Learning Centre 032.MOV

Yesterday, my post about Teaching Globalization, appeared on Equality 101. Check it out:
http://tinyurl.com/2vn9xne

Over the weekend on Equality 101, I posted a blog about teaching social justice. Here is the link: http://equality101.net/?p=1564#more-1564 I've been thinking about this ever since and I realize that I do think lots about what I am going to teach and how best to impart information to students.

I certainly hope that this comes across in my classes. Sometimes you just don't know--it could be two years later when a student emails and mentions how important a particular class was.

Check out www.equality101.net. There are lots of great posts about education, teaching, students, pedagogy and more on the blog.

It's that time of year when most college students are thinking about the next year's classes. This is a slow teaching time for most regular faculty (note this doesn't include the sessional instructors, who usually have to teach full-time in order to stay afloat). One of the things that we forget though, is that this time of year is very busy for advisors and others who help students figure out courses and other important matter that is important to student success.

This quick note is a reminder for patience. Patience for the frantic student who needs a little reassurance about classes. For instance, I am finding that I am fielding more emails where a student really wants advice. "Which classes should I take?" A few have actually said, I want to know your recommendations. This is a big responsibility for me. Typically the student who asks, has already taken a course with me. So, I need to think about his/her interests and weigh my knowledge of the department's courses. At first I would suggest all our courses, but now I am more careful. This is not based on content, but rather thinking more strategically about the student and her/his interests and possible grad school interests.

One common response from students is that they have heard that a colleague is a GPA buster. I always smile at this and explain that if the student wants to focus on Area A, for instance, in grad school that she absolutely needs to have a class with said colleague. The majority of the students come back to my office the next term and thank me for my suggestion.

I think that when I am queried--it is acceptable for me to make course suggestions to students. I am one of three undergraduate advisors in the department. About one month left until school resumes and I can honestly say that I'm ready to teach. But, that pesky need of having the syllabi done--not completed!