When I initially enrolled in the course, I admit the course title appeared simplistic.
Statement 1
When I initially enrolled in the course, I admit the course title appeared simplistic. I envision material about how to disseminate the subject material and maybe classroom organization. I never would have imagined I would learn topics such as syllabus creation and critique, learning and teaching strategies as well as mechanisms designed to assess learner objectives and courses as well as course objectives.
The three lessons I take away from the course are, First, intentional engagement with all students whether in person or on-line. Everyone has distractions and some learners will not ask for assistance out of fear or shame. The second lesson, I walk away with is owning my part of the education. Ensuring I am fully aware of course materials, objectives and outcomes while understanding how to successful master command of the classroom. And lastly, my ability to self-regulate within the learning environment. I must hold myself accountable to the same if not higher standard of self-regulated learning as I anticipate my learners to occupy.
I was intrigued by the School of Education (SOE) position of preparing socially conscious teachers who provide inclusion for all persons while LUO prepares Champions for Christ. I believe this course has deepened my responsibility and accountability as an educator. As a Social Work educator, this course has exposed an area of bias as an early instructor. I was overly sensitive and unconsciously biased towards students who acknowledge areas of social concerned that mirrored my life, experiences, or passion. Through this course, I have been able to adjust those ideas and re-align them with the teachings of Jesus and his Word. As well as beginning to hold myself accountable to the SOE mandate of educating students who are culturally inclusive and REAL.
Statement 2
At the beginning of this course, I feared the seemingly overwhelming assignments associated with my first Liberty University online course. Like most college students at the beginning of a course, I felt there would be no possible way I would complete this class. However, upon fulfilling all course requirements, I have learned many things about college students, university teachers, and myself. Still a relatively recent college graduate, the use of this course’s texts provided me with a written understanding of what I previously experienced in life as a college student regarding self- and time- management, and study skills (Kanar, 2014).
More than three practical lessons from this course sprouted from the thorough, three-part final project assignment, specifically from the interviews conducted. From the interview with my former professor, I was advised to never skip my devotions, to remain positive, and to glean from an experienced mentor. The clergy interview ensued discussion about creating a space for students to be heard as they navigate their God-ordained path by implementing a holistic view of life and Christ, and enjoying true rest. The admissions counselor interviewee advised on their college’s freshman orientation and student support service strategies for integrating new students into college life. Finally, the college student interview generated the most thought provoking and personally reflective feedback. The current college student spoke wisdom about viewing time, people, rest, and work as extremely valuable. Additionally, that stress does not equal productivity.
My biblical understanding of educating college students grew slightly as I researched the emotional and spiritual needs of students. An overarching takeaway from this course is the importance of relationships. Strategies for self-management, time-management and learning are rooted in the student’s relationship with God, others, and self. Additionally, emotional needs, psychological needs, and spiritual needs are heavily dependent upon interpersonal and spiritual relationships (Azmitia, Syed, & Radmacher, 2013). This course has broadened my understanding of college students, university professors, and myself.
References
Azmitia, M., Moin S., & Radmacher, K. (2013, March 25). Finding your niche: Identity and emotional support in emerging adults’ adjustment to the transition to college. Journal of Research on Adolescence 23(4), 744-761. https://doiorg.ezproxy.liberty.edu/10.1111/jora.12037.
Kanar, C. C. (2014). The confident student (8th ed.). Boston, MA: Wadsworth, Inc. ISBN:9781133316473.
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