FINAL PART I – DAVIS1
Final Project (Teaching College Students) – Part 1
Deborah Davis
Liberty University
Abstract
Psalm 139:13 tells us “For thou hast possessed my reins: thou hast covered me in my mother’s womb” (King James Version). As such, each person has been individually crafted by God for a purpose that person may never know. When in the collegiate environment, the plethora of communities impacting the student are made up of individuals as varied as any populous. However, the qualified teacher in a college environment has a specific set of skills and abilities, and applies those gifts to reach the student and thus teach the student in whatever genre of life or education faced.
Keywords: College teaching, Technology in the classroom, Asset management, Study skills
Teaching College Students – The Professor’s View
The professor interviewed in this case was Dr. Elizabeth Dawn Wood, PhD. Teaching English composition as an adjunct professor at Shawnee State University for twelve years, she recently completed her PhD in reading and writing. Shawnee State is a public four-year university offering a variety of certificate, associates, and baccalaureate degrees, as well as a few masters programs. Her input and guidance provides valuable insights into the methods of reaching college students. Further, she provides knowledge and understanding of the five questions detailed in this paper.
Instant Feedback
Students these days seem to feel that instant feedback such as they receive in gameplay should be the norm (Oblinger, 2003). In the college classroom, particularly in composition classes, there are many times when instant feedback is not realistic. Wood (2015) explains that helping students deal with a lack of instant feedback can be an issue of concern and is one she addresses near the beginning of the course providing timelines for responses based on the complexity of the assignments. Further, she encourages students to remember that thorough responses will take appropriate time and that she does have many students and wants them all to get her best efforts (Wood, 2015).
Time Management
As students cope with the greater demands of college over high school, many fall short on managing their own time (Oblinger, 2003). Incorporating time management skills into the college classroom becomes a requirement of the freshman college professor. Providing iterative assignments during a research project encourages students to work steadily. Reducing the number of iterative assignments throughout the term puts the burden more on the students and aids them in learning to structure their assignments appropriately. Most of them make the adjustment. Some will always seem to require the structure of iterative assignments, and must simply learn that it is not always available.
Technology is Fundamental
Today’s college students seem to think that an understanding of technology is the norm (Oblinger, 2003). However, many do not know a simple word processing program, nor are they competent in spelling and grammar over tech-speak jargon. For Dr. Wood, this issue comes into focus by using a computer lab in the classroom where she can oversee the production of paper while the students are actually working. Ensuring they understand the format requirements sometimes means taking classroom time to cover word processing elements becomes a part of the curriculum. Tech-speak is simply not acceptable in academic papers, and I make sure they know it.
Focus on Study Skills
For students who have spent their lives listening to music while playing games with friends and carrying on conversation, many are surprised to find they do not learn well with a multitude of distractions (Oblinger, 2003). In my class, after a discussion session we will do an assignment called the one-minute paper. In my class, it is actually a three minute paper. The topic is given, the discussion and research is done. For three minutes, the only sound in the class is the clicking of computer keys. The students are amazed at how much they can accomplish in three minutes. Most of them are completely unaccustomed to working in silence. We have a learning center at our school that is focused on teaching students basic study skills – many do not know how to take notes during a lecture or from a text. I often send students to the learning lab for sessions on study skills if they need it.
Reality Questioned
These students have been taught to believe what they find on the internet, but also are very aware that pictures can be modified, and text can be edited (Oblinger, 2003). Trying to teach them how to find valid sources and evaluate the veracity of their own work can be a challenge. At our school, we are fortunate to have an excellent library research staff. They have compiled a course they bring to my classroom for the students. They do through various search programs and show the students how to find academic sources, and how to question validity of other sources. This has been a welcome and effective tool for our students.
Conclusion
Dr. Wood presents that today’s freshman college students have a few differing issues that perhaps prior generations had. However, as an experienced educator, she has found ways to keep students focused and learning. Further, she employs the assets that surround her campus to engage the students in responsibility for their own learning. While every teacher deals with the differing students within the classroom, the college professor is also dealing with students who are frequently on their own for the first time, students who have grown up in a technologically focused world, and students who enter college lacking study skills that were simply not required in high school. While teaching these students has a plethora of challenges, there are a multitude of solutions and supports to deal with them.
References
Oblinger, D. (2003). Boomers, Gen-Xers, and Millenials: Understanding the new students. EDUCAUSE Review, 37-47.
Appendix 1
Interview Transcript
Date of Interview: May 26, 2015
Name of Person Interviewed: Elizabeth Dawn Wood
Interview Method: Face-to-face with electronic recording and digital follow-on
Interviewed By: Deborah Davis
Introduction information: This interview is conducted in conjunction with a class in Teaching the College Student held during Summer 2015 at Liberty University Online, wherein Deborah Davis is a student.
Questions
1. Instant Feedback
Students these days seem to feel that instant feedback such as they receive in gameplay should be the norm (Oblinger, 2003). In the college classroom, particularly in composition classes, there are many times when instant feedback is not realistic. How do you cope with the challenges of students expectations regarding instant or near-instant feedback in your classroom? Alternatively, how do you think professors assist students in understanding that feedback on papers and tests is not likely to be instantaneous?
Answer: Students today seem to fall into the trap of instant feedback far too readily. Sometimes, we on the college faculty encourage that mindset by providing electronic response testing. In composition courses, however, it takes time to give a thorough response. Part of teaching freshman includes teaching them that “good things come to those who wait” and that thorough feedback is worth the wait. In my classroom, the first day of class and the syllabus both point out that I will make every effort to return papers within a week, but that sometimes it takes longer.
2. Time Management
As students cope with the greater demands of college over high school, many fall short on managing their own time (Oblinger, 2003). Incorporating time management skills into the college classroom becomes a requirement of the freshman college professor. How do you find that students’ management of their own time becomes a factor in your classroom? And what tools do you use to aid them in this area?
Answer: In my classroom, I emphasize accountability. By pacing the assignments and requiring them to turn in piecework as a paper progresses, they learn the need to pace themselves. Further, I seldom grant grace for late work, and as the term goes forward, I require less iterative work, leaving them to sort out the schedule using the pattern set early on in the term.
3. Technology is Fundamental
Today’s college students seem to think that an understanding of technology is the norm (Oblinger, 2003). However, many do not know a simple word processing program, nor are they competent in spelling and grammar over tech-speak jargon. Do you find this area to be a challenge within your classroom? Have you established any coping mechanisms to aid students through this issue?
Answer: In my classroom, we use a computer lab. There, students work on their papers in class where I can guide them as they work. At the beginning of the course, I give more simplistic tasks, with less leniency. Sometimes, I have to use classroom time to go over basic word processing formatting methods. While unfortunate, it seems to be necessary. This requires them to learn the program and provide the needed product. Having students in class that think “techno-speak” is acceptable is, indeed, a challenge.
4. Focus on Study Skills
For students who have spent their lives listening to music while playing games with friends and carrying on conversation, many are surprised to find they do not learn well with a multitude of distractions (Oblinger, 2003). Have you found that students need guidance on developing collegiate level study skills? Do you have a preferred venue or methodology to aid them in this process?
Answer: Our school has an excellent set of learning resources for students, and I routinely send them to the learning centers. Many do not have college level study skills, and I incorporate some hints and tricks into the curriculum to aid them on the right path. One particular example is the “one-minute paper” (which actually is a three minute paper). Given topic related to recent classroom discussion, the students have three minutes of complete silence in which to type an essay. They are consistently amazed at how much they can accomplish in a few minutes of silence.
5. Reality Questioned
These students have been taught to believe what they find on the internet, but also are very aware that pictures can be modified, and text can be edited (Oblinger, 2003). Trying to teach them how to find valid sources and evaluate the veracity of their own work can be a challenge. How do you overcome the issues of validity and reality in your classroom?
Answer: Since much of the composition class is research-based, it is important to cover questions of validity early in the term. Our library research staff provides a course that they come teach in our classrooms to address this issue. Students are given clues to evaluate the resources they want to use and encouraged to seek academic writings for their foundational research.
Demographic information
Where do you teach? Shawnee State University, Portsmouth, Ohio
How long have you been teaching at the college level? 12 years
What are your usual subjects? English Composition
What is your own educational level? PhD, Reading and Writing
Thank you for aiding me in this project.