It’s really easy to get caught up with all the fun stuff a college has to offer, be it a gorgeous campus, extracurricular activities or school spirit, that sometimes we forget the real reason we go to college is to learn.
The transition from high school to college comes with many changes, and your classes are going to change as well.
Course material: College classes cover a lot more material (and much more quicker) than high school classes. Cool classes: Besides all your core requirements, you will actually be in classes you enjoy! What I love the most about college classes is that people usually act more mature and respectful! Semester at SDSU students add classes on a space-available basis, after matriculated students have enrolled. Business Course Students: You will follow a modified procedure for adding Special Sessions. If a class has a prerequisite, you may need to provide the professor with proof that you have already completed an equivalent prerequisite. Classes not listed in the current class schedule: Not all classes listed in the General Catalog are offered every semester.
Nursing classes: Only students officially enrolled in the SDSU Nursing program may take these classes.
Classes in the following departments are only open to Business Courses students: Accounting (ACCTG), Business Administration (BA), Finance (FIN), Management (MGT), Management Information Systems (MIS) and Marketing (MKTG). Explanations of course numbering and the grading system and an explanation of units can be found in the General Catalog.
Credit means you want it to count as a unit (towards your F-1 visa status) AND it will show on your transcript.
Non-credit means you do not want it to count towards your visa status, do not want it on your transcript, and do not want to pay the additional unit fee (if this applies). For maximal student engagement, allow students to interact not only with the material, but with each other. Since engagement will remain highest with variation, it is advisable to employ a shifting array of techniques.
Sometimes known as audience polling technology (or even just "clickers"), classroom response systems promise numerous benefits in classes, including improved student engagement, enhanced formative feedback for instructors, easy quizzing tools, even a means to take attendance.
Students in large classes sometimes think - erroneously - that they are less visible than they are in small classes, and it's not uncommon for a few students to be off-task, use cell phones for texting, browse the Internet, or even fall asleep. Maximize clarity and organization: announce your daily objectives on the board and make transitions between segments of your lesson explicit, or proceed with a class activity and then ask the students to provide the purpose for the activity and to list the objective(s) it supported. Create a supportive environment: memory formation occurs in the brain's limbic system, suggesting a strong link between emotion and learning. Recognize different learning styles: students learn differently from each other, and our activities need to account for all these learners. Teach for long-term memory: structure assignments, activities, and assessments so that short-term cramming would not help. Integrate higher-level thinking skills into learning: target synthesis and evaluation skills, rather than just knowledge or even application, to guarantee a richer learning experience.
Promote real-world application of the learning: student learning is multiplied when they perceive relevance to the material.
Use your voice effectively: you should vary the speed, the loudness, and the tone of your voice. Achieve eye contact with ALL parts of the room: consider dividing the room up into quadrants and vary where you direct your gaze. Gauge audience reaction and adjust accordingly: bored audiences can be brought back with voice variation and suddenly energetic presentations (see above).
Use boards effectively: write down important material that you want students to write in their own notes.
Create pictures verbally: both visual and auditory learners benefit from a mental image, which enables you to hold attention longer. Tell stories: students react particularly well to teachers who rely upon their own character and history to illustrate examples from the subject matter. Tailor your style to appeal to this specific audience: undergraduates often react more enthusiastically to word problems or examples that use mass culture and pop culture references.
Demand involvement from students in their seats; problem-solving or brainstorming can occur individually. Slide presentation software such as PowerPoint has become an ingrained part of many instructional settings, particularly in large classes and in courses more geared toward information exchange than skill development.
Assigned writing is beneficial for students even in large classes, and the assignment need not represent an undue grading burden on instructors.
High stakes writing, such as essays or project reports, can also be assigned and graded easily even in large classes. This annotated bibliography lists several important works about teaching large classes, and provides guidance for which volumes are appropriate to your needs.

Tips for dealing with stress, dealing with difficult behaviors, motivating students, organization, assessment, and more.
This article provides tips on teaching large online courses including how to use the textbook, announcements, and helping to teach students to be successful. This article provides tips on teaching large lecture courses including starting strict and ending more lenient, putting everything in writing, and consistency. This offers some concise ideas for keeping students engaged, making technology work for you, and getting groups to work well in cooperative learning. The Chicago handbook for teachers: A practical guide to the college classroom, by Alan Brinkley, Betty Dessants, Michael Flamm, Cynthia Fleming, Charles Forcey, and Eric Rothschild. Ideas on Lecturing: Small groups, group discussion, and cooperative learning sources, a bibliography from 1998. This resource discusses the nature of problem-based learning and how it is used in McMaster’s chemical engineering program. This site offers a selection of PDFs on frequently asked questions and large class resources. This is a book chapter from Tools for Teaching by Barbara Gross Davis, 1993, complete with references. How can I manage the paperwork, individual questions, and inevitable problems that arise in any class, on such a large scale? Discusses strategies for writing in large classes, plagiarism, facilitating group work, ways of expediting essay exams and evaluating writing, and working with TAs.
Every course I teach is a shared learning experience, in which I serve as a mentor and guide to help students develop the knowledge, analytical and communication skills, and confidence necessary to succeed both inside the academy and in the world outside the university. Click here to get more information about inexpensive LEED Green Associate exam classes that are held online.
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Study GuidesMy recommendations for the most helpful study guides and audio books that you can find for every LEED rating system. Practice ExamsThere are tons of practice exams available to help you study for your LEED exam.
Continuing Education (CE) UnitsThis 30 hour package includes everything you need to meet the GBCI Credential Maintenance requirements for LEED APs with Specialty.
MORE »Get the NewsletterTo get FREE updates and information about LEED v3, please enter your name and email below. For everyone else thinking of taking the LEED AP exam, this site is an absolutely fantastic resource, and one that will certainly help you to pass the exam. Obviously this isn’t always the case, but it’s a lot better than in high school because people actually want to be there. Originally from Panama City, Panama (only place in the world where you can see the sun rise in the Pacific and set on the Atlantic!), she is majoring in Mechanical Engineering and minoring in Mathematics and Ballet. Please refer to the previous fall semester for likely fall classes and the previous spring semester for likely spring classes. Graduate students enrolling in 500 level courses should tell the professor you are enrolling for graduate credit. Seminar classes are specifically tailored to the program and you will be unable to add these courses. As the instructor, you're often the center of attention and the expert in the room, which can be gratifying.
One effective method to address the challenges is to transform your lectures into active environments for the students.
Identify a responder at the end of the question, call on non-volunteers, or use multiple responder strategies to engage more of the students. Variations include asking them to list which topic was understood the least, to see if the entire class shared the same lack of comprehension. Each of the previous suggestions can be followed up with a brief discussion with a partner, or in small groups. Instructors can employ the systems to gather individual responses from students or to gather anonymous feedback. Fight both with constant and varied activities, even if it means students working alone in their chairs. If possible, build the PowerPoint presentation AROUND these problems rather than vice-versa. PowerPoint can be a highly effective tool to aid learning, but if not used carefully, may instead disengage students and actually hinder learning. Consider requiring several short, focused assignments, some low-stakes writing or informal writing that can be graded extremely quickly; this can be especially valuable if assigned often in the semester. Be very specific in the writing prompt about what is expected and how it will be graded, to keep student questions to a minimum. They list books for teachers as well as for students on getting the most out of this style of learning.

At the end of this course you will be given a certificate of completion that will qualify you to take the LEED Green Associate Exam, per the GBCI requirements. We should be thankful they were always pestering us, because once we reached college no one would care about what we did.
You might not have a lot to choose from for your English class in high school, but in college, if you need to take literature there’s probably a lot more options besides American or English Lit. So, high school seniors, have fun in the last days of high school you have left, and keep this tips in mind for the fall!
A member of the Honors Program and dancer at heart, you can find her studying at the library, scrolling through her Tumblr feed , dancing, or reading.
For example, refer to Spring 2016 for likely classes available in Spring 2017 (or Fall 2015 for Fall 2016).
Similar psychology courses may be found in the College of Education or Social Work departments. Because it is often a passive experience, learning in a large class can also be difficult for students. The use of charts, diagrams, and photographs in your slide presentation may serve to prompt such questions, but the instructor should not tell the students about these, but should ask for interpretations from them. The fixed seating of lecture halls may seem to argue against this, but it can be accomplished by forming teams from adjacent seats or by having students in a row interact with those in the row behind.
Many of the ideas on the list also offer suggestions for the kinds of activities students can perform in pairs and groups. All of this is only possible when students can be convinced to pay attention to you in class.
Our suggestions for effective PowerPoint presentations include best practices, delivery ideas, and sample presentations.
No professor would remind us we hadn’t turned in our homework, and no professor would call our parents if we were failing the class. At the beginning, you might feel overwhelmed with information, but, if you stay on top of your homework and pay attention in class, you’ll get used to it in no time. There’s a Horror Short Story class at my college, and your school probably has more interesting electives as well. Clarissa has a really bad case of wanderlust and is obsessed with white chocolate mochas, The Big Bang Theory, and Doctor Reid from Criminal Minds.
Interesting, intellectually stimulating experiences in which they are directly involved are the key. It is highly advisable to use a grading rubric to ensure fairness in the grades and to streamline the grading process dramatically, saving many hours of work for the instructor. Since you have fewer classes per week, you will probably have homework or reading assignments for every day the class meets.
If you need extra help, take advantage of all the services (usually free!) your school offers, like tutoring or study groups.
If you absolutely hate reading and speaking a foreign language, you might be able to take a foreign language literature class. This rubric should be shared with students in the essay prompt, as this will properly set expectations. Professors in college do a lot more than teaching classes, but if you are willing to work hard and ask questions, they will help you. Your professors will not know your name or who you are unless you go talk to them! Even if you feel like you don’t need any extra help, attending 1 or 2 review lessons for a lecture class does no harm. These classes usually feature articles or shorter books, as opposed to English lit, where you’ll have large amounts of reading.
Besides, if you’re scared to ask something in front of your peers, you can always go ask your professor in private.
Chances are most people in your class don’t attend office hours, so, if you do, you’ll be making a good impression. Plus, some of your professors might actually be pretty cool (my biology professor who always makes the Big Bang Theory references in class)! Yes, 8 am classes do suck, but if you pick all late morning or afternoon classes to sleep in, you’ll have a lot less time to study or do homework. Whenever you have a question about a lecture or a particular assignment, drop by a professor’s office hours and introduce yourself. You might even end up using your evenings cramming for a test instead of participating in extracurricular activities than are probably a lot more fun than Spanish verbs, so keep this in mind as well.

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