Glenn Kuntz

As an instructor, I do focus on both intrinsic and extrinsic practices within my classroom. As a whole, we do live an extrinsic world with k-12 students getting many motivators of candy/rewards/etc. For adult learners, this is "taught" by rewards from credit cards, focusing on getting "points" on bonus cards, etc. To help explain and teach other practical aspects to students that not all "extrinsic" motivators will be there in the working world I try to help bridge the two motivators by focusing on helpful feedback to students. One thing that instructors often do not do is give helpful feedback… >>>

With the amount of adjunct instructors it is interesting that there is not a concerted effort to have a "how-to" guide for lecture prep and this has been a very interesting lesson. I plan on sharing these strategies with new hires. By trying to establish a cultures of sharing, using existing resources by publishers, using templates, creating sources that can be used over and over, etc. it will help streamline the lecture prep process. Have you ever use publisher resources before? If so, how do students enjoy them? Do they wish that they included more of your expertise then that… >>>

In this day and age it seems that we gravitate to immediacy. Outside of school, if we receive a text message it is expected to be responded to right away. This translates to students wanting to know their grades right away, responding to emails right away, etc. Then we as instructors often place the obstacle of immediacy as part of this culture. In addition to the ideas mentioned, to achieve a healthy balance it would be good to set the expectations of student by clearly explaining how fast you will respond to email (e.g. within 48 hours) and how fast… >>>

It was interesting to learn that since 2002, twelve safe harbors were created that "were deemed not to violate the restrictions on incentive compensation." With the movement of competitive recruiting efforts and what was learned in earlier modules, there have been numerous instances in the news where many students have been taken advantage of due to inappropriate recruiting practices. It's great to see the safe harbors were eliminated effective July 1, 2011. It would be interesting to see detailed examples of the high-pressure "sales tactics". Were those involved referenced in the Department of Education private or public schools, for-profit or… >>>

The area of websites, portals, online learning management systems, social media in relation to publications is a relatively new and evolving concept when it comes to regulations. When the guidelines were created for print publication, dynamic/changing content instead of a "once and done" publication was not in mind. Although it is only currently suggested that a school take extra precautions, it will b interesting in the future to see if standard guidelines for all will be put in place. If this comes to fruition, what do you think some of the guidelines should be? Should there be requirements that the… >>>

It is wonderful to learn more about regulations about recruitment activities especially as it relates to ensuring there is no misrepresentation. one thing with being a vocational school is the items of transferability of credits to another institution. It is great to be required to not give misleading comments in this area as many students might wish to continue their education further at a later date. Although it is easier to catch written misrepresentations, are there "mystery shoppers" in this area in addition to those mentioned in module 1 to help catch oral misrepresentations? If a prospective/current/former students accuses the… >>>