The First College Midterm Exam - How to Support Your Son/Daughter

When your son/daughter calls home informing you that they have a midterm exam coming up, how do you react?

1) Do you feel confident that your son/daughter will prepare adequately?
2) Do you hold it together until you get off the telephone and start to cry, afraid for your child?
3) Do you rush to New London and book a hotel room to help your son/daughter study every night?

Hopefully you picked choice number 1. If choices 2 and 3 sound familiar, you might want to read the article, 10 Suggestions For College Parents to Help Students Through the Stress of Midterm Exams. Thames Academy students have 1 midterm exam in the fall semester and it does not carry significant weight in their overall course grade. However, we think it is important to expose students to what a "typical college exam" looks like. We discuss test preparation strategies, how to obtain and review class notes, and strategies for test preparation based on a student's individual learning style.

Your son/daughter's first midterm exam experience will be a positive one with your support from home!

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Morning Classes Held on Good Friday

Thames Academy will have morning classes on Friday, March 25th, Good Friday.

If your son/daughter is going home for the Passover/Easter weekend, please pick them up AFTER Friday classes which end at 1:00pm.

If students are going to miss class, please encourage them to speak to their instructor.

Thank you!

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NYTimes article: Learning How to Exert Self-Control

An interesting article was recently published in the NY Times called Learning How to Exert Self-Control. The author, Pamela Druckerman, explains the ideas of Walter Mischel, professor of psychology at Columbia, who is 84 years old and is about to publish his first book, "The Marshmallow Test: Mastering Self-Control." The article is relevant for adults, teenagers, and children who want to learn how to train their brain in order to gain more self-control. This article addresses topics which are discussed in the Seeing My Time, executive functioning workshops, taught at Thames Academy. In weekly small group meetings and 1-on-1 appointments, Thames Academy advisers discuss the many elements of executive functioning including controlling emotions, goal-directed persistence and response inhibition and teach strategies for success.

From the article:

"...He explains that there are two warring parts of the brain: a hot part demanding immediate gratification (the limbic system), and a cool, goal-oriented part (the prefrontal cortex). The secret of self-control, he says, is to train the prefrontal cortex to kick in first."

"Self-control alone doesn’t guarantee success. People also need a “burning goal” that gives them a reason to activate these skills, he says... "

CLICK HERE to read the article!

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Article: Professor's Place in the Classroom

An article from today's Chronicle of Higher Education explores the changing role of the professor in the college classroom. Dan Berrett, author of, Professors' Place in the classroom is Shifting to the Side, points out that lecture-style teaching is becoming a method of the past. He cites a faculty survey that was published recently by the Higher Education Research Institute.  Here are some of the survey's findings:

"Among the 16,000 professors at 269 four-year institutions who were surveyed, 83 percent reported using class discussions in their teaching, compared with 70 percent 25 years ago. More than a quarter said they incorporated student-selected topics in their courses, which triples the rate of those who did so in 1989. Faculty members’ use of group projects and cooperative learning doubled during that period, to 46 percent and 61 percent, respectively."

The article goes on to say that "learning-centered teaching" will become the chosen teaching method because it removes the instructor from a position of power to a motivator of learning. Jean Piaget agrees and stated:

"The principle goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done; men and women who are creative, inventive and discoverers, who can be critical and verify, and not accept, everything they are offered."

The article highlights an important fact: that Thames Academy faculty are ahead of the curve in the classroom! Thames Academy instructors utilize a variety of teaching techniques to engage, challenge and motivate our students. Thames faculty teach courses with class size between 5 and 14 students with a focus on supporting individual student growth, not producing 'cookie cutter learners.' Instructors are able to have discussions in the classroom that challenge students' thinking and push students to have and defend their opinion. Lecturing tries to push a message while class discussion asks what the message means to each student.

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Executive Functioning Strategies - Used inside & outside the classroom (w/pics)

"Seeing My Time," the executive functioning program used by Thames Academy to teach students how to "see" their time by providing strategies for organization and improved metacognition, is not only a program and theory taught in small workshops but becomes "hands on" during class time!

Thames Academy instructors incorporate the language and strategies discussed in weekly executive functioning workshops into their courses. The picture below is a sample of a study schedule that was created in a 3 credit college-level course offered at Thames Academy. The strategy was introduced in a weekly, small group setting and reinforced by the instructor as a study strategy for the upcoming exam.

This studyguide was used as a model as students created their own personalized study plan using mini post it notes and the "Planning Backward" template found in the "Seeing My Time" workbook.

Prior to move-in, students and parents are given a list of "Executive Functioning Supplies" to purchase for the fall semester. These supplies include an analog clock, weekly wall calendar, dry erase markers and digital timer. Through the "Seeing My Time" program, Thames Academy academic advisors teach students the value of these time management tools and reinforce their use for academic as well as social tasks. Below are some pictures of actual students' executive functioning tools in use.

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First College midterm exam completed!

Congratulations to Thames Academy students who took their first college midterm exam today! From 9:00 - 11:00am and 11:30am - 1:30 students worked hard, concentrated, and demonstrated what they learned in the first half of the semester in Intro to Sociology. Congratulations to everyone for a job well done!

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Faculty perspective: 4 benefits of teaching the same students all year long

by Jennifer Sullivan

The article by James Lang, Lessons From a Freshman Year, echos the reasons why I love and have continued to teach at Thames Academy for 10 years. The author explains 4 main benefits he received when he taught a freshman course and was able to work with the same group of students all year long.

 * Closeness to students
Working at Thames Academy allows me to know more about my students' lives than a typical instructor, sometimes, more than I care to know. However, I trust the Thames students and over the past 10 years I have brought both of my daughters to visit Thames and the students I was teaching that year.  My oldest daughter is 10 years old and she first visited Thames before she was 1 year old. The Thames students have been so kind and accepting of my daughters. My daughters have grown up at Thames Academy and I wouldn't have it any other way.

• Shifting perceptions

Teaching students foundation skills in the fall semester allows me to challenge them in the spring beyond what I know they have already learned. I build on past successes and expect more of them throughout the year. I can bring humor and challenge into my classroom because the students know I am on their side. I talk to the students as young adults, not children, and respect their personal journey during their year at Thames. I am able to see their growth and development from day 1 until graduation day and they constantly amaze me.

• Campus events

Many former Thames students now attend Mitchell College and most are involved in campus extracurricular clubs. Attending the Drama Society productions, hosting a booth at Fresh Check Day, and participating in the 'Penguin Plunge' in January are ways I like to stay connected to students in their lives outside of the classroom. Thames Academy also does a terrific job of planning activities around our students' interests. The plethora of Thames trips gives me lots of opportunities to be involved with our students....in fact, I live in New London  and often surprise the students when we run into each other at Target or the mall!

• Learning about residential life

Teaching at Thames is so much more than teaching just academic content. Working where the students live is a very interesting window into their personal lives.....
At Thames I teach students:

• to be kind to those who learn differently
• patience to the student who can't open his mailbox
• that instructors aren't perfect
• that Dr. Seuss' Yertle the Turtle can help them understand sociologist Stanley Milgrim
• that my name is Mrs. Sullivan, not "Yo miss"
• that wearing your pajamas to class isn't the impression you want to give to your teacher
• how to make a train reservation online when they miss their sister and want to go home
• how to tell a boy "I'm just not that into you"
• how to console a student whose grandparent recently passed
• that my heart is big enough to care about 40 students

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Thames Advisors: On the Front Lines

In the next 24 hours you will receive the name of your son/daughter's advisor at Thames Academy. Some families may have received this name via email already. The Thames advisor will be your primary point of contact this year. If you don't  know the name of your student's advisor, it will be 1 of the 6 names listed below:

Donna Ogle
Ron Samul
Christopher Scott
Melissa Shafner
Jennifer Sullivan
Elizabeth Emanuelson

The role of the academic advisor is to oversee the holistic growth and development of your son/daughter during their experience at Thames Academy.  The advisor will be most knowledgeable about your son/daughter's personal strengths, weaknesses and learning style, academic course progress and extracurricular involvement.  Academic advisors are "on the front lines" and will interact with your son/daughter on a daily basis. When appropriate, the advisor will utilize the resources of the Director of Thames Academy, Jacquie Jewett,  Associate Director of Student Engagament, Christopher Scott, and Case Manager, Patty Callis, when specific supports and services are needed. All Thames Academy staff communicate on a daily basis with each other about student needs and work collaboratively as a team to support students' success.

We hope that you will say hello and seek out your son/daughter's advisor on move-in day! Feel free to introduce yourself and ask any last minute questions you might have.

Again, we look forward to meeting you very soon! Welcome to Thames Academy!

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New Mac Computer at Thames!

Thames Academy is excited to announce the newest addition to the Thames small classroom: a brand new iMac computer! The computer was purchased with funds received form the Chelsea Groton Foundation. The computer will be available for student academic use as about 50% of our students are avid Apple users. The computer will also be compatible with assistive technology software. This will provide students with opportunities to experiment and explore assistive technology applications to find the technology that best fits their learning style. Jill and Morgan were the very first Thames Academy students to try out the new computer!!

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*New* Technology Blog Post - Using "Gamification" in the Classroom

Check out the new post on our Technology Blog. The post by Ron Samul is titled "Gamification in the Classroom." Thames Academy faculty and staff participated in professional development hosted by The Chronicle of Education. Here is a quote from the blog post...

"By using the game model, it shows achievable levels and challenges, and it gives students a chance to create the rules, define the purpose, and different ways to make the game relevant to their learning. This concept and strategies in the classroom fit nicely into how we interact with Thames students and the content of our courses. We look forward to bringing some of these ideas and concepts to the students and the curriculum."

 

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Inside the Classroom: Brain Breaks (w/pics)

Sociology students frequently take "brain breaks" to keep students engaged and help them practice flexible thinking and transitioning. Enjoy a look inside our classroom!

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Article / Video: Universal Design and Your GPS?

If you're curious about the connection between universal design and your car's GPS, watch this short podcast and read the article titled "Getting From Here to There: UDL, Global Positioning Systems, and Lessons For Improving Education."

Watch the Podcast 

Read the Article 

"To improve our classrooms, we should focus on those same questions addressed by the GPS: Where is each student? What are each child’s goals and objectives? What is a good route for this child? The GPS is much better at addressing these questions than our traditional curricula because so many of the UDL guidelines are integrated into its design..."

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In the Classroom: Making Sociology Real through Photography (w.lots of pics)

Intro to Sociology (3 credit college-level course) students connected classroom content to their daily lives in an experiential way by taking photographs! 

In class, students have been studying the meaning of culture and cultural universals. To help make these concepts "real," students were given an assignment to photograph "Thames Academy Culture."

Look below at some of the pictures they captured:

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In the Classroom: Benefits of Juggling (w/pics)

Thames Academy instructors use innovative teaching strategies in the classroom to engage students and facilitate the learning process. Students in Jennifer Sullivan's Introduction to Sociology class participated in an "out of the box" learning strategy this week by developing a new skill. They learned how to juggle!

There are many benefits and connections between learning to juggle and the educational process:

1 - Juggling improves hand-eye coordination and gross motor skills

2 - Juggling improves patience and perseverance

3 - When done with a partner, juggling encourages socialization and team work

4 - Juggling requires flexible thinking and adaptability

5 - Juggling provides a 'brain break' for students with attention challenges in the classroom

Take a look inside our classroom!

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2 *NEW* Technology Blog Articles

Check out 2 new articles published by Ron Samul on the Thames Technology Blog. The technology blog discusses issues relevant to higher education, teaching and the classroom.  Do you have suggestions for topics/articles you would like to see covered? Email Ron Samul.


Click the titles below to read each article!

"Google Glasses for Journalism in College" 

and

"Online Courses: Are You Ready?"

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Academic Tool: "The Assignment Calculator"

Assignment Calculator is an easy to use tool which breaks down assignments into small chunks of manageable deadlines and steps. 

All you do is to simply enter 3 pieces of information: 1) the date the assignment was given                2) assignment due date 3) type of assignment (reflection, research paper, presentation). 

Have your son/daughter try it out today!

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Studying for the sociology midterm exam (w/ lots of pics)

Introduction to Sociology students are already studying hard for the upcoming midterm exam on Friday, March 27. They are using the website cram.com to make electronic flashcards and play a matching game. Take a look at the pictures below of our students working hard!

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*NEW* Thames Academy Technology Blog

                                                                      
We've added something new to the blog - check out the "Technology Blog" link located on the upper tabs bar of our blog. This new "blog extension" will host articles and teaching resources about using technology in higher education classrooms.

This blog will include:
-Information on Thames Academy's iPad pilot program in the spring 2015
-Technology trends in higher education classroom technology being used across the country
-Innovative uses of technology at Thames Academy

Click on the link at the top of our blog and take a look around!

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iPad Pilot Program After Spring Break: Do you own an iPad?

After spring break Thames Academy faculty will be running a pilot program focusing on innovative, educational uses of iPads in our classrooms and social programming. We invite any Thames student who currently owns an iPad to be a part of this exciting group.

The group will begin after spring break and will run for the last 6 weeks of the spring semester. Students who currently own an iPad at home are encouraged to bring them to Thames, if they would like to participate.

We are searching for a group of 6-8 students who are willing to try new things, have fun, and explore the possibilities of using their iPad and specific apps in the learning process.

If you have further questions, feel free to contact Jennifer Sullivan or   Ron Samul.

Thank you and we hope your son/daughter will join us!

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First Day of Spring Semester for Thames Academy!

Tuesday, February 17th is the first day of the spring semester! All Thames Academy students are enrolled in a 3-credit college level Intro to Sociology course. Some students are enrolled in a 3 credit college-level Humanities course while others are taking a Developmental reading/writing skill building class. In the afternoons, all students are enrolled in two non-credit courses: Career Explorations course as well as an Intro to Presentations class. Finally, students are enrolled in a Social Communications workshop which meets one evening per week.

Please read the below list of Thames Academy Spring 2015 courses and instructors:

Course                                                                         Instructor(s)

Introduction to Sociology (3 credits)                          Jennifer Sullivan (Thames Academy faculty)
                                                                                     Leo Butler (Adjunct Faculty)

Profiles in Human Excellence (3 credits)                   Ron Samul (Thames Academy faculty
                                                                                    Melissa Shafner (Thames Academy faculty)

Developmental Reading/Writing (non-credit)              Liz Emanuelson (Adjunct Faculty)

Career Explorations (non-credit)                                 Ted Phillips (Adjunct Faculty)
                                                                                      Liz Emanuelson (Adjunct Faculty)

Intro to Presentations (non-credit)                               Donna Ogle (Thames Academy Faculty)

Social Communications (non-credit)                           Patty Callis (Thames Academy Case Manager)

Executive Functioning Workshop (non-credit)           Thames Academy Faculty


                                                       

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