If you have students who are interested in research and you believe this is a tool that they need, you may be able to generate some interest by allowing them to select their own topics. Also put them in touch with your Learning resource person on campus. J. E. Wright

I think it is important to keep students informed on a weekly basis about their academic progress. I grade exams and usually return in the next class period. I offer suggestions and constructive criticism on written assignments. I make a deliberate effort to speak with students who are doing poorly early in the course and offer assistance and academic advice. Are there other things I can be doing to make sure students understand their academic progress.

Today, students seem to have a shorter attention span. You have to try to reach them in different ways. Sometimes, a film or speaker are very useful in stimulating class conversations. I am open to learning other ways to engage students.

Sometimes,you have a class where many students struggle with the course material. How, do you adjust the curriculum without compromising the quality of instruction? Is pre-testing the best approach in tacking this problem?

In my experience, there are students who always want to speak in class and others who never want to share their ideas. Are these students bored or perhaps they have not read the assigned materials. Classroom participation is important in students' comprehension of the material. It also allows students to share their thoughts and expertise. What are some ways to reach silent students?

What are some ways of adding resources to your instructional content?

To be sure your instructional methods are student centered ask for feedback from your students through some type of survey using electronic means to expedite the survey. J. E. Wright

I have found that guest speakers provide a platform to make a vast amount of real world knowledge to your students. Be sure when you choose gust speakers you research their background to be sure they can provide worthwhile information to your classroom. J. E. Wright

You should always ask yourself, "Why have I chosen this method of evaluation?" The course stated that you will be asked to explain why you do what you do and I know this to be true. At a previous school this was a common question to be asked by COE.

With the ever changing age group of the student's that are attending our classes. I feel it is very important that we change our styles on delivering our course content to keep up with the times!

For the most part, 60% of the grading evaluation criteria are dictated by the school’s administration on every course syllabus. Each grade distribution is as follows: 10% participation, 25% midterm, 25% final exam and 40% - 50% instructors’ discretion quizzes, assignments, research papers, group projects, etc. I typically have assignments/homework as 15%, pop quizzes as 10% (to make sure the student is reading the materials), 15% for in class activities and in some courses, 25% for a research paper or class project. My attempt is to provide the student with theory and an opportunity to apply/reinforce course content.

What are some ways you can identify what your students know or don't know about the course content?

Content difficulty has always determined what delivery method I used in instructional design. If there are steps in a “How To;” I can either usen the white board, flip chart or make a PowerPoint presentation. Just recently, a class did a case analysis in which we brainstormed the issues involved. Instead of using the white board, I used PP and typed the students’ responses as we proceeded through our examination. The examples in this module with vocabulary, is excellent. I will certainly use it when I’m working with new terminology.

Teaching accounting, I find that that combining lecture, sometimes facilitated by Powerpoint, with in-class and take-home work in Excel on Excel exercises and problems reinforces for students accounting skills and techniques,while also increasing familiarity and versatility with Excel

I am finding it hard to obtain the materials needed for instruction. We do not have computers in each classroom for powerpoint presentations. Much of my time is spent borrowing the lead instructor's laptop for my class to hook up to the white board(so glad we have those in the class) and taking it back at the end of the class. Wish we could get more computer resources.

Students are more willing to complete extra credit assignments to help their scores in the course. In teaching Accounting, I've found that most of my students love completing extra credit, not only because of the points, but it gives them more knowledge on the material.

It is imperative to have a PLAN B readily available just in case PLAN A does not work. Engaging students in learning is not only beneficial to the students, but it shows the instructor that they are understanding the material that is being taught.

With students learning style being different. It is a great advantage to teach to touch every sense of learning style in the classroom. Versatile teaching enables me to connect with all the students. Some learn by hearing, while others are visual or hands on. As an instructor I am committed to going the extra mile to ensure that I am reaching all the students when lecturing.

I've noticed that guest speakers in the classroom provides students with information about the field they are pursuing. These speakers are able to help students understand the importance of acquiring knowledge and utilizing it in their careers.

The evaluation system we created is working well in our campus. For the didactic portion, I assigned: 10% for attendance,quizzes and attitude grade 50% for long exams-minimum of 3 per module 40% for final exam For the laboratory portion, I assigned: 40% for lab book and a powerpoint presentation 60% for competencies -a one in one practical exam Final Grade is 60% taken from didactic grade 40% taken from Lab. grade Thanks for giving me an idea of how to give extra credits for those absent during exams or with failing grades.