Understanding American Classroom Culture
Content Communicating with your Professor Classroom culture Class discussions Group work Syllabus overview
Content Academic honesty Seeking help Writing & Communications Center Helpful resources References
Communicating with Professors
• Professors’ classroom teaching and communication styles vary. • Speak directly and simply. It is not considered rude to make a request or ask for information.
Communicating with Professors
•Be sure to project your voice when you talk. •Your professors understand that you may have questions or need letters of recommendation, and they consider it to be part of their job. Of course, some ways of asking are more polite than others.
Emailing When emailing your professor, always consider the following: Always write a subject heading. EX. Clarification on today’s class EX. Appointment request Always include a salutation (make sure you use the professor’s last name). EX. Dear Professor Asher, EX. Dear Dr. Asher,
Emailing Always identify yourself and the course you’re in in the first line of the body paragraph. Always write clearly and to the point in the body of your email. Always include a sign-off, including your name. EX. Best, Wen EX. Thank you, Hamid
Email Sample Subject: Help with Problem Set for December 2 Dear Dr. Smith, My name is Charles Mullins, and I am a student in your 9:00 a.m. Materials and Processing class. I need to discuss the homework we went over in class yesterday (12/2), specifically problem number 4. Is there a time I can come by your office and discuss my issues? Sincerely, Charles
Classroom Culture Be on time for class. Arrive early, if possible. Example Ask questions about classroom procedures. photo layout Are food and drink allowed? Can we use our electronics? Remember to observe good hygiene practices; after all, the classroom is a public space. Shower and wash hair regularly. Use deodorant. Brush teeth regularly.
Class Discussions Most instructors expect students to participate. Discussions indicate students’ level of interest and Example provide a means of assessing knowledge. photo layout Instructors may assume that students don’t know the material when they don’t participate. Don’t be afraid to speak up. In many cases, others may have the same question.
Class Discussions Raise your hand and wait for the instructor to acknowledge you. Example Do not stand when asking or answering the instructor’s photo layout question. If you feel intimidated by class discussions, try: Actively reading your text. Anticipating some of the questions or topics that may be covered. Writing down your own ideas and thoughts before class. Thinking of class discussions as an opportunity to practice your English fluency.
Group Work Group work/projects are common at Stevens. Here’s what to know about working in groups: •
Group size varies, typically 4-5 members per group.
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A group leader is selected to coordinate meetings, etc.
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Work is divided among the team members.
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A final report and presentation are produced at the end of the project.
Syllabus Overview Read your syllabus carefully. Most syllabi will contain the following: •Course name, section, meeting times, and location •Instructor’s name •Office location and hours •Preferred method of contact •Course description •Objectives/learning goals/outcomes •Classroom procedures •Assignments and due dates •Course schedule •Ethical conduct policy •Grading policy
Sample Syllabus Stevens Institute of Technology Howe School of Technology Management Syllabus TM630; Sections A and VZ; Broadband Networking: Services and Technology Semester: Fall 2011
Day of Week/Time: Tuesdays/6:15 PM until 8:45 PM (Babbio Center Room 112)
Instructor name and contact information Dr. Kevin Ryan kryan@stevens.edu (Office) 1-201-216-5565 (Fax) 1-201-216-5385 Babbio Center Room 415
Office Hours: Thursdays from 3:30 PM until 5:30 PM. For other times - please contact me to schedule an appointment. (Note; We can use the Wimba classroom “anytime�) Class Website: Access through eLearn.
OVERVIEW: This course provides a broad and comprehensive study of the technologies enabling broadband services and networking. High-speed network access technologies, core-network architectures, and the broadband service environment are the focus of this course. The broadband access technologies of Digital Subscriber Line (DSL), cable modem service, optical fiber-based access, and the high-speed wireless technologies of WiFi and WiMAX are examined and differentiated. The core-network technologies of MPLS, RSVP, DiffServe, as well as the servicesconverging IP Multimedia Sub-system (IMS) are discussed and studied as enabling technologies for broadband services. An overview is provided of key broadband services: VoIP, IPTV, streaming video and Video on Demand. The course concludes with a discussion of the opportunities and threats posed to service providers and the communications industry by the emerging disruptive technologies of broadband networking. Prerequisites: TM601, TM605, and TM610
Academic Integrity Academic Integrity is the American code of honesty andlayout responsibility that students and Example photo professors follow in their course work and research. Violations of academic integrity include the following: • Giving or receiving unauthorized assistance, or attempting to give or receive such assistance, in connection with the performance of any academic work.
Academic Integrity • Unauthorized use of materials or information of any Example photo layout type or the unauthorized use of any electronic or mechanical device in connection with the completion of any academic work. • Access to the contents of any test or examination or the purchase, sale, or theft of any test or examination. • Intentional misrepresentation by word or action of any situation of fact, or omission of material fact, so as to mislead in connection with any academic work.
Academic Integrity •Offering or giving any favor or thing of value for the purpose photo of influencing Example layout improperly a grade or other evaluation of a student in an academic program. •Unauthorized use of another person’s work without proper acknowledgment of source. This is plagiarism, the uncredited use (both intentional and unintentional) of somebody else's words or ideas.
Academic Integrity You have plagiarized when you have done any the following Exampleofphoto layout without giving credit to the author: • Refered to another's words or ideas from a book, journal article, web site, etc. • Copied exact words or a “unique phrase” from a source. • Reprinted any diagrams, pictures, charts, or illustrations.
Academic Integrity HOW TO AVOID PLAGIARISM • When using an idea, a quotation, paraphrase, or summary, credit the source. • Learn to cite sources correctly both in the body of your paper and in your Works Cited/References Page. • Quote accurately and sparingly. • Paraphrase carefully.
Seeking Help When you are you not sure of something and need Example help, try the following: photo layout • Write down any questions you may have during the lecture. • Raise your hand to ask a question during class, or ask your questions after class while they are fresh in your mind.
Seeking Help • Make friends or acquaintances in your classes and form Example study groups. photo layout • Email your professor or classmates for assistance. • Seek out campus resources, such as the Writing & Communications Center (WCC), the Academic Support Center (ACS), and the Library.
Writing & Communications Center For free help with •writing •public speaking •presentations •English conversation •Resumes, cover letters •Interview preparation •Learning and study strategies •and more.
•Located in 210 Morton •Open to all students at Stevens •Find current hours and make an appointment at http://www.stevens.edu/cal/wcc
Helpful resources
The CAL Language Lab, in Peirce 107, features an excellent pronunciation workshop video series and Stevens’ own Online Writing Tutorial. The Purdue OWL is a great resource for a variety of writing; it has useful guidance and exercises for nonnative speakers and writers of English. You can find it at http://owl.english.purdue.edu/ The WCC ELL Resource page has a collection of helpful websites for intermediate to advanced English Language learners. You can find it at www.stevens.edu/cal/wcc/nnes
References Eberly Center for Teaching Excellence and Intercultural Communications. (n.d.) Recognizing and addressing cultural variation in the classroom. Retrieved from http://www.cmu.edu/teaching/resources/ PublicationsArchives/InternalReports/culturalvariations.pdf Van Horn, M.C. (2011). Resources for multilingual writers and ESL. In D. Hacker & N. Sommers, A writer’s reference (7th ed.) (E1a-E1c). Boston, MA: Bedford/Saint Martin. Gebhard, J.G. (2013). International students’ adjustment problems and behaviors. Journal of international students, 2, 184-193.