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The Folsom Lake College nutrition curriculum prepares the student for further study in nutrition science and related fields or a program in Folsom Lake College's philosophy program is directed toward understandingfundamental human issues in their historical and cultural contexts The Folsom Lake College photography curriculum is designed to teach skills for entry-level positions in the professional photography The Folsom Lake College physical science curriculum offers transferable courses that fulfill both major and general education requirements.

The Folsom Lake College physics program offers an array of transferable courses that fulfill both major and general education requirements. Folsom Lake College's political science program studies governmental structures and political systems, as well as examines how individuals Folsom Lake College's project management program is highly relevant to professional services like health care, pharmacy, human resources Folsom Lake College's sign language studies curriculum introduces students to American sign language, teaching students basic Students can Folsom Lake College's sociology program examines the social and cultural bases that impact human behavior, interaction, and life changes.

Folsom Lake College offers the fundamental communication courses for proficiency in Spanish. Students will be able to understand the spoken Folsom Lake College's student government curriculum is designed for students interested in developing their leadership skills and Folsom Lake College's theatre arts program provides a broad foundation in various aspects of theatre including history, diversity, and Read More News. Students of Color Support Group.

What they find out is that it is a difficult challenge if taken seriously, but most of my students tell me at the end of semesters after they took my classes that they learned more in my class than in most others. These testimonies are passed on from student to student, which gives many students the confidence they need to succeed. Throughout the semester, many students have panic moments; this usually hits around mid-term time. Many students come to my office, which I encourage them to do. They need to connect with their professors, and when they do, they often grow in new ways.

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They are taking initiative to help themselves, and this is them taking responsibility for the outcome of their goals. Many students go through their trials on their own, and while many find their way, there are also many who sink in isolation. As a result, I encourage students to talk to me during office hour.

In my developmental writing classes, I actually schedule one-on-one conferences with each student for a chance to connect with each student individually and give them feedback based on their individual performance. These meetings also allow me to help guide the students so they can move in the direction of progress for the remainder of the semester.

One option I give my students in all of my classes is the opportunity to revise any one essay for a better grade. This often makes some difference in their grade, and ultimately makes them feel like they made these choices for themselves, which in turn gives them a greater sense of self.

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A new college student has a daunting transition to make, and there are several things a new college student can do to ease that transition. First, at the college level, it would be wise for the new student to attend college orientation to find out about college resources and programs that he or she might qualify for. Most students are fairly unaware of all of the things they can do to improve their experience and outcome. Fortunately, because I teach mostly basic skills classes, I have been working closely with the counselors, who have visited the class to further guide and direct students, talking about survival skills and whatnot.

On a personal level, I encourage new students to see college as life-changing and allow the experience to give them new insights and perspectives about their lives and those of others. This requires some commitment to independence and being an individual, as this is their lives, not their parents.

They are no longer children, and since most incoming freshmen are around the age of 18, this advice is significant because they are claiming their lives as their own.

For re-entry students who are new to the campus, the personal transition is much different, as these students are torn in many directions. A good schedule is necessary for all students, but especially for re-entry students who have families, work full-time, and are trying to get a college education. Balance is key for all.

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There are two things that make teaching a career I could not replace with anything else. I see the classroom as a mini-version of society: people from different backgrounds with diverse experiences sitting together and having to co-exist and find a way. Even though it is not always a happy ending, something positive can come from this situation, as it forces each individual to pause and listen.

Even though most students learn something and change in some way by the end of a semester, it is rare that there is a significant transformation. But, every now and then, I get to work with a student whose transformation is profound, and this is one of the most rewarding experiences as a teacher.

I have had many proud moments as a professor, and what they all have in common is a cohesion in the classroom between the students and me. We are all bouncing ideas off of each other, expanding our ideas as individuals and as a group, learning from each other, being challenged in new ways, considering new ideas genuinely, sincerely, and in the end, walking out with a feeling of fulfillment and energy.

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That is what makes me proud to be a teacher. Biology is the study of life.

I am interested in all living organisms but since I started teaching I have been fascinated by how people learn. This interest in education is coupled with my training as a bench scientist and the study of the unseen microbial world. Microbes play a critical role in our ecosystem and impact all aspects of the earth and its residents. The more we understand about the microbial world the better we are able to evaluate the role they play in our quality of life.

The vast majority of microbes are beneficial and just a small percentage, known as pathogens, cause disease. If we consider the impact of just three diseases: AIDS, tuberculosis and malaria, we can appreciate how devastating infectious disease is on a global level.

I am interested in helping students understand this dichotomy as they learn about microbes. Firstly, be open to learning and the process of discovery. Let it excite you the way it did when you were a toddler. Find what interests you, pursue it passionately and learn at a deep level. In the field of infectious disease there is so much we talk about in the classroom that then is heard in the current news.

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