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In my previous post, I discussed how there exists a shared responsibility between the University and its students with regard to their success. In this post, I’d like to share a list of resources to which students can be referred.
A student’s academic advisor can often provide the best information with regard to how a student’s performance is going to affect their overall academic career. Each college, school, or department has its own advisors, and most students should know where their advisor’s office is located.
Purdue’s Academic Success Center provides 8- and 16-week classes focused on study skills and reading skills. In addition, they offer free workshops throughout the semester, as well as walk-in consultations to help students be more successful in their studies.
Often times, students struggle academically because of financial issues. Counselors in the Financial Aid office can work with students to find additional financial aid resources for them, or help them better understand the aid they’re receiving.
Purdue’s Office of the Dean of Students offers a range of programs designed to assist students with their personal and academic needs. Personal counseling is available, as are tutors and academic assistance. Specific resources are offered for adult students through the Span Plan.
An illness – whether physical or psychological – can impact how a student performs in the classroom. Referring a student to the resources available through PUSH, including Counseling and Psychological Services (CAPS), can help a student identify what’s wrong and aid in their recovery.
The Colleges of Science and Technology offer assistance via help and resource rooms, including biology, chemistry, electrical engineering technology, and math.
Coordinated by Student Access, Transition and Success Programs, Supplemental Instruction (SI) helps students succeed in historically difficult courses. Students who received an A in the class are trained as peer instructors and are placed back in the classroom to observe the lecture again. Then, they offer out-of-class sessions designed to reinforce and supplement the faculty members’ lectures. Research has indicated that SI participants earn between one-half to one-full letter grade higher than their non-participating peers. A list of courses involved with SI can be found at https://www.purdue.edu/sats/SI/index.html.
The professional and student staff in the residence halls exist to assist students in becoming integrated to Purdue. Residential Life Managers, Staff Residents, and Resident Assistants can be excellent resources for students who seem to be struggling in your classes.
Purdue’s Writing Lab, and the Online Writing Lab (OWL), are excellent resources to assist students with their writing skills. The physical lab is on the second floor of Heavilon Hall.
This is just a smattering of the resources available to students across campus. Please feel free to post additional resources in the comments.
In the last article I referred to one reason why the ATC Assistant position might be good for the student. Flexible scheduling for work times can be very helpful for a student; however, other reasons do exist for which a student might want to work with assistive technology and work in the ATC.
The first reason is related to the previous article as well. There are a large variety of activities in which an ATC Assistant can become involved. There is teaching, tours, problem solving, web and multimedia creation and editing, and the purchase of new equipment. Since the ATC has more than one Assistant, an assistant can specialize somewhat and learn about a particular aspect of the ATC or a specific type of disability. ATC Assistants also come up with new projects. An ATC Assistant can be in charge of a project that both assists the facility and is also of personal interest.
The ATC Assistant position provides experiences that can be put on a student’s resume. There are obvious tie-ins for students who are majoring in areas in which they will work with people who have disabilities, including areas such as medicine and education. The variety of activities and projects that an ATC Assistant can participate in also can allow students with other majors to gain actual work experience. The ATC Assistant position is structured so that students can be responsible for the design and operation of entire projects or activities. A sufficiently large or important project or activity can very easily be a valuable addition to a student’s resume. Finally, ATC Assistants can be involved with conferences, presentations etc. The Assistants are treated as valuable members of the ATC’s staff. They can assume the responsibility and professionalism of a college graduate.
The ATC Assistant position does not automatically confer advantages to a student. The position is structured so a student who desires to gain work experience and obtain professional development can work to his/her potential.
Recently I have started to look for two Assistants in the Assistive Technology Center to replace two students who are graduating this May. As I was looking through the job description, interview questions etc. I thought about the reasons the ATC employs students as assistants and how they benefit the center and the university.
Many of the people who work in assistive technology have experience in other areas. Sometimes these experiences are in information technology or in assisting people who have disabilities. No matter what the background there is usually a lot of on-the-job training. In actuality, technology changes so rapidly enough that the on-the-job-training needs to be continuous. The clients who the ATC serve also make the mere provision of “cookbook” assistive technology ineffective. Very few clients need to do one or two simple tasks, such as checking e-mail, browsing web pages etc. Usually our clients have both basic needs and a few unique needs to each client’s job or area of study. Therefore, the ATC staff has to be able to research possible solutions to problems and learn how to assist each client. And researching and learning are activities that college students undertake on a regular basis and can accomplish with ease.
The ATC Assistants have a wide variety of interests and majors. This variety of backgrounds can be very helpful in finding solutions to problems. This is especially true when multiple ATC Assistants are working on a problem. This variety of backgrounds can also be helpful for the writing of informational and training materials for the ATC. If a document makes sense and means approximately the same thing to all of the ATC Assistants, I have found that it will probably means the same thing and will make sense to our ATC clients.
The vast majority of ATC clients are students. ATC Assistants frequently understand the time constraints and issues faced by a student client. The ATC Assistant does not have to ask as many questions of the student client, since both face have many of the same constraints and experiences. The ATC Assistants are also able to establish their own schedules. This is considered to be an advantage to the position assumed by our ATC Assistants, for this typically means that the ATC Assistants will be on the job during the times the student clients are interested in contacting the ATC. For example, no ATC Assistants come to work in at 8:00 in the morning. Not surprisingly, no student clients come in for services at 8:00 either. This prior example is very obvious. However, student clients’ needs also increase right before projects, exams, party weekends, etc. A full-time non-student assistant may not understand of all of these reasons for increased needs as would our student ATC assistants.
These are some reasons that students can be very helpful as staff in an assistive technology facility. In the future I will discuss some further advantages for the student as an ATC assistant.
What is the Course Email List tool?
Each semester Instructors may request a Course Email list for any sections they are teaching. The tool provides an easy to use email “alias” that contains an updated list of students in that course. This allows the Instructor an easy to communicate with course, without having to worry about creating a list and keeping it current.
What has changed about the tool?
- The ability to create multiple list in one step
- The ability to add authorized senders or recipients
- The ability to change lists between Announce-only and Discussion
- An Instructor can now change their authorized e-mail address to any @purdue.edu e-mail
- The option to view all list names, and send e-mails directly from the Course Email list website
- Allowable attachment size has been increased from 10 meg to 40 meg
- The ability to create a Course Email list for a Blackboard class that is crosslisted
Where can I find more information?
The main web page can be found here: Course Email List information
The tool itself can be found here: Course Email List Tool
If you have any other questions or problems you can contact the ITaP Customer Service Center