issued weekly when classes are in session during fall and spring terms and once during the summer. ISSN 0199-106X.