Michael Carroll

Acutally, I do provide this ino in detail, but I also provide visual models.

I created an e-newsletter called "Writing Across the Curriculum." I distribute this to all faculty on a quarterly basis. It identifies Rubrics, explains why we do these things, and shows examples.

Some students come towards Humanities courses with some interest, experience, and success in these interests. Most kinesthetic students have had no success in these interests, and, therefore, they are predisposed to dislike and resent content. Solving their interest problems takes more than approaches that would help, for example, a culinary instructor to manage diverse interests of culinary students.

I use "models" in my class. I distribute models of what the course requires, and I post them on the Student Portal. I cannot figure out why so many do not get that the model is the paradigm to follow. I ask them if they think I want results "somehwat" like the model or "exactly" like the model, and they claim to understand. Yet, when it comes, to margins, and line spacing, and title pages, etc. They do not get it. Any suggestions?

How do you communicate across the curriculum the need to respect college level writing formats?

Is anyone willing to share models of CATs for Humantiies classes, such as College Composition?

Students who participate in discussions "get it." They arrive with some predisposition towards this dialogue. However, many, many of my kinesthetic learners have no life success in this. They are not amenable to questions, and many avoid, fear, or react to questions with some hostility. I am looking for a "cure."

Are there any suggestions about matching kinesthetic needs in Humanities Classes?