Class Observation The observation and interview I conducted was for a class at Santa Ana College (SAC) titled “Counseling 116: Career/Life Planning and Personal Exploration”. This class meets twice a week for an hour and 45 minutes. The day that I observed, the professor was focusing on helping the students write their career research papers by engaging in a discussion about skills. He described to students that skills were specific attributes, personal qualities and talents that people bring to their job. There are two types of skills, which were described as hard skills and soft skills. Students were told that hard skills included the training necessary to obtain the job that they want. Soft skills were related as things that students learn
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The professor does a great job of outlining on the second page of the syllabus all of the assignments and how much they are worth. For this reason, he meets prompt number one. Prompt number two states, “Does the syllabus provide student with the information and resources to achieve course goals and expectations, and to do so at a high level?” (CUE, 2014) While the professor does describe what the course requirements are and his policy for late work, there is no mention of resources on campus to help students who may be struggling academically or just need access to a computer. Therefore, He is partially meeting this prompt. The third prompt ask, “Does the syllabus utilize language [that] conveys a willingness to help students succeed?” (CUE, 2014) I would have to say that while the professor does mention opportunities for extra credit, his tone seems threatening because of his use of writing in all capitals. For instance, he states, “I WILL DEDUCT 7 POINTS FOR EVERY CLASS MISSED” and “NO LATE HOMEWORK and no E-MAILING homework to instructor” (CITE). I feel that the syllabus can be intimidating to students because of the use of this type of language. What is more, I feel that students can become confused, because at one point he states no late homework and then he includes another part that states late work may be accepted at his discretion. For this reason, I think he misses the third
The professor does a great job of outlining on the second page of the syllabus all of the assignments and how much they are worth. For this reason, he meets prompt number one. Prompt number two states, “Does the syllabus provide student with the information and resources to achieve course goals and expectations, and to do so at a high level?” (CUE, 2014) While the professor does describe what the course requirements are and his policy for late work, there is no mention of resources on campus to help students who may be struggling academically or just need access to a computer. Therefore, He is partially meeting this prompt. The third prompt ask, “Does the syllabus utilize language [that] conveys a willingness to help students succeed?” (CUE, 2014) I would have to say that while the professor does mention opportunities for extra credit, his tone seems threatening because of his use of writing in all capitals. For instance, he states, “I WILL DEDUCT 7 POINTS FOR EVERY CLASS MISSED” and “NO LATE HOMEWORK and no E-MAILING homework to instructor” (CITE). I feel that the syllabus can be intimidating to students because of the use of this type of language. What is more, I feel that students can become confused, because at one point he states no late homework and then he includes another part that states late work may be accepted at his discretion. For this reason, I think he misses the third