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Imagine time

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Students come form a variety of different backgrounds and have widely divergent interests and academic interests as I conduct information literacy sessions for students and instructors across campus.
Instructor I am proficient in finding and vetting information resources and need to keep in mind that I am often dealing with individuals who have no previous experience judging the quality of information.

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Classroom group size of greater than 30 students makes classroom activities challenging.

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8am 3x week Students are quiet difficult to engage, often a large gap between desire to perform and life goals.

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2 separate labs (2 hours)
Come together for lecture
Wide age range of students
Some non traditional students

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Often 1st college science course for students-many fail to appreciate time and effort required for success

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Students have historically been from 18 to 50 years old; some working full time, others working part time, some not working at all; some living more than 30 miles away, while other live just a few minutes from school.

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Students have historically been from 18 to 50 years old; some working full time, others working part time, some not working at all; some living more than 30 miles away, while other live just a few minutes from school.

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8 am class is a challenge for all

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The course meets for 4 hours at a time, 3 days a week, starting at the beginning of the day. It is only about 7 weeks long. The course meets in a large lab, with a lot of equipment.

Students are in their final semester before graduation, and they have a certain level of technical knowledge.

This course is different than other courses in the program, in that the skills they are learning are less technical (black and white), and require creativity.

I assume a certain level of student  competence that isn't always true. I enjoy the troubleshooting process, and tend to assume that others will too.

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Characteristics of the Learners: Students come to class with different backgrounds in science.  This can impact student motivation and engagement.

Students on campus are often commuters.  Many have families.  Sometimes it is difficult for students to make every class.

Characteristics of the Teacher - this is a course that I took at a 4-year university setting. It was heavily geared towards population dynamics. I also have a degree in genetics. Both of these influence where I place emphasis in the course.

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First year course with a wide variety of student ability.

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Situational factors:
1. Students need to be ready for Level 3 in a 5-Level ELA Reading Curriculum by the end of the semester, so it is important to design assessments that measure the achievement of each SLO intentionally and precisely.

2.  Though students are placed into this level through placement testing/matriculation from Level 1, their reading levels and vocabulary levels still vary widely, necessitating differentiation.  Also, students vary widely in past educational experience and study skills.  Some students recently graduated from U.S. high schools, while others attended school in Africa many years ago, where the pedagogical emphases are very different than in an American educational context.

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Students: This is a face-to-face course at 9:00, three days per week. Attendance is imperative to building classroom community and it is required. Some students are over extended and not able to attend class because of childcare or work issues. A few do not have transportation.

Instructor: This is my first semester teaching this course, and at th. I previously taught at a small liberal arts college.

- Theresa