Carter Humphrey

Carter Humphrey

Location: pinnacle college, alhambra, ca

About me

I am a recording engineer in Los Angeles. I have worked with seminal artists such as Rod Stewart, Brian Wilson, Engelbert Humperdinck, Dr. Dre, Queen Latifah, Cher, Levon Helm, and many others.

I hold a Bachelor of Science in Music Recording from the University of Southern California.

I teach audio production at Pinnacle College in Alhambra, CA. I have written curriculum for 2 programs, at certificate and occupational associates levels.

Interests

music, skiing, and graphics

Skills

music, audio production, graphics

Activity

Since this is new to the school I teach, we are currently requires the students (who are all local also attend on ground classes) to log in as if it is more of a virtual classroom. Eventually this will change as the curriculum and our understanding of online courses works. This is how we are currently doing it. So this is why I ask regarding synchronous vs. asynchronous discussions.

EL 102 was a very good course. This is my 3rd CAPPS course, and I felt like the course was very relevant to the real world, unlike the last course I took.

In this module, asynchronous discussions were marked as the preferred method for teaching critical course content. While I understand that more competitive and/or aggressive students are likely to dominate the discussion, I need clarification as to why the asynchronous discussion method is preferred.

I have just started teaching an online that I authored. Another instructor is in the process of implementing the course into Canvas. This is all new for my school, which offers audio production courses, granting OAD. Currently, we're implementing only the general education courses as online offerings. My question to the group is: What sort of unique issues have you encountered (good and bad) to online courses and teaching as compared to "on ground" courses? I realize that this topic may be covered in future modules in this course, but I thought it would be interesting to get other teachers… >>>

Discussion Comment

A startling statement or a striking example is cute, but if you try to teach from a "formula", you run the risk of losing the students because your behavior becomes predictable. In fact, I would save the "flash" of something startling, striking or even controversial for "special" occasions.

 

Most of my students fall in the 18-25 year old range. Though in my 40's, I feel I relate well to this age group on the whole. However, occasionally we have a 17 year old student, and currently, I have a student in the neighborhood of 60 years old. At times, these large range of ages has impacted the "group dynamic" in a negative way. Other times, it has had a positive or neutral effect. My continuing challenge (that seems constantly change in circumstances) is to work toward a positive learning environment or, what I like to call, "moving forward". Any thoughts?

End of Content

End of Content