Center for Effective Teaching and Learning

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Discussion Notes, Fall 2018

October 25, 2018 Takeaways

One Way to Show Students You Care - And Why You Might Want to Try It

  • Do we need to actually put in the syllabus that we're open to talking to people, etc.?
    • Will students read it? Do the ones that need it read it?
  • OR, is the bigger question if we do it or not? If we talk with them about their serious problems?
  • What lengths do we go / should we go?
    • Can't tutor students 1:1 each time --> also can't guarantee their ability to succeed in the class
    • We could suffer burnout if we need to be a "therapist"
  • We are relying on things we know as parents, etc.
  • Title IX issues - students need to know that we have to report it
  • Cheri's Social Work students write a lot of reflection papers to do work on themselves so they can be better social workers
  • We want to listen, but we aren't therapists / can't be  - services to suggest
  • Some male professors feel uncomfortable with hugging --> but authenticity is key
  • It's hard to do grades once we know a lot about what students are struggling with
  • The counselors here are good at giving us the language to use if we feel overwhelmed with helping people or need a break
  • When do you risk being taken advantage of? (Give one person an extension, so all should get an extension...)
  • Cheri: Almost no men came to suicide prevention training (not cut and dry, but women carry emotional weight)
  • Sometimes you have to remind students that it's their responsibility too, though - you can't work harder than them at it
  • Is it outside our purview to bring up things like mental health or not? What if we don't feel comfortable? 
  • Attendance policy can force out issues (why they aren't coming)
**QPR training is great - but you have to be prepared to follow up if the student does share things

September 27, 2018 Takeaways

Developing Intercultural Competence to Foster International Student Success

No guiding discussion questions were needed. Several faculty members jumped right in sharing professional experiences and opinions while connecting with the article. The following list is an attempt at summarizing some of the main topics that were discussed:
  • The real goal of language classes is to learn culture and communicate within that culture; we need to learn beyond the language, grammar is only part of the process
  • It is challenging "reading" students when faculty members do not share a similar culture. Communication styles vary based on culture.
    • Integrated the "1-minute memo" strategy to better understand student perspectives of class or conversations
  • Cultures are like windows, each one providing a different view of the landscape
  • One faculty member noted preparing for a trip abroad by attempting to learn some of the language. It was also noted that the attempt was appreciated by the members of that community
    • Lesson learned, take the time to learn about the cultures of our students
  • First, we should really identify culture and cultural identities
    • What does it mean to be from ____?
    • Conversations outside of class are useful, more personal
    • If we share our own cultural stories and model for our students how to share, they may become more comfortable sharing their own stories
    • Stories engage our students, give them openings and they will share
    • Let us know assume that if we look the same, we are the same OR if we look different that we have nothing in common
Many more items were shared, these seem to be the main points. Please let us know if you would like further notes added to the list.