Spring 2014 Affordable Learning Fair

CSU Dominguez Hills’ Affordable Learning Fair, held on April 10, 2014 in the Faculty Development Center. Staff and Faculty share tips, strategies, and their own personal methods to make the process of educating students more affordable, along with integrating technology into the learning process.

Welcome and Brian Lacey | Affordable Learning Fair
Brian Lacey, CSUDH Bookstore Manager, goes over programs and initiatives offered by the bookstore.

Provost Junn | Affordable Learning Fair
Provost Ellen Junn, explains the importance of affordable learning for students.

Reza Boroon | Affordable Learning Fair
Reza Boroon, Department Lead of Academic Technology and Faculty Development Center Faculty Expert, goes over apps and digital resources for teaching with technology.

Cheryl Jackson-Harris | Affordable Learning Fair
Cheryl Jackson-Harris, Professor of Health Sciences, shares her affordable course material strategies.

Student Panel | Affordable Learning Fair
CSU Dominguez Hills students share their perspective and needs.

John Menary | Affordable Learning Fair
John Menary, Lecturer of Earth Sciences, goes over e-books and student engagement features.

George Jennings | Affordable Learning Fair
George Jennings, Professor of Mathematics, shares his affordable course material strategies.

Caron Mellblom | Affordable Learning Fair
Caron Mellblom, Professor of Special Education, shares her affordable learning course materials strategies.

Ashley Skylar | Affordable Learning Fair
Ashley Skylar’s presentation on Equity and Excellence Through Universal Course Design, as well as some tools for accessibility for all students.

Do We Ever Ask Students What They Expect of Us?

Do We Ever Ask Students What They Expect of Us?
by Emily Magruder, Ph.D

What many professors do on the first day of class is to present the syllabus and walk through it step by step. The thinking is that we have to go over all of the course requirements and policies so that students understand exactly what is expected of them.

Is this really the best way to begin our relationship with students?

If we profess a desire to engage students actively in their learning, aren’t we failing to practice what we preach? Going over the syllabus models the passive absorption of information. And for many students, it’s probably very boring. Have we forgotten that our students can read? If we establish on the first day that we will go over things in class, what incentive do our students have to read things that they can understand on their own outside of class?

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