Magna On-Demand Seminars
Teaching Non-Traditional Students: An Asset-Based Approach
This seminar helps you frame non-traditional students’ life and work experiences as assets to leverage in the classroom. It explores some instructional design and delivery tactics you can use in classes that consist of mostly non-traditional students or those that have just a few.
A New Way to Think About Non-Traditional Students
Non-traditional doesn’t always mean atypical.
In fact, more than 85% of today’s college students meet one of the usual non-traditional criteria: they fall outside the age range of 18-22, have had one or more breaks in their education, attend part time or alternate between semesters of full- and part-time attendance, and live off campus.
Instead of looking at non-traditional students as outside the norm, particularly when that norm only accounts for 15% of the student body, it may be time to reframe the issue altogether.
What if we view these students in terms of what they bring to the classroom instead of differentiating them for failing to meet a fading standard that is no longer, well, standard?
That’s exactly the idea behind Teaching Non-Traditional Students: An Asset-Based Approach.
In this Magna Online Seminar learn how to face the challenges of an increasingly diverse campus by leveraging the assets that all your students bring to the classroom.
Learn how to design inclusive, accessible courses that enable non-traditional and traditional students alike to succeed and thrive.
Discover how to harness your own teaching strengths and remedy your own weaknesses along the way.
After this seminar you will know how to:
- Avoid making common, inappropriate assumptions about non-traditional students and how they prefer to learn
- Help students recognize what they know and what skills they need to develop
- Draw on students’ work and life experiences and engage students in relating their learning to their lives
- Minimize common obstacles to non-traditional student success
This seminar takes an asset-based approach to how you can help non-traditional students learn. Learn how to shift the paradigm so that your non-traditional students will focus on their strengths rather than on their differences or deficits.
More specifically, in this seminar you will learn to:
- Use technology strategically to enhance learning without over-relying on it
- Strike a balance between structure and flexibility in assignments so that expectations are clear but students retain the ability to manage their own time and efforts
- Develop learning communities using creative course scheduling so that all students can support and draw support from each other
- Engage students in experiential learning inside the classroom
- Replace deficiency-based evaluation with asset-based assessment
Teaching Non-Traditional Students: An Asset-Based Approach would be particularly useful for the following:
- Faculty at all levels in all disciplines
- Department chairs
- Associate/assistant deans
- Assistant and associate provosts
- Directors of Centers for Teaching and Learning
Order today. Teaching Non-Traditional Students: An Asset-Based Approach prepares you to make changes that yield results.
Product Code: PC14NA
Campus Access License
With the purchase of the optional Campus Access License, registrants are granted a license to download the program contents to a password-protected network, server, or website for additional staff use. You will receive information on downloading the contents of the program within 3-5 business days.
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- Assessment, Grading, and Feedback, Blended and Flipped Learning, Course Delivery and Instruction, Course Design and Preparation, Department and Program Evaluation and Assessment, Digital Library, Faculty, Faculty Support, Institutional Culture, Leadership, Legal Concerns, Monday Morning Mentor, Online Assessment, Grading, and Feedback, Online Course Delivery and Instruction, Online Course Design and Preparation, Online Program Evaluation and Assessment, Online Program Strategy, Personal and Professional Development for Academic Leaders, Specific Student Populations, Student Engagement, Supporting Online Faculty, Teaching Strategies
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