1. Great expectations: preparing Students for college courses Derek Petrey derek.petrey@sinclair.edu

2. common expectations (5)
We will set our devices / phones to mute / vibrate.
We may leave the room discreetly if we need to take care of business.
Our honest feedback makes this training more relevant and authentic.
We will “lean in” or “lean out” to allow everyone a chance to share.
The moderator’s job is to enforce the common expectations.
Others?

3. Activity: what do you cover on your first day of class? (10)
Work in groups of 4 and generate a list of 8 topics you would mention or cover on your first day. Take 10 minutes to do this.

4. OUR RESPONSES HERE – first day (5)

5. CHANGE the environment (5)
What will be different about the classroom from the first class meeting onward?
Write the name & number of the course on the board.
How will you present yourself?
How will students be accessing the text / the syllabi / using technology in the class?

6. model expectations / Connect to resources / model behaviors (10)
Have students learn each other’s names. Start to learn their names. Break down the cliques.
Set and share expectations
Introduce the course (how can you do this?)
Show the textbook – use the textbook!
Go to my.Sinclair.edu and the eLearn shell
Show the syllabus – explain how the syllabus works
Look at course policies – create ground rules / common expectations 6

7. EXPECTATIONS activity (10)
Take 5 minutes to scan the sheet. It has two sides (front and back), so you are reading quickly. If you normally teach in a high school, cross out (put a line through) any expectation that you don’t think normally happens in your high school class. Look at the list of college expectations. Underline or circle the ones that you think will be the hardest for your students to adapt to in the college class. After you have spent the 5 minutes scanning and marking, spend 5 minutes with a partner comparing how you marked up the paper.

8. OUR RESPONSES – EXPECTATIONS (5)

9. sharing expectations – the syllabus (5) regportal.sinclair.edu
The syllabus for any course constitutes a perceived contract between instructor and student. The contract runs from the first class until the final grade is assigned. The teaching syllabus must match the Master Syllabus in these aspects:.
Course Number and Title
Credit Hours (Lecture and Lab)
Course Description
General Education Outcomes
Course Outcomes: (Outcomes and Means of Assessment)

10. additional syllabus content (5)
Instructor Information
Textbook Information
Supplementary Readings
Course Rationale
Course Schedule
Course Policies
Attendance / Participation Policies
Exams, Assignments and other Assessments

11. final syllabus considerations (5)
Avoid offering explicit guarantees.
Never include anything that conflicts with institutional policies.
Add disclaimers to the syllabus, reserving the right to deviate from the syllabus schedule.
Keep the rules fair for everyone.

12. mOTIVATION (10) superficial / strategic / deep learning (Ken Bain)
extrinsic vs. intrinsic motivation
control vs. autonomy
external direction vs. self-efficacy
outside rewards or punishment (grades, money, approval) vs. topic mastery
how can you measure?

13. additional resources 937-512-HELP your chair / course coordinator
ctl.sinclair.edu
please use the bottom of the evaluation form to answer this question:
what additional resources would be helpful for CCP faculty?