The focus groups provided qualitative feedback from students on probation regarding their experiences transitioning to college, skills needed for academic success, experiences in math and English courses, and ideas for improving student support services. Key findings included students feeling underprepared for college-level work, dissatisfaction with math placement processes and pacing of math courses, and a need for more orientation and counseling resources. Students expressed interest in an urban center that would provide academic support and social activities to encourage campus engagement. The results will inform the development of targeted support programs and services.
The document provides an orientation for a physical science classroom, outlining topics covered in physics and chemistry such as forms of energy, the periodic table, and chemical reactions. Expectations for the class are also discussed, including maintaining organized notebooks, using online resources, and promoting a positive classroom culture through participation and respect.
MDD - JiTT - Workshop - January 2015 - Jeff LoatsJeff Loats
This document summarizes a workshop on Just-in-Time Teaching (JiTT). JiTT is a teaching method that uses online pre-class assignments, called WarmUps, to actively engage students with course material before class. WarmUps consist of conceptual questions that students answer in sentences. Instructors then modify their lesson plans based on student responses. Studies show JiTT increases student preparation, engagement, and learning compared to traditional lecturing. The workshop discussed the basics of JiTT, provided examples, and reviewed evidence of its effectiveness from multiple institutions and disciplines.
Changing Landscape of Teaching - SPS 4500 - April 2014Jeff Loats
The document discusses the effectiveness of different teaching methods, specifically comparing traditional lecture-based teaching to more interactive engagement techniques. It describes a teaching strategy called Just-in-Time Teaching (JiTT) that involves students completing preparatory online assignments before class that help guide instruction. Research shows that JiTT and other active learning methods lead to improved student performance, attendance, and perceptions of learning compared to traditional lecture. While preparatory work is often neglected, JiTT provides accountability and benefits both students and instructors.
Improving Whole Class Inquiry ParticipationJoan Gallagher
The document discusses strategies for improving student participation in whole-class inquiry investigations. It describes the characteristics of whole-class inquiry, including that students work together as a class to solve problems, apply feedback, decide roles, present findings, reflect, and receive feedback from teachers. The teacher poses problems, may role-play, documents progress, and provides feedback. Strategies discussed for improving participation include scaffolding skills, having the teacher take on roles instead of directly teaching, and avoiding excessive homework.
Helping leaders help teachers to manage classroomsFrederick Buskey
Powerpoint describes how school leaders can help teachers' classroom management through coaching them in developing classroom procedures. Also includes short piece on differentiation and behavior.
It takes a person to personalize learningMrs-Ramsey
This document discusses personalizing learning through humanizing online education. It begins by asking whether personalization is computer-mediated instruction or teaching. The document then discusses gathering information about students through surveys to understand their diverse backgrounds and needs. Course content includes the teacher's voice and experiences to create human connections. Assessment is designed to provide individual feedback to help students improve. Personalizing learning involves understanding students, incorporating their feedback, sharing work exemplars, and facilitating discussion to build relationships despite physical distance.
The document provides information for parents on helping their child transition to high school, including an overview of the role of high school counselors in supporting students' academic, social, and emotional development. It also outlines the changes and challenges of adolescence and offers advice for parents on establishing rules and communicating with their teen. Finally, it provides details on course requirements, sample daily schedules, and next steps for parents and students in the high school selection process.
The document provides an orientation for a physical science classroom, outlining topics covered in physics and chemistry such as forms of energy, the periodic table, and chemical reactions. Expectations for the class are also discussed, including maintaining organized notebooks, using online resources, and promoting a positive classroom culture through participation and respect.
MDD - JiTT - Workshop - January 2015 - Jeff LoatsJeff Loats
This document summarizes a workshop on Just-in-Time Teaching (JiTT). JiTT is a teaching method that uses online pre-class assignments, called WarmUps, to actively engage students with course material before class. WarmUps consist of conceptual questions that students answer in sentences. Instructors then modify their lesson plans based on student responses. Studies show JiTT increases student preparation, engagement, and learning compared to traditional lecturing. The workshop discussed the basics of JiTT, provided examples, and reviewed evidence of its effectiveness from multiple institutions and disciplines.
Changing Landscape of Teaching - SPS 4500 - April 2014Jeff Loats
The document discusses the effectiveness of different teaching methods, specifically comparing traditional lecture-based teaching to more interactive engagement techniques. It describes a teaching strategy called Just-in-Time Teaching (JiTT) that involves students completing preparatory online assignments before class that help guide instruction. Research shows that JiTT and other active learning methods lead to improved student performance, attendance, and perceptions of learning compared to traditional lecture. While preparatory work is often neglected, JiTT provides accountability and benefits both students and instructors.
Improving Whole Class Inquiry ParticipationJoan Gallagher
The document discusses strategies for improving student participation in whole-class inquiry investigations. It describes the characteristics of whole-class inquiry, including that students work together as a class to solve problems, apply feedback, decide roles, present findings, reflect, and receive feedback from teachers. The teacher poses problems, may role-play, documents progress, and provides feedback. Strategies discussed for improving participation include scaffolding skills, having the teacher take on roles instead of directly teaching, and avoiding excessive homework.
Helping leaders help teachers to manage classroomsFrederick Buskey
Powerpoint describes how school leaders can help teachers' classroom management through coaching them in developing classroom procedures. Also includes short piece on differentiation and behavior.
It takes a person to personalize learningMrs-Ramsey
This document discusses personalizing learning through humanizing online education. It begins by asking whether personalization is computer-mediated instruction or teaching. The document then discusses gathering information about students through surveys to understand their diverse backgrounds and needs. Course content includes the teacher's voice and experiences to create human connections. Assessment is designed to provide individual feedback to help students improve. Personalizing learning involves understanding students, incorporating their feedback, sharing work exemplars, and facilitating discussion to build relationships despite physical distance.
The document provides information for parents on helping their child transition to high school, including an overview of the role of high school counselors in supporting students' academic, social, and emotional development. It also outlines the changes and challenges of adolescence and offers advice for parents on establishing rules and communicating with their teen. Finally, it provides details on course requirements, sample daily schedules, and next steps for parents and students in the high school selection process.
The document discusses the role of high school counselors in helping students with social, emotional, and academic development as they face changes and challenges of high school, including guidance programs and individual planning to build self-esteem and set goals. It also provides advice for parents on supporting their child's transition to high school through open communication, clear expectations, and involvement in their education.
90 minute presentation on Just-in-Time Teaching, including motivation for change, evidence for effectiveness, the best tools to use, writing good questions and getting student buy-in.
The document provides information for parents on helping their child transition to high school, including the role of high school counselors in supporting students' academic, social, and emotional development. It also outlines the changes and challenges of adolescence and offers advice for parents on establishing rules and communicating with their teen. Details are given on course requirements, schedules, and elective options to help parents and students prepare for the start of high school.
The document provides information to help parents support their child's transition to high school. It discusses the role of high school counselors in helping students with social/emotional, academic, and career goals. It also outlines common challenges teenagers face developmentally and strategies parents can use to help, such as communicating, monitoring well-being, and engaging with the school. The document concludes by detailing what a typical school day and graduation requirements look like at the high school.
The document provides information to help students and parents understand the transition to high school. It discusses the role of high school counselors in supporting students' social, emotional, academic, and career development. It also outlines some of the challenges of adolescence and describes strategies for parents to help their child adjust to high school, including communicating clearly, monitoring activities, and staying engaged with the school. Finally, it provides specifics about course requirements, schedules, and the course selection process.
The document provides advice on balancing course schedules in college by balancing workload between heavy and light courses, balancing morning and afternoon classes, and balancing interests by spreading required courses throughout college career. It also recommends asking advisors about course requirements, internships, and studying abroad, finding out about professor quality from other students, and planning out a timeline for completing degree requirements.
Flipping the classroom pd training presentationsdowling24
The document provides an overview of a training on flipping the classroom. It defines flipping the classroom as assigning instructional videos for homework and using class time for interactive activities and application of the material. The training objectives are to understand the advantages and potential drawbacks of flipping the classroom and to experiment with it. Advantages include students learning at their own pace and having more opportunities for engagement and collaboration during class. Potential drawbacks include students not watching videos and teachers spending time creating videos. The document shares results of a student survey that found mixed opinions and provides guidance on how to flip a classroom, including creating instructional videos and using learning management systems.
Flipping the classroom pd training presentationsdowling24
This document provides an overview of a professional development training on flipping the classroom. The training objectives are to understand the advantages and potential drawbacks of flipping the classroom, and to experiment with flipping one's own classroom. Flipping the classroom involves assigning instructional videos for students to watch at home and engaging students in hands-on activities and application during class time. The training covers how to create instructional videos, platforms for hosting videos, and examples of pre-made videos. Participants are asked to brainstorm how they will flip one of their own lessons.
Mrs. Oates provides detailed classroom procedures for her mathematics class. Students are expected to follow arrival and departure routines, raise their hands for permission, and keep electronics put away. Breaking rules may result in consequences like detention or suspension. The document reviews entry, exit, tardiness, absences, supplies, illness, asking questions, discussions, discipline, arguments, gossip, and personal grooming expectations to maintain an orderly learning environment.
The document discusses effective teaching strategies for the first days of school. It emphasizes the importance of preparation, establishing clear classroom procedures and rules, and engaging students through icebreaker activities. Effective teachers start by preparing lesson plans, teaching materials and well-organized classrooms. It is crucial to welcome students, introduce procedures respectfully and keep students actively involved during the first lessons. Mastering classroom management from the beginning helps ensure teachers can successfully impact student learning throughout the year.
This document contains feedback from two students regarding a course on American politics taught by Professor J. Schaefer in the fall of 2006. Both students found the lectures interesting and felt the assignments, including papers and debates, added value. One student enjoyed the guest speakers. While finding the textbook dry, both felt the professor did not show bias. One suggested adding pop quizzes to ensure students do the readings. Overall, both thought it was a good course that made the material engaging.
Pay attention in class, ask questions if you don't understand something, and don't disrupt class by asking to go to the bathroom or packing up early. Come prepared with supplies, participate actively, do your homework, arrive on time, take your own notes, and only speak English in class.
The document describes several instructional strategies for engaging students, including using whiteboards, response cards in different colors, agreeing/disagreeing activities, true/false games, and question-answering races between teams. It also outlines rules for games like guessing answers without talking, picking questions for other teams to answer, and reducing notes into smaller and smaller summaries. The strategies are presented as ways to make lessons more interactive and fun for students.
The document discusses implementing response groups in the classroom to provide peer feedback on student writing. It includes initial student responses expressing concerns about peer editing, such as not wanting others to judge their writing or lack of helpful feedback. The document then provides tips for setting up effective response groups, such as using descriptive rather than evaluative feedback, modeling the process, and participating alongside students. Suggestions for response group activities and ways to address challenges are also presented.
This document outlines the procedures and expectations for students in a computer lab classroom. It details arrival and dismissal procedures, classroom rules regarding behavior, computer and internet use, safety guidelines, and copyright policies. Consequences for misbehavior are also explained, with the goal of creating an orderly, efficient and safe learning environment for all students.
This document discusses reasons for students bunking lectures in college. It provides various justifications for skipping classes such as peer pressure, believing in self-study, love interests, disliking subjects or teachers, and having other interests. A survey was conducted to analyze factors responsible for bunking using a Pareto diagram. The three major reasons identified were boring lectures that lack interaction, peer pressure to do what friends are doing, and believing self-study is sufficient for learning. The team learned how to make a Pareto diagram in Excel and gained insights into identifying key issues through this analysis technique.
This document discusses generational differences in teaching styles and student expectations. It outlines characteristics of the Baby Boomer, Gen X, and Millennial generations. Baby Boomers value teamwork and personal growth. They had large class sizes and questioned authority as students. Gen Xers are pragmatic and self-sufficient due to divorce rates during their childhood. They distrust authority and want independence. Millennials are civic-minded, optimistic, and expect technology and customer service. They have high expectations for satisfaction from colleges.
UC Transfer Application & Personal Statementrubiosv
The document provides information to help students prepare their UC transfer application, including the application timeline, requirements, and tips for completing each section. It emphasizes starting early, researching campuses, gathering materials, and revising personal statements. Key parts of the application include choosing majors and campuses, providing academic history and test scores accurately, discussing activities and awards, and addressing two personal statement prompts about intended major and a personal quality. [/SUMMARY]
The document is a calendar from September 2014 to December 2014 of workshops and transfer-related events hosted by the Career & Transfer Center at Los Angeles Harbor College. It provides information on workshops for UC TAG applications, UC and CSU applications, career exploration, transfer pathways for specific majors and universities, and campus visits. Students are encouraged to attend workshops for assistance with the application process and for updates on transfer opportunities.
The document provides a calendar of activities for the Career & Transfer Services at Los Angeles Harbor College for February and March 2013. It lists dates for university representatives to be on campus to provide information and accept appointments, as well as workshops and other events. Key dates highlighted include the deadline to submit UC TAG applications for Fall 2014 transfers (September 30, 2013) and the CSU and UC application deadline (November 30, 2013). The calendar also provides contact information for the Career & Transfer Center.
The document discusses the role of high school counselors in helping students with social, emotional, and academic development as they face changes and challenges of high school, including guidance programs and individual planning to build self-esteem and set goals. It also provides advice for parents on supporting their child's transition to high school through open communication, clear expectations, and involvement in their education.
90 minute presentation on Just-in-Time Teaching, including motivation for change, evidence for effectiveness, the best tools to use, writing good questions and getting student buy-in.
The document provides information for parents on helping their child transition to high school, including the role of high school counselors in supporting students' academic, social, and emotional development. It also outlines the changes and challenges of adolescence and offers advice for parents on establishing rules and communicating with their teen. Details are given on course requirements, schedules, and elective options to help parents and students prepare for the start of high school.
The document provides information to help parents support their child's transition to high school. It discusses the role of high school counselors in helping students with social/emotional, academic, and career goals. It also outlines common challenges teenagers face developmentally and strategies parents can use to help, such as communicating, monitoring well-being, and engaging with the school. The document concludes by detailing what a typical school day and graduation requirements look like at the high school.
The document provides information to help students and parents understand the transition to high school. It discusses the role of high school counselors in supporting students' social, emotional, academic, and career development. It also outlines some of the challenges of adolescence and describes strategies for parents to help their child adjust to high school, including communicating clearly, monitoring activities, and staying engaged with the school. Finally, it provides specifics about course requirements, schedules, and the course selection process.
The document provides advice on balancing course schedules in college by balancing workload between heavy and light courses, balancing morning and afternoon classes, and balancing interests by spreading required courses throughout college career. It also recommends asking advisors about course requirements, internships, and studying abroad, finding out about professor quality from other students, and planning out a timeline for completing degree requirements.
Flipping the classroom pd training presentationsdowling24
The document provides an overview of a training on flipping the classroom. It defines flipping the classroom as assigning instructional videos for homework and using class time for interactive activities and application of the material. The training objectives are to understand the advantages and potential drawbacks of flipping the classroom and to experiment with it. Advantages include students learning at their own pace and having more opportunities for engagement and collaboration during class. Potential drawbacks include students not watching videos and teachers spending time creating videos. The document shares results of a student survey that found mixed opinions and provides guidance on how to flip a classroom, including creating instructional videos and using learning management systems.
Flipping the classroom pd training presentationsdowling24
This document provides an overview of a professional development training on flipping the classroom. The training objectives are to understand the advantages and potential drawbacks of flipping the classroom, and to experiment with flipping one's own classroom. Flipping the classroom involves assigning instructional videos for students to watch at home and engaging students in hands-on activities and application during class time. The training covers how to create instructional videos, platforms for hosting videos, and examples of pre-made videos. Participants are asked to brainstorm how they will flip one of their own lessons.
Mrs. Oates provides detailed classroom procedures for her mathematics class. Students are expected to follow arrival and departure routines, raise their hands for permission, and keep electronics put away. Breaking rules may result in consequences like detention or suspension. The document reviews entry, exit, tardiness, absences, supplies, illness, asking questions, discussions, discipline, arguments, gossip, and personal grooming expectations to maintain an orderly learning environment.
The document discusses effective teaching strategies for the first days of school. It emphasizes the importance of preparation, establishing clear classroom procedures and rules, and engaging students through icebreaker activities. Effective teachers start by preparing lesson plans, teaching materials and well-organized classrooms. It is crucial to welcome students, introduce procedures respectfully and keep students actively involved during the first lessons. Mastering classroom management from the beginning helps ensure teachers can successfully impact student learning throughout the year.
This document contains feedback from two students regarding a course on American politics taught by Professor J. Schaefer in the fall of 2006. Both students found the lectures interesting and felt the assignments, including papers and debates, added value. One student enjoyed the guest speakers. While finding the textbook dry, both felt the professor did not show bias. One suggested adding pop quizzes to ensure students do the readings. Overall, both thought it was a good course that made the material engaging.
Pay attention in class, ask questions if you don't understand something, and don't disrupt class by asking to go to the bathroom or packing up early. Come prepared with supplies, participate actively, do your homework, arrive on time, take your own notes, and only speak English in class.
The document describes several instructional strategies for engaging students, including using whiteboards, response cards in different colors, agreeing/disagreeing activities, true/false games, and question-answering races between teams. It also outlines rules for games like guessing answers without talking, picking questions for other teams to answer, and reducing notes into smaller and smaller summaries. The strategies are presented as ways to make lessons more interactive and fun for students.
The document discusses implementing response groups in the classroom to provide peer feedback on student writing. It includes initial student responses expressing concerns about peer editing, such as not wanting others to judge their writing or lack of helpful feedback. The document then provides tips for setting up effective response groups, such as using descriptive rather than evaluative feedback, modeling the process, and participating alongside students. Suggestions for response group activities and ways to address challenges are also presented.
This document outlines the procedures and expectations for students in a computer lab classroom. It details arrival and dismissal procedures, classroom rules regarding behavior, computer and internet use, safety guidelines, and copyright policies. Consequences for misbehavior are also explained, with the goal of creating an orderly, efficient and safe learning environment for all students.
This document discusses reasons for students bunking lectures in college. It provides various justifications for skipping classes such as peer pressure, believing in self-study, love interests, disliking subjects or teachers, and having other interests. A survey was conducted to analyze factors responsible for bunking using a Pareto diagram. The three major reasons identified were boring lectures that lack interaction, peer pressure to do what friends are doing, and believing self-study is sufficient for learning. The team learned how to make a Pareto diagram in Excel and gained insights into identifying key issues through this analysis technique.
This document discusses generational differences in teaching styles and student expectations. It outlines characteristics of the Baby Boomer, Gen X, and Millennial generations. Baby Boomers value teamwork and personal growth. They had large class sizes and questioned authority as students. Gen Xers are pragmatic and self-sufficient due to divorce rates during their childhood. They distrust authority and want independence. Millennials are civic-minded, optimistic, and expect technology and customer service. They have high expectations for satisfaction from colleges.
UC Transfer Application & Personal Statementrubiosv
The document provides information to help students prepare their UC transfer application, including the application timeline, requirements, and tips for completing each section. It emphasizes starting early, researching campuses, gathering materials, and revising personal statements. Key parts of the application include choosing majors and campuses, providing academic history and test scores accurately, discussing activities and awards, and addressing two personal statement prompts about intended major and a personal quality. [/SUMMARY]
The document is a calendar from September 2014 to December 2014 of workshops and transfer-related events hosted by the Career & Transfer Center at Los Angeles Harbor College. It provides information on workshops for UC TAG applications, UC and CSU applications, career exploration, transfer pathways for specific majors and universities, and campus visits. Students are encouraged to attend workshops for assistance with the application process and for updates on transfer opportunities.
The document provides a calendar of activities for the Career & Transfer Services at Los Angeles Harbor College for February and March 2013. It lists dates for university representatives to be on campus to provide information and accept appointments, as well as workshops and other events. Key dates highlighted include the deadline to submit UC TAG applications for Fall 2014 transfers (September 30, 2013) and the CSU and UC application deadline (November 30, 2013). The calendar also provides contact information for the Career & Transfer Center.
The data team shared various data with the goal of understanding student success at the college. They presented data on courses with the highest enrollments and lowest retention rates broken down by demographics. Data on placement testing, financial aid, and the demographics of first-time students was also analyzed. Persistence rates for first-time students were found to be lowest for African American males, African American females, Hispanic males, and White males over five years. The data team aims to use this information to identify underlying factors impacting student success and inform interventions.
The document provides a calendar of activities for October and November 2012 held by the Career & Transfer Services office at Los Angeles Harbor College, including workshops, university representative visits, and application deadlines. Workshops are open to all students and cover topics such as the CSU and UC application processes, choosing a major, and writing personal statements. University representatives will be available for scheduled appointments to provide information about their institutions.
Counseling division calendar of events updated 3rubiosv
The document provides a calendar of activities for October and November 2012 for the Career & Transfer Services center at Los Angeles Harbor College. It lists workshops, university representatives visiting the center, and application deadlines. Highlights include workshops on CSU and UC applications, paying for private universities, personal statements, and what to major in. University representatives from schools like CSUDH, UCLA, USC, and National University will be available for meetings. Important application deadlines are noted for CSU and UC schools.
The summary provides an overview of the Los Angeles Harbor College Nursing program information session document. It discusses that the nursing program has been educating students since 1963 and is approved by the BRN and accredited by the NLNA. It lists the nursing program prerequisites and explains that admission is based on a lottery system for those who pass the TEAS test with a 62% or higher. The 4 semester nursing curriculum and degree progress is outlined. FAQs address questions about GPA, transcripts, and the application/selection process.
Spring 2014 LAHC Career Transfer Center Calendarrubiosv
This document is a calendar of activities for the Career & Transfer Services center at Los Angeles Harbor College for February 2014. It lists dates, times, locations and descriptions of university representative visits, workshops, and important transfer application deadlines. Key events include workshops on paying for university, how to transfer, and representatives from schools like CSUDH, UCLA, USC, and National University visiting the campus.
This document is a calendar of activities for the Career and Transfer Center at Los Angeles Harbor College for September 2014 through December 2014. It lists various workshops on topics such as transferring to UC and CSU schools, career exploration, and transfer application assistance. The workshops are open to all students and no RSVP is required. Contact information is provided for the Career and Transfer Center.
The document provides a calendar of activities for September and October 2012 for the Career & Transfer Services at Los Angeles Harbor College. It lists dates for university representatives to be on campus, workshops on topics like transferring to specific universities, writing personal statements, and paying for college. It also provides reminders for students to submit applications to CSU and UC schools by November 30, 2012 and for TAG (Transfer Admission Guarantee) applications to the UC system by September 30, 2012.
This document provides information about the nursing program at Los Angeles Harbor College (LAHC). It summarizes the program prerequisites, admission process, curriculum, and frequently asked questions. To be admitted, students must complete prerequisite courses with a minimum GPA, pass the TEAS admission test, and be selected via lottery. The program is 4 semesters and includes theory, clinical experience, and simulation lab. Contact information is provided for students to ask additional questions.
Transfer & Career Center Calendar of Eventsrubiosv
The document provides a calendar of activities for October and November 2012 for the Career & Transfer Services at Los Angeles Harbor College. It lists university representatives visiting the campus each day, as well as workshops being offered on topics like applying to CSU/UC schools, choosing a major, and paying for college. Students are encouraged to visit the Career & Transfer Center for application assistance and to apply to CSU/UC schools by November 30th.
The document provides instructions for applying to CSU Mentor, the online application system for applying to California State University campuses. It outlines the steps to create an account, begin an application, enter personal and academic information over multiple screens, select programs, and submit payment. Updates are noted for the 2013-2014 application, including additional questions for SB1440 transfer students and California Dream Act eligibility criteria.
LAHC Transfer Advisory Committee 2014 PowerPointrubiosv
This document summarizes the activities and achievements of the Transfer Advisory Committee for the 2013-2014 academic year. It provides data on the number of:
- Universities and students participating in the Fall Transfer Fair
- Students attending transfer celebration and workshops
- University representatives visiting the transfer center
- Student contacts with the transfer center
It also shares data on transfer velocity cohorts, course success rates, and top high enrollment/low success courses to guide 2014-2015 planning.
Employee engagement refers to an employee's commitment and involvement in their organization. There are three categories of employee engagement: engaged employees who perform at high levels and drive innovation, not engaged employees who focus on tasks rather than goals, and actively disengaged employees who sow negativity. Leaders can improve engagement through connecting with employees, providing career opportunities, communicating clearly, setting expectations, recognizing contributions, allowing input and control, fostering collaboration, maintaining credibility, and building confidence.
This set of infographics was developed to be part of the company's credentials presentations as well as to be part of their varied marketing collateral, from posters to social media posts.
Developers: Dananjay Anandan, Charles Kollannoor
The document discusses the role of high school counselors in helping students with social, emotional, and academic development as they transition through changes in high school. It outlines the challenges students face with physical, social, emotional, and cognitive development. Finally, it provides information about course requirements, schedules, and advice for parents on how to support their child's transition to high school.
The document discusses the role of high school counselors in helping students with social, emotional, and academic development as they transition to high school, outlines some of the challenges students may face during this time including peer and identity issues, and provides parents with advice on supporting their child during this transition including maintaining open communication and establishing clear expectations.
The document provides an overview of topics discussed at a November meeting for the Professional Development and Training Committee at the INTO Tutoring Center. It discusses academic integrity, difficult tutoring situations like blocking, confusion, miracle seeking, over-enthusiasm, resisting, passivity, and evasion. Strategies are suggested for how tutors can address each difficult situation, such as focusing on what students do know, breaking tasks into simple steps, emphasizing student involvement, and setting specific goals. The document concludes with tutors role playing different situations.
A half day session - continuing the conversation about the impact of formative assessment and how formative assessment differs in intent and purpose and impact from summative assessment. Several cross-content secondary examples included.
This document discusses how questioning can promote learning and effective teaching. It notes that good questions stimulate thinking, generate more questions to clarify understanding, reveal student misconceptions and push both students and teachers to the limits of their understanding. Questioning works best when all students get a chance to answer, think about responses, discuss answers, and when questions stimulate more questions and thinking rather than having clear-cut answers. The document also outlines techniques teachers can use called "Pose, Pause, Pounce, Bounce" to effectively structure questioning in the classroom.
This document discusses challenges that non-traditional students may face in returning to school. It defines a non-traditional student as someone who delays college after high school, works full-time, is financially independent, has dependents, or has other characteristics. In the classroom, non-traditional students should come prepared to learn, respect instructors, and make friends. At home, they need to set boundaries and study times, get family support, and find childcare solutions. To overcome challenges, non-traditional students should plan ahead, avoid overloading their schedule, and ask for help from school, home, and work.
The document discusses effective teaching strategies and qualities of good teachers. It is divided into three "golden lessons":
1. The core qualities of exceptional teachers are great knowledge in their subject, excellent communication skills, the ability to gain and sustain student interest, and respect for students. Good teachers are experts in their field and continuously learn to improve.
2. Teachers should understand different learning styles and preferences to engage a variety of students. Visual, auditory, reading/writing, and hands-on learners all benefit from different teaching approaches.
3. Motivating students to learn is key to effective teaching. Teachers can inspire passion by giving positive and early feedback, ensuring tasks are appropriately challenging, helping students find personal
Creating Positive Peer Relationships
The document discusses the importance of creating positive peer relationships in the classroom. It provides several recommended activities teachers can implement to help students get to know each other better through "acquaintance activities", establish a cohesive learning community through group bonding activities, and enhance diverse friendship patterns. Examples of activities provided include name games, interviews, secret gift exchanges, and initiatives to recognize positive student behaviors. Fostering positive relationships is important for student engagement, academic performance, and developing social-emotional skills.
This document provides recommendations for creating positive peer relationships in the classroom. It includes a table of contents and sections on literature review, survey results, and recommended activities. The recommended activities section suggests acquaintance activities like "The Name Chain" and "Bingo" to help students get to know each other. It also proposes activities for establishing a cohesive group such as "Class Spirit" and "Photo Album" for elementary students, and "Five Square" and "Base Groups" for secondary students. Finally, it discusses activities to enhance diverse liking patterns, including a "Good Deeds Tree" and "Secret Pal Books." The goal is to develop a supportive learning community where all students feel accepted.
This document summarizes how a rural high school in Ohio improved student outcomes through the implementation of formative instructional practices (FIP). It describes how the school initially focused on improving grading practices but still saw issues. They then implemented FIP, which includes clear learning targets, formative assessments, and feedback. Data shows improved test scores after FIP in chemistry chapters. Teachers also learned benefits like improved reassessment, data management, and classroom organization from FIP.
This document outlines an agenda for exploring accelerated programming. It discusses preparing faculty and students, instruction methods, and retaining both faculty and students. For faculty preparation, it addresses common concerns like content coverage and rigor. It suggests modeling accelerated learning techniques for faculty. For student preparation, it discusses orientation, advising, and setting clear expectations. Retention strategies include newsletters, conferences, faculty fellow positions, and maintaining a humanistic advising approach. The overall document provides an overview of key topics and strategies for implementing an effective accelerated programming model.
Gifted Students Education of the Gifted Child Giftedness Workshop Part 5Lakshmi Sharma
This document discusses key considerations for educating gifted children. It outlines common issues parents face getting their gifted child's needs met in school, including teachers not providing appropriate challenges. While most teachers aim to support all students, few have gifted training. The document recommends parents evaluate a school's gifted policies, programs, and willingness for subject or grade acceleration before enrolling a gifted child. It also provides an overview of learning models and strategies that are effective for gifted students, emphasizing higher-order thinking skills.
Georgia Cyber Academy is an online public school option in Georgia. Students take virtual classes led by certified teachers and complete assignments outside of class time. The school requires students to spend at least 5 hours per day engaged in schoolwork, but allows flexibility in scheduling class times. It offers the same curriculum as traditional public schools in Georgia and aims to provide a structured learning environment similar to in-person school. The document discusses how the flexible online format would allow the student more time each day to pursue music, through a proposed daily artist development program.
Mrs. Lehman's classroom management plan focuses on being proactive rather than reactive. She plans to keep students engaged with dynamic lesson plans incorporating variety. She will get to know her students and build a sense of community. Class rules will be established democratically and consistently enforced through positive reinforcement and individualized approaches as needed. Removing disruptive students will only be a last resort to maintain control for the benefit of other students.
Ms. Fisher outlines her classroom expectations for students. Students are expected to be prompt, prepared, polite, productive, and problem solvers. They must show respect for themselves, others, and property. Students are responsible for coursework, including bringing required materials to class, knowing due dates, and submitting assignments on time. The document also details how students can promote lifelong learning. Classroom policies around food, technology, attendance, and bathroom breaks are provided. Grading is based on participation, assignments, projects, exams, and follows a standard scale. Ms. Fisher pledges to trust, respect, provide feedback to, and work with students to meet learning goals.
The document discusses perspectives on improving the Indian education system from multiple stakeholders. A teacher feels the current system is flawed as it focuses on mass teaching without ensuring learning or allowing students to follow their interests. A student wants more overall exposure in school to help choose specialized subjects later. Another stakeholder wants to improve exam-focused learning and grading to focus more on problem-solving and innovative thinking. Overall, the stakeholders feel the system needs reform to better promote actual learning, allow students to study interests, and prepare them for their careers.
This document summarizes a peer observation meeting that took place on December 3rd, 2014. The meeting included introductions, feedback on classroom observations using a "compass points" technique, small group discussions, and plans for future learning walks. Teachers shared strategies for motivating students, such as relating lessons to students' lives, setting high expectations, allowing student choice, and setting goals. The group discussed upcoming classroom observations on December 15th to further support teacher development.
This document discusses strategies for using interaction to reinforce concepts and increase metacognition in online mathematics classes. It suggests having students explain their thinking, justifying answers, and highlighting important discussion points. The document addresses common instructor concerns like losing class time and ensuring content coverage. It emphasizes that the instructor still guides the course while creating an engaging environment where students learn to think critically and feed themselves through interactive assignments. Examples provided include having students generate test questions or analyze "mal-rules" versus correct rules. The goal is to replicate meaningful interaction for large online classes through asynchronous activities.
The document provides guidance on completing and submitting the UC undergraduate transfer application. It outlines the application timeline and review process. Students are encouraged to research campuses early, apply broadly, and ask for application feedback. The application consists of biographical information, academic history, activities and awards, test scores, and a personal statement responding to two prompts. It must be accurately completed and submitted before the November 30th deadline.
The document is a calendar for September 2014 from the Career & Transfer Services center at Los Angeles Harbor College. It lists various workshops on topics such as UC TAG applications, UC and CSU applications, and personal statements. It also advertises a Transfer Fair on September 29th and campus visits from representatives of UCLA on September 22nd and UCI on September 25th to provide information to students.
This document contains the calendar of activities for the Career & Transfer Services center at Los Angeles Harbor College for June, July, August, and September 2014. It lists the dates and times of various workshops being held to assist students with transferring to four-year universities, such as workshops on completing CSU and UC transfer applications. Representatives from several California State Universities and University of California schools will also be on campus during these months to provide information to students.
The document is a calendar of activities for March 2014 from the Career & Transfer Services at Los Angeles Harbor College. It lists the dates for workshops, university representatives visiting the campus, and other transfer-related events. Key events include workshops on Tuesdays and Thursdays to help with transferring, visits from CSU Dominguez Hills and CSU East Bay representatives, a career fair on March 20th, and a field trip to Cal State Long Beach on March 28th. The calendar also reminds students to apply to CSU and UC schools by November 30th for Fall 2015 transfers.
The document is a calendar of activities for February 2014 from the Career & Transfer Services at Los Angeles Harbor College. It lists workshops, university representative visits, application deadlines, and reminders for students transferring in fall 2014. Key events include workshops on transfer topics from CSULA and UCLA, visits from representatives of schools like USC, UCLA, and CSUDH, and a February 15th deadline for CSU transfer students completing an AA-T or AS-T degree to submit a verification of progress. The calendar provides students with information on transfer opportunities and support through workshops and university meetings that month.
The document is a calendar of activities for the Los Angeles Harbor College Career & Transfer Services for November 2013. It lists workshops on topics like UC admissions, personal statements, and the Common Application taking place throughout the month. It also lists dates that representatives from universities like UCLA, UC Irvine, CSUDH, and CSU Northridge will be on campus to meet with students. The last line notes that November 30th is the deadline to apply to UC or CSU schools.
Fall 2013 career transfer center for octoberrubiosv
The calendar lists the workshops, information sessions, and university representative visits taking place at Los Angeles Harbor College's Career & Transfer Services center during the month of October 2013. Key events include UCLA and UC application webinars requiring RSVP, a UCLA admissions and personal statement workshop, CSU and UC application workshops held at multiple times, and visits from representatives of universities like USC, CSUDH, Marymount California, and Arizona. Contact information is provided for scheduling appointments with university representatives or getting updates via text message.
The document is a calendar of activities for July and August 2013 from the Career & Transfer Services at Los Angeles Harbor College. It lists workshops, university representatives visiting the campus, and important application deadlines. Workshops are open to all students and cover topics such as transferring, choosing a major, and career opportunities. National University and University of Phoenix will have representatives on campus during the listed dates and times. California State University representatives will also be available for scheduled appointments. Important workshops include the Transfer Agreement Guarantee workshop and CSU application workshops.
The document is a calendar of activities for March 2013 from the Career & Transfer Services office at Los Angeles Harbor College. It lists dates for each day of the month and includes information about university representatives visiting campus, workshops being offered to students, career fairs happening, and application deadlines. The calendar provides details to help students with the transfer process.
The document is a calendar of activities for November and December 2012 from the Career & Transfer Services center at Los Angeles Harbor College. It lists workshops, information sessions, and campus visits from university representatives. Some of the highlighted events include Common Application and UC application workshops, personal statement reviews, and campus visits from schools like UCLA, CSUDH, and National University. The calendar also notes important application deadlines for CSU and UC applications on November 30th.
fall 2012 Transfer & Career Calendar of Eventsrubiosv
The document provides a calendar of activities for October and November 2012 for the Career & Transfer Services center at Los Angeles Harbor College. It lists university representatives visiting the center on various dates, as well as workshops offered on topics like applying to CSU/UC schools, writing personal statements, and choosing a major. It encourages students to apply to CSU/UC schools by November 30th and visit the center for application assistance throughout October and November.
This document discusses generational characteristics and how they relate to teaching today's students. It focuses on Baby Boomers, Generation X, and Millennials. Baby Boomers value teamwork and personal growth, while Gen Xers are self-sufficient and pragmatic. Millennials are civic-minded, optimistic, and expect frequent communication and feedback from teachers. The document suggests that today's classrooms require more group activities, feedback, and interactive teaching methods to engage Millennial students compared to the past.
This document discusses generational characteristics and how they relate to teaching today's students. It focuses on Baby Boomers, Generation X, and Millennials. Baby Boomers value teamwork and personal growth, while Gen Xers are self-sufficient and pragmatic. Millennials are civic-minded, optimistic, and expect frequent communication and feedback from teachers. The document suggests that today's classrooms require more group activities, feedback, and interactive learning to engage Millennial students compared to the past.
The document provides a calendar and information about summer workshops and events for the Nursing Program at a community college. It outlines the schedule for skills practice labs, simulations, reviews of various course topics like anatomy and dosage calculations, model reviews, writing workshops, and orientations for incoming students from July through August 2012. Key dates include CNA orientation on August 3rd, simulations on August 9th and 16th, a time management workshop for first semester students on August 21st, and the start of the fall 2012 semester on August 27th.
This document provides information about the nursing program at Los Angeles Harbor College (LAHC). It summarizes the program prerequisites, application process, curriculum, and frequently asked questions. The nursing program has been educating students since 1963 and is approved by the BRN and accredited by the NLNA. Applicants must complete prerequisite courses with a C or better and have a minimum 2.5 GPA. Acceptance is determined by a random lottery followed by achieving a passing score of 62% or higher on the TEAS admission test. The program is 4 semesters for generic students and 2-3 semesters for LVNs. It includes theory, clinical experience, and simulation laboratory work.
This document provides information about the nursing program at Los Angeles Harbor College (LAHC). It summarizes the program prerequisites, application process, curriculum, and frequently asked questions. The nursing program has been educating students since 1963 and is approved by the BRN and accredited by the NLNA. Applicants must complete prerequisite courses with a C or better and have a minimum 2.5 GPA. Acceptance is determined by a random lottery followed by achieving a passing score of 62% or higher on the TEAS admission test. The program is 4 semesters for generic students and 2-3 semesters for LVNs. It includes theory, clinical experience, and simulation laboratory work.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
1. Focus Group 2012 Results
presention by the AtD Data Team
May 9th AtD Core Team meeting
May 14th CPC meeting
2. Focus Groups Background
• Qualitative methodology-- more in depth understanding of
a group’s experiences
• Serves as a new source of inquiry for further quantitative
analysis (triangulation)
• Focus Group Facilitators/Note-takers
– Used Matching group characteristics between interviewers
and participants for in-group communication
– 2.5 hours/training including conducting Pilot Groups (2)
• Pilot Groups were convenience participants. Self identified as AGS
students, ASO student, 2- 4.0 students. None on probation or other
sanction
– Focus Groups: students on probation. Recruited by Retention
Counselor. Received workshop credit for participating
– 2 Latino groups: Jassiel Dominguez, Daniel Ruiz, Joaquin
Arias, Andres
– 2 African American groups: Ralph Davis, Angela Sanders,
LaShelle Daisy, Tungie
3. 4 Areas of Strong Agreement
• Important to go to college for the future
– Jobs, lifestyle, to have something no one
can take away from you, become a better
person
• Outcomes
– Opportunities, better salary, be successful
• Academic preparation
– Felt needed more preparation coming in
the door
– “I just jumped in head first”
– “Counselors come to the high schools,
[there are] college fairs, which are
beneficial, but need more one on one visits
*from college personnel+”.
4. 4 Areas Cont.
• Transitioning from high school to college…
– “…is tough”
– “it’s complicated. You got to eat so you work,
but if you don’t go to school, you don’t move
on”
– “high school had an Avid program, but you had
to be selected to get into Avid. Those students
got the college preparation piece. I got kicked
out of high school so they told me it was a
badge of honor to be here [in college]. My own
anger drove me to prepare. I learned most
about college from what it was like on tv, so it
didn’t match; but I also knew it was on me to
prepare. They told me I couldn’t make it here
and it made me even madder. I knew an
education would solve that” (pilot group
participant, Latino male over 35)
5. Advice about attending college
• Sources of advice
• Latino Males
– Sisters, brothers, cousins, aunt, uncle, grandfather,
parents and family, Counselor, high school teacher
• African American Males
– Counselors at high school– “the ones that actually
care”, parents, sports, Boys and Girls Club
• African American Females
– High school teachers, parents, “Counselors at the
college once I got here and was struggling”
6. Opening the Front Door
• Need access to counselors. Waiting for an
appointment 2 weeks out or longer is a major obstacle
to success. Students leave without an appointment
and struggle on their own experiencing frustration in
both the lack of an appointment and not having what
they need.
• Would have loved to have had an orientation!
– “When you think of an orientation, you think of a tour of
the school, you think of people, not flipping through
things on a screen”
– “The online orientation was a waste of time after the
placement test”
– EOPS orientation was helpful. Clear expectations. Tours,
guidelines of the college presented.
7. What students want from an
Orientation
• Face to face with a Counselor leading it
• Use terms that students will understand or when using new
vocabulary, explain what it means or what it refers to
• Campus Tours– what is in the new buildings?
• “Tell people to study for the placement test”
– Orientation needs to happen BEFORE placement
• Explain how Counseling and Tutoring work
• Student panel of Harbor students to tell how to be successful and
learn the ropes
• All resources need to be highlighted.
• Counseling sessions at Orientation to explain choosing goals,
options, careers, and paths to future degrees
• “Needs to be more than a day so that it allows students to digest
the information” (Pilot group participant)
8. Skills Students Identified as Important
and Needing Improvement
• Time management and discipline
• Work and school conflicts
• Reading/writing (essays)
• Test Taking
• Math
• Computer skills
• Public Speaking skills
• Organization skills
• Critical Thinking Skills
• Financial Management
• Research skills/Information processing
• Although not identified verbally by
students throughout the focus groups
were themes of life getting in the way
or derailing them temporarily
9. Skills Students Identified as Important
and Needing Improvement
• How to form and use Study Groups
– “I see a lot of ‘Lone Wolfs’ out there *and they
should be using study groups more often]. They
try to do it on their own. I got an email from
another student about wanting to cheat on a
paper and I couldn’t understand why he would do
that. If I can’t pass on my own, I don’t want it.
Form a study group and you don’t need to cheat”
– “Group studying is good. It helps to develop
interpersonal skills and you learn to collaborate”.
10. What do you do when your Academic
Skills don’t match current demands?
• Latino Males
– “Find help. Teacher/family member” 1 occurrence
– “Don’t have time to seek out help” 4 occurrences
– “Take a personal day to clear my mind and focus” 2
occurrences
– “Get an extra resource book, use YouTube” 1 occurrence
• African American Males
– Study groups, Read, Library, Study and don’t go out too
much, “Ask the teacher. Talk to the teacher and get to
know them. Establish some kind of relationship”
• African American Females
– Ask a counselor or a teacher (both participants), go to the
lab
• Pilot groups
– SPS program; see the Professor, go to office hours, ask
peers
11. MATH
• Majority of Students had over • Reaction to placement
a 3 year gap between math – “Shock! I placed really low and I
classes am really good at Math… the class
I am in now, I feel like it is so
• Very few had gone straight simple and yet I see people
from a h.s. class to enrollment struggling. I wonder why I am here
at Harbor just because I messed up on my
placement test”
• Prepare for Math placement?
– Despite not preparing for the
– Overwhelmingly No placement test, most all students
– Only 1 went in prepared 1 expressed surprise, shock, and
– 1 student had AP Math credit disappointment in their scores
– 1 student given a choice based on – A few students expressed surprise
self placement and didn’t take in a positive way because they
advantage of it at the time. placed higher than they thought
Expressed regret and wants to go they would (African American
back and take it. females)
12. Experience in Math classes at Harbor
• Latino Males
– Teachers have language barriers and can be hard to understand
– “Pace is too fast. *Instructors+ won’t go over things again because the teacher
‘doesn’t have time for that’ and yet if don’t learn the first part, can’t learn the
next. Have only taken one math class and won’t take another one after it”
(expressed by 2 students)
• African American Males
– “Very helpful (professor) not rushing through if you didn’t understand it, she’d
go over and over and take her time.”
• African American Females
– They should make Math 123 A B C into one class like Southwest does Math 115
– None of the math classes are relevant to Stats class and it is very discouraging
– There “comes a point where you can’t put it off any longer”.
– “It didn’t go so well for me. I took Math 123B twice and still couldn’t do well. I
ended up taking it at El Camino and I am in stats now.” The first time Math123B
didn’t go well, the instructor told her to take Math 123A and “I was like Oh My
God…*that course is so basic!+”
13. English
• Latino Males
– Satisfied; except 1 student being surprised because took
English all through high school and thought he placed better
• African American Males
– Satisfied; except 1 student was “depressed. I rushed through
it. Wish I would have taken my time.”
• African American Females
– Shocked: “Tested into 28 and English was my favorite subject”
– Shocked and disappointed: “Also tested into 28”
– Both students stated that at the time, based on high school
transcripts , 28 was not needed and should have been able to
go straight into college level
• Pilot group 1
– While not surprised at Math placements, they were surprised
with English placements. Males in the pilot groups expressed
that English was not their best subject
14. Experience in English classes at Harbor
• Latino Males
– “Felt lost in 101– don’t like it and teacher just kept moving forward”
– “101 is pretty easy. Good teachers”
– There’s a perception that English 101 is easier than English 28.
• African American Males
– “People make the class better. Interactions. Working in groups.
Discussions”
– Fun people in my class the first semester.
– The “classes by nature make it so you actually get to know the students in
your classes. Become more familiar throughout the semester. Makes it
better. Have a sense of humor helps. People make the classes better”
• African American Females
– Both stated they have done well and have taken up through 102
• Pilot group 2
– “Good. Helpful professors and office hours. Math was fine in high school,
didn’t struggle and struggles now. Hated English in high school and is fine
here”
– “Helpful. Able to open up and communicate and come out of shyness”
– “*the+ Professor- very helpful gone through English 21, 28, and 31 with
consistent support and essay help”.
15. Equity
• Subtle issues of tension between Latino Males and African
American males. Groups gave examples which reflected
discomfort.
• Overall though, students indicated…
– “everyone goes to class for the same reason”
– “never seen a fight here”
– “People are here only for class. Get in and get out.”
• Gender issues identified by Latino Male groups
– “one of my *male+ professors is more helpful and friendly to the
young, pretty female students. It’s happened 3 times. Just because I
am not a cute girl, you still need to help me”
– “I had a female teacher who wouldn’t answer this girl’s questions.
She would give *the questions+ to me to ask for her”
• Finances
– No feelings of “have’s” versus “have not’s”
– “affects being able to afford things”
– “At times cannot purchase books *so+ can’t do homework”
– “Financial aid helps pay for school, insurance, gas, a lot, but it is
tight”
16. What would an Urban Center offer?
• It would help students connect. Would want to
see concerts for a small fee.
• “The big space up in Seahawk is a ‘waste of
space’ because it isn’t used”
• “A better selection of activities and things to
do at Seahawk would make me want to stay
and spend time on campus”
• “Seahawk is a big place and yet people don’t
use it”
• “Nothing is open in the evenings, except the
library, which is when I am here”
• “Computers would be beneficial”
• Space like at “CSU-DH where they have
couches, chairs, tables, electronics”
• “A place to have a beer after class would be a
draw for people to stick around” (group
laughed)
17. Who would use the Urban Center?
• Latino Males
– Only 2 said yes; 1 maybe depending on
programming; other 9 said no (total 12)
• Both African American groups said they
would use it and thought everybody else
would, too.
• If you used it and found it helpful, would
you recommend it to a friend?
– All groups said yes
• Suggested names
– Keep it Seahawk; The Nest; Seahawk II, The
Harbor College Help Center
18. Additional Feedback from Students
• “Need a short term book loan • Face to face orientation for
program so you can purchase internet classes; need to learn
them all at once instead of having the lms/cms
to space them out to buy them. • Need and want summer school
Pay back the loan throughout the • Need more classes!
semester”
• “more copies of books on reserve • “Have been trying to get into
at library” Math every semester since I’ve
been here and haven’t been able
• Signage to get in”
• “Bookstore hours- need to be • “Need to have an assigned
here until 9 p.m. after classes counselor”
start, , also open on Fridays and • “Counselors need to know the
Saturdays, so you can get schedule of classes better. They
scantrons and food” recommend classes that conflict”
• “Need login instructions for the • “Need instructors that connect
available wifi so students can get with younger students”
online with their own computers
• Too time consuming to do Math
123 A B C. Need to be able to do
it in one semester