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Kamis, 29 Juni 2017

Mandala Coloring Book For Adults Volume 3

Mandala Coloring Book For Adults Volume 3

[chatter] dr. whitney rapp: okay let's come back together.[chatter] [chatter] everybody ready? okay. the last quick point i wanted to make on that is don't confusestandards with standardizing. you can have high standards and meet that high standardin different ways. alright. all right. so strategies, ideas forengaging students in different ways. they're going to meet all of those different needsthat i just went through. i don't match them specifically to say i did this strategy forthis person, because i found when i put something in place it actually met a lot of the differentones all at the same time. i organized them

in terms of the three principles under we'll talk about things i've done for engagement, things i've done for representation, thingsi've done for action expression, and then assessment. i allow sunglasses and headphones in my class.i have students and i give them that option in the beginning. as long as you're participatingand i know you're not sleeping behind them, if the fluorescent lights, which most of theclassrooms i teach in, i can turn off part of the classroom. sometimes i can't. they'reeither on or off. and there is no optional lighting. so i can't always just have themdown because then the other folks can't see what they're doing. so if the florescent lightsreally bother or the harsh glare from the

screen or something. i've had students withthat sensory processing issue, that they do wear sunglasses in class. and some of themif it's significant in their life, they have their own glasses that darken or somethinglike that. otherwise i allow sunglasses. i allow headphones if they're working if they are taking a... just the noise‑blocking headphones. not necessarily the ear buds thatcould be playing the answers to the test on their phones or something. so that they canblock out all the noise because just people coughing and sneezing and blowing their nosesand shifting in their chair and getting up and asking me questions and things like thatthat are going to keep other people from being able to focus.

seating alternatives. so there's lots of differentthings out there. cafe tables in parts of your class. some folks need to stand to learn.and then sit a little bit and then stand again. so if there is just somewhere where they cansubtly go to stand up, that's a really great accommodation. some other things are adjustabledesks. you know because we have all the money in the world to do this with. there is desksthat you just stand up and you pull it with you. and it just...hydrollic and it just goesright back down, which is nice. and there's a company called viggikids. andi have it linked here for the electronic slides. but it's called... it's spelled viggikids,and that's the name of the company right now. but the product is a vigit (?), and it isa different seating device that is made all

the way through adult sizes. and there's aclassroom at rochester institute of technology, rit in rochester, that has them right nowand they're doing a study on how it changes their learning in that classroom. and it'sa plastic molded chair that rocks a little. so it absorbs your physical energy while you'resitting in it. so it's the same idea as people who sit on exercise balls, but it uses differentmuscles and motions. and it can be propped up tall to be a stool. it can be flipped overto be a desk space if you're sitting on the ground. and so it's really adaptable pieceof furniture. so things like that. lighting alternatives.when i can, this is one of the classrooms where i teach if i can turn off halfthe lights and put a desk lamp, i've done

that too. i left a desk lamp in a classroomonce and it wasn't there the next time i went. so it is a little... you know we have thinkabout those things too if we're universally designing our classrooms. can every classroomhave a cabinet so that then i can put the stuff that i use in there and know i don'thave to truck it back and forth. it just makes it easier for me to be universal. and thosetypes of things. so it's a campus‑wide effort. but just dealing with the harsh light. sometimesempties somebody's pitcher a lot faster than somebody else's. and the other idea, and itwas interesting to hear kim talk about reading white print on black background or black printon a white background. that's what she needs for her. there are studies that show for justvisual processing, not necessarily with the

vision loss, but for visual processing, readingblack print on white paper is the most exhausting for our brains. but it's printed that waybecause it's the cheapest. so for folks who can read on a colored paper,providing them with colored paper or a sheet of acetate in different... remember from theold days with the overheads? sometimes maybe they're just today days for some folks. butthe sheet of acetate that comes in pink or yellow or green or blue and you lay it overthe page, that you can actually read more and read longer. if that works for you. thanif you're just reading white on black. all right. another engagement. allow food,drink, and gum. i know they're not allowed in labs and other places where they are goingto... none of our pharmacy classes at fisher

are allowed to have food or drink in them.things like that. allowing students to chew gum, as long as they're not being obnoxiouswith it can really help relieve anxiety and helps students process what they are listeningto. allows breaks. should have a break every five minutes every hour of instruction forpeople to actually get up off their bottoms. blood pools and that blood response to's like everything else. and when it's all in your bottom, it's not up here. so justgetting up and making it circulate through every once in a while helps. fidgets. thisis actually my bucket of fidgets that i pass around every class. i also have little you know what those are? the round designs, intricates designs. and i have little sheetsof those and markers for folks to color while

they listen. and i have done some data collectionover the amount of time that folks can focus on and listen and they've...some studentsfind the coloring distracting. some find that it makes no difference. and some have foundthat they have listened longer and remembered more if they were coloring while i was talkingto them. it's different. every brain likes different things. so there's a whole varietyof things. and there's prickly things and there's soft things and there's hackie sacksand there's a balloon filled with rice and things like that. and yes, they look liketoys but they help a lot. and if you been fiddling... if any of youhave been fiddling with your jewelry or your pen or your pencil or the corner of your paperor anything, your brain probably likes to

do something else while it's listening. andif you have been indulging that need, you will remember a little bit more or apply ita little bit better. so i don't mind. i have colleagues who are distracted in theirteaching because folks had stuff on their desk. so have them use it on under their desk.have it be a little more subtle. they have sell rings with beads on them. just havinga rubber band on your wrist and moving your finger around the rubber band can help a lot. so some other things. continuing the onlinediscussion after class. so i post just a link on my blackboard. i don't know if everybodyuses blackboard, chalk & wire, angel, lots of different online systems out there. weuse blackboard. so every day on blackboard

after class, wherever we left off with thediscussion i post it so folks can keep the discussion going. that helps those who hada lot to say. and i made sure that the conversation got around to everybody so there were folkswho really, really wanted to say more about that and they didn't have time and they getto continue in electronic format. and if their response is two screens long, i will readthrough it but their peers don't necessarily have to. but they got to express what theyneeded to express to help them think through it. i've also gotten phenomenal contributionson the online discussion after class from folks who wouldn't dare raise their hand duringclass. when i have the opportunity to talk to them and say "that was really, really goodthinking" i see their hands start to go up

in class a little bit more. so just had torealize it was a safe space for their thoughts. or they knew they had a good thought, butthey also knew they were going to need five minutes to really think it through, and bythat time we had moved on. so this provides processing time for a lot of folks, and istill get to hear from all of them. flexible grouping. trying to find ways inyour classroom for them to work with a partner or get in a small group or a large group.moving from large to small to partner to alone and back again a lot during class and havingthem choose. talking it out strengthens those neurological pathways. you heard it, you readit, you got it talked out, that's three different ways that you reinforced that collection ofneurons. the 10‑2 theory, paula rutherford.

this is my lesson plan. i don't know how wellyou can see it. it's a little bit small here. but i have. this is what i'm going to talkabout. this is one to two minutes they're going to process it. this is what i'm goingto talk about, and then in the shaded area, one to two minutes, they're going to talkabout it. so as i have been talking, stopping and asking you to connect with a partner.that's your two minutes. for every ten minutes of new information, your brain needs one totwo minutes to process it. whether you just sit there with it and think about it. whetheryou write it down, whether you draw a picture, whether you turn to a neighbor and talk aboutit. and it will stay with you longer than if you just listen straight.

so it seems like lost instructional time,but you're actually gaining a lot more minutes throughout your class period. um. materials and text and video and audioformat. powerpoint has a video format. so as you talk through each slide you can startthe recording. and when you're done you stop it and then you link it. so then if somebodyis going back to it afterwards they can just listen to what you've said about each slidewithout having to go through the whole tape recording and the whole lesson. post your electronic materials ahead of time.have everything ready for the first day of class for folks. so if you know that folksneed it in a certain format. if they need

it in large print, don't do it week by weekbecause everybody else had the choice to read ahead. they bought the book at the beginningof class, and now they're waiting for you to post electronic chapters one at a timeor having them put in a different format one at a time. they don't have that choice toread ahead. so if everybody gets it, the whole book in the beginning of the semester, theneverybody gets the whole book at the beginning of the semester. block or chunk materials and if you know that you have a long‑term assignment, think about giving some sub duedates. and some folks won't need it. and they'll say yeah, that's great, but i'm still goingto do it thursday if it's due friday. but

other folks will need to know part three shouldbe done by this week in order for me to get you feedback and then you do part 4 and that'sthings like that. so just kind of chunking it out for them and knowing how much timeeach chunk of the assignment. that's an executive functioning skill. if you don't have it internally,it helps to do it externally and talking it through at once. they're still in charge ofgetting those subparts to you during those due dates, or getting the whole thing to youat the end of the semester by the due date, but kind of piecing it out, help them processso they can keep more water in their pitcher and use that water for the actual contentthat's going into the project than trying to figure out how much they have to be workingon each week.

graphic organizers. judy willis calls themdendrite food. brains love graphic organizers. so any time that you're presenting materialand you put it into some format that shows the relationship, and there's a million ofthem on smartart. all the different pyramids and venn diagrams and flow charts and timelinesand things like that. if you present it that way and then also allow them to show it toyou that way. so draw pictures on their tests or do a poster presentation instead of a finalpaper. that actually has some implications for career preparation. because it's somethingyou're going to have to do at a conferences. prepare a poster and visually present yourwork. all right. i'm a little bit ahead here. representingfor auditory. auditory loops or communication

access realtime translation. there's thingscalled scribe pens. everybody see a scribe pen. they might be talking about it this afternoon.i have a couple students who have used those. so they take notes and the pen actually recordsthe lecture and then when they touch their notes again, the pen plays back what was saidwhen they write that part down. really nice. self‑amplifiers. they come everything froma little pvc tube to a little plastic thing that is a little childish looking that's calleda tubalube. they also make one for adults that is called the whisper phone. it is kindof like dr. seuss whisper my phone. you don't remember that...? but it has a headband andjust a little piece and you can whisper really softly to yourself, but it sounds like you'retalking at full volume. for folks who need

to process auditorially to really hear themselvessay it. you know if they are taking a test and thinking through it, they can't just betalking to themselves during a test. they're going to disrupt other people, but if theyhave a self‑amplifier, they can be almost imperceptively talking to themselves, butit sounds really loud. so that helps. notability. where am i? nobility is a note‑takingapp where you can do different things with it. it's made for ipad and iphone. that'sa good thing to check out. i have folks that swear by that. i use in/out folders in myclassroom. they're kind of like college cubbies. remember cubbies from pre-school? where youcan keep your extra clothes and the stuff that you need close by. so if there's materialsthat i hand out and say make sure you bring

that with you next time because we're going to talk about that a little bit more. i have a few that say, can i keep it in my folder because then they knowit's going to be there for them when they get back. or i'll put an extra copy in their folder so theycan practice bringing it back but if something should go wrong they still have it and they are not left out of whatever it is that we're doing in class. and posting anything online is like an electronic's there. where ever they go, they've got it. so that's really nice. so this is something that might not work for, as kim's mentions, might not work for everybody. but i color code my syllabus with stuff thati post online. so when i describe it in the syllabus, i put the assignment, their weeklyjournals is on a red box on the syllabus.

and then on the actual coast schedule whereit's due, it's red. on blackboard, it's on red. it seems like a tiny thing, but it actuallyhas helped folk match the description with. some of us can do that very easily in ourheads, and it doesn't seem like a difficult skill but if you don't have it, it can causea lot of confusion and a lot of energy. okay. for that student you were thinking ofbefore, do you have an idea on that student who's shown there might be a mismatch in theenvironment in your work? are you thinking about something now that might make a difference, make a better match. think about that for just a couple seconds. i'm running out of time.

okay, i have a few things for action and expression.allowing choice in how the assignments are completed. so i do allow them to hand thingsin, in a paper format on powerpoint slides, in a prezi, in a poster, however they wantto do it. i've had students spend an inordinate amount of time... what i think would takean inordinate amount of time doing a poster, when a quick journal response or somethinglike that. but they said they really like it better. they work faster that way thanif they were to just type it up. so i think it would be faster to type it up for me, butfor them it was much easier and engaging and it made it something that they wanted to yeah, i have to haul posters back to my office to read through them, but that's okay.

allowing choice in how the assignments aresubmitted. so i do allow posting through blackboard, handing in hard copy, or e‑mailing to me.and i use my e‑mail inbox as my to‑do list. and so i did have trouble at first becausei'm trying to go through everything i have to get done in a day and there's 37 essaysin my way. so i created a folder so i can pull them over to the side. old dog, new did take me a little bit of time to get used to the fact that i have a stack of paperson my desk to grade and also a virtual stack of papers in my e‑mail folder to grade,but once i got in the habit of going to both places, it's just as quick to grade things.and i am getting better responses from more students more consistently just by allowingthem to e‑mail stuff to me. it's that choice

and it's available to everybody. avoiding set switching, which means prettymuch if you have a long‑term assignment due, try to keep it separated out from ifyou have daily assignments, plus weekly assignments, plus the long term assignments all going onat the same time, it's difficult for students to go back and forth working on differentones. so kind of scheduling when parts are due so that they don't have to switch backand forth as much. alright. what's our last one. allow the useof templates and graphic organizers for them to hand in their assignments. for some of the social things in class, assigningroles for cooperative learning activities,

set ground rules. i talk a lot about sharingthe wealth. okay, thanks we're going to share the wealth now. somebody else. and so it'snot i need to cut you off now, you're done. it's not something where they don't feel,i don't want to intimidate them from responding in the future, but they do need to share thewealth. and the wealth is the time that we have to be together and talk together aboutstuff. but i have to set those ground rules in thebeginning of the semester. during discussion, you'll hear me say things like share the wealth.i need to stop you because you need to share the wealth. and that's just because i wantto make sure i hear from everybody and we'll always have that online discussion after classso you can keep going.

provide post‑it notes for asking questions.i collect a pile of post‑it notes at the end of every class so they can get their questionsin. think‑pair‑share. it's hard to get left out of a group. i got that out of a pairfrom paula rutheford. just to have that bouncing back and forth. i have had to talk some students through somerating scales. you know, that a one is you seem really engaged in class, and really enthusiastic,and really connected with your peers, to a five where you're really checked out and evengrunting when somebody says something to you. you know i don't know if you're aware of it,but i'm seeing this. and so sometimes in class i'm going to signal to you that you're approachinga three, so you're going to want to check

how you're coming across to other people andbring it back down to a two or a one. and bringing that awareness to how you're comingoff to other people has made a real difference. and then anything that you use in class, therehas to be a universal way to use it. whether it's the lab equipment, whether it's the smartboard, whether it's what they write on, what they write with, so that everybodycan access anything that you are doing all right. some things i do for assessment.extended time on tests, whether that's documented or not. redos, retakes. i want to know whatthey have left my class learning, not what they did the first time. visual rubrics withchecklists. so sometimes my rubrics are in chart form and sometimes i draw it into apie graph. so did you see line three on the

rubric is that green section in the pie. that'spretty big. that's going to take most of your time and it's going to be the heaviest weightedpart of the assignment. so that helps. anything anything that has to do with their executivefunctions is worth less than 10% of their grade. so formats. so that they can show me their knowledge and their skills and still get 90% in the class. even if things are late and even if things come in a little sloppy. i want to know their knowledge and skills and then give them supports for executive functions.

adapted tests, highlighting things they should work on first helps for folks. prequestions. handing folks cards. this is a question i'm going to ask in class today if you want to write down a few things that will help you respond because i know you'll have a good answer to this and i want your peer to hearwhat you have to say. that gives them a little thingto practice with first. all right. so where do you start? one little change willgo a long way. and you can do one thing in one class this semester and then do it in all of your classes next

semester and then add a second thing and so on so over 20 years of teaching, i'm doing dozensand dozens of things in my class all the time. but i didn't start off that really has stretched over the years. so then i hear a lot. so this is college though.just because we can give those accommodations should we? yep. i really believe that you should. and here's why. success means being able to do it. it doesn't mean being able to do it just like everybody else. it doesn't mean being able to do it perfect the first time. and it doesn't mean being able

to do it really fast. maybe if you're an emt. but there are very few things in my job today that i have to do really fast, perfect the first time, or exactly like everybody else. i don't do anything standardized. even my accreditation reports are different from the next school's. so there are things that have to be standard, but they don't have to be perfectly standardized. i'm going to thank my husband for this. he designs

adaptive and assistive technology and he's a product designer and inventor. so he comes up with a lot of things. so he's constantly... i'll talk something out and i'll say i want to talk about this and he'll be drawing what i'm talking, what i'm saying at the same time. so this is what when i was talking this out to him, this is what he drew. so you have everybody with lots of differentabilities. it's not showing up really well. but there's this blue circle with lines throughit like a pie. so all of these different abilities

that people have. and what we expect frompeople in school, at least the way it's traditionally set up, if it's going to overlap some of those some of the things that people can do, they're going to be doing really well in school.there will be a match to some of them, but not to all of them. there's not a complete overlapin these circles. so what we're finding in careers is we have people, careers that entail a college education. we have people that fit just in that overlap. that's how diverse our career fields are rightnow. those people who were able to do school well that had the ability to do well in school. butwe want all these other people with all these other abilities in career fields to. we need diverse people in career fields to do different things. the

21st century is going to have us needing skills that wedon't even know exist yet. and we're not bringing in. so if we're excluding people from school ormaking college an experience that's not equitable and people are not, we're not retaining folks, or they'renot going out into their chosen career fields, then we're excluding people who we really needthem in 21st century jobs. okay. and then, and so this is what the circleswere kind of pulling out. what is essential for people to know in your career. what is reallyimportant for them to know? and what is nice to know? if having it done really fast is niceto know then stop requiring it. if having it with the right heading on the paper is just something nicefor you, it's not really important or essential, get rid of it. just really focus on what is essential andwhat is important then support those things.

so you'll get to that diverse group of people goinginto the field. and here are some quotes. some of my favorite quotes just to close up. this is my son sam rapp in his high school graduation gown. so i told you i was going to go back to the dog in thatlittle cartoon. i showed him that cartoon once and he has gone through school getting supportsfor lots of different learning disabilities and sensory integration disorder, executive processingdisorder. and he said that's it. you have to just let me be the best dog i can be. i am not an elephant. i am not a fish. i'm not a penguin. just let me be the best dog i can be. i amloyal, i am cute. i can dig like nobody's business.this kid is tenacious, but he is never goingto climb a tree. abraham lincoln said the dogmas of the quietpast are inadequate to the stormy present.

the occasion is pilled high with difficulty,and we must rise with the occasion. as our case is new, so we must think anew and act anew. wemust disenthrall ourselves and then we shall save our country. it kind of applies to lots of different things. and then this is my friend, luca (?), my dear colleague who thinks and acts and performsand teaches out of the box all the time. her quote is we need to get out of our ownway. we really kind of expect things a lot of time that just shoot us in the foot. so let's get outof our own way. so there's lots of benefits to inclusion, and i think they really apply to the college setting, as well. everybody is going to achieve and they're going to see around themselves thatthere's not just one way to solve a problem. we're going to model for people that there'slots of problem solvings, and we're going

to pay forward that social model of disability ifour college classes are inclusive. i've gone over time. i apologize. i close up. there's some referencesthere for some of the things know. meghan: it's actually okay. we have time forquestions. whitney: okay, great. good. good. alright.good. i wanted to make sure to get to those. so... audience: so we have an academic recoveryprogram that we put students in who struggled the first semester or second. and we give themextra support. and i'm thinking of when i talk to these students, they're often have difficultywith their goals. they don't seem as motivated, they have problems with time management. andwe've been working with that by giving them workshops, et cetera. and i'mthinking when you went back to the executive

functioning, maybe we're approaching it wrong. i mean people walk away saying oh, he's just not engaged, or she's just lazy. they're not motivated.and i'm wondering if they are, if some of the students are having these executive functioning and we're missing how we're reaching them, and so what kind of supports could we be including in our plan to help them? whitney rapp: absolutely. i think you wouldbe surprised at how many folks are impacted by executive functioning difficulties. and they'repart of your prefrontal cortex. they develop through your 20s. and there are some evidence to show that there are folks in their early 30s who are still developing new executive functioningabilities. so we take 18 to 22 year old typical, traditional college students and they still have adolescent executive functioning. they are not fully

formed yet. so it's a key time toprovide them with strategies and to build on them. and while they're still developing, some folksare only going to be so strong. it is how you're hard wired. so there are some things, i have anadult son who has come up with lots of different strategies and his executive functionings have developed. he still only follows two‑step directions. if you add a third step, he cannot processall three correctly accurately. so he knows if there are going to be more than three steps, he has to write them down or he has to do one at a time or something like that. and that's always going to be external to him, not internal. but as long as he is allowed that external support, he can be as successfulas anyone else. so when he had his first part‑time job, he had to make say to hisboss when you say take out the trash and clean

up that aisle, and do that over there, i can remember two of those. so write down twenty things you want we to do and hand it to you, and i'll do themall without reminders, but it has to be in writing, not just auditory. so knowing that about yourself is really important. and just knowing how executive functions work, and that they'renot tied to motivation or laziness. it's important for them and i think their self‑esteem and self‑efficacy to know that. audience: this is kind of a fringe question.but i always wonder about olfactory supports in universal design because smell and memoryare tied so closely, and i know that's a difficult one, but do you have any examples in that area? whitney rapp: i haven't. i've had studentswho've had really extreme reactions

to certain sounds like gum chewing, and thenin the same class the same student who has to chew gum for anxiety. so those discrepant needsare always really difficult. someone who loves bright lights and somebody who doesn't, they need thesofter lighting. does that mean they can never work together in a small group because i have them on opposite ends? so i have done things... at this point it's proximity. those are the things that have worked so far. i haven't had anybody with olfactory, but you know, the idea is understanding that it works that way. and if they need to be holding something that smells pleasant to them versus something elsethey can smell in the classroom. i've had people tell me i can smell everybody in here.i'm really glad i don't. you know. so for them that is something they are not filtering out. so a way for them to filter it.

you know that proximity. larger personal space. understanding when they have to get up and leave. so sometimes it is just allowing for and not actually doing to can help. but i am going to think about that because that's good problem solving to go to. i haven'thad that experience myself, but yes that can be an issue. audience: can you say when you're planning your course are you thinking purposely about building in resiliency for students? because i think...i guess your comment about stress made me think about that. because i think that... it's a term that's being talked about of course but just to be able to hang in there and struggle with what you have to do. just resiliency, i guess. dr. whitney rapp: we're building resiliency too. yup. i do think... i try to strike that balance between you know

i want them to support and feel encouraged and knowit's a non-threatening place without pampering. you know and just we are going to come up with situations that are hard and challenges we have to meet. and to if you get, if you provide for them so much that they get to a challenge and they say i can't do that i need a support then you're not helping either. so what it really comes down to is building a community where they know it is okay to say, this is hard and to agree. yes, it's hard and we're going to keep at it. not "okay good. oh we'll avoid that then." we're going to try something different, but we're going to keep at it. we're going to keep climbing. and you might not climb as fast. this is what i talk to students a lot about, too. is they get verynervous when they say so and so is almost done with her project. yep, you're not so and so. so it is going totake you longer to go through the steps of this project.

and if you need a little bit of extra time, that's fine, aslong as you are doing each part and you're getting your feedback and working on it. and so trying to, knowing you're not going to compare them and knowing you're taking that bell curve and set it aside. and you knowit's a descriptor, not a prescripter. doesn't mean just because there is an a student, there has to be an fstudent on the opposite end. we can keep pushing them toward where they're going to be. is that helping a little bit? it's a lot in the community you create. audience: in a sort of general sense, i've noticed if students don't do well in a class or in a path, then they're asked to assess that, which is good. but they're also saying maybe you ought to change your major. this is not good. you know you can't do that. and there's this field now of data analytics where they're tracking students and looking and tryingto be prescriptive about saying maybe you're making

the wrong choice. you shouldn't be in this, you should be in this. that's good too except that the balance of struggle and obstacles and barriers gives you somestrength if you have the supports to do that. whitney rapp: yeah. there's a couple of different things there. and that counseling conversation, that maybe this isn't the field for you has its time and its place. don't do it too soon. i've seen it happen with folks with autism who have gotten into a teacher education program and been told well teaching is not for you. people with autism aren't teachers. we don'tknow that. yet. i know folks with autism who are teachers. and just because you haven't seen it and you can't imagine how it's going to play out doesn't mean that you shouldn't figure that out. but then at the same time once you know you've provided those supports, that playing field has been

leveled and it's not a skill set that matches, then isthe time for that conversation. you love kids, you love being in the school environment, let's think of all thethings associated with teacher education that might match your skill set. not say education's not for you,but maybe being a classroom teacher is not. but there's lots of different things in the medical field, as well. audience: i just wonder if any of you have noticed, now that we have a new mandate as far as how many hours, credit hours students can take and there's a cap , if you get a student that has all of a sudden decided that they're not able to continue at that level, have you found that there's added pressure on the students knowing that they have that strict capwith their credits to graduate? whitney rapp: so many that they can take?

audience: yeah. suny has a mandate on how manycredits that you can take to get your bachelor's degree and i think it is actually with your associate's degree, too. and i think as a student-- whitney rapp: oh overall? not per year. audience: yeah. overall. say you're halfway throughyour program and all of a sudden you're realizing that maybe that's not the program for you. and there's thatadded stressor of knowing you may have to go up against somebody and explain to them why you're going above that credit cap that's there. i just wonder if anybody else had any insight as to how that affects their students. whitney rapp: that's a good point. i hadn't thought about that. we're not dealing with that where we are. i would say yeah it's an added stressor, but it's an added stressor for everybody. so if we are making

sure that it's equitable across, so if a student does getaccommodations and they have to figure out so long which ones they are that work for them, they finally get them in place, then they realize, okay, they're in place and i did have the opportunity to do well, but chose not to. now i decided, now that i can access everything and do it, i decided this isn't the field for me and i'm going to switch over, then they might go over that credit limit. so the faster we get everything in place in the beginning and the get go you know so they can be at the same starting line as everybody else, then it's an equitable stressor for everybody. so again, it's not removing that stressor just because they get accommodations, but making sure that their starting line isn't here, whether everybody else has got to be back here. does that start to help? [laughing]

meghan: we can do one more question and then we need to pass the sticky notes around if you have further questions. audience: i feel bad because this is not a question. meghan. so let me just say that i'm not in program review, but i don't believe that suny has a program, a credit cap on how many credits you can take. what suny has a cap on how many credits can be required. so before that happened, we had ed programs with 150 credits that were required because of the accrediting body (?). my students in the music program, my program only requires 122 credits. but i can assure you most of my students take 130 or 140 because they want to take more music. so i think the cap is on what the school can require not how many credits the students can take. still, your point is well taken.

[comment off mic] audience: ...that's what they think. [kelly hands her the mic.] sorry. kelly: it's actually not for the room. it's for esc tv. audience: so that wasn't really a question. [laughs] audience: we are at time. and i'm sure that people are interested in having some lunch. so thank you very much whitney. [applause]

Mandala Coloring Book For Adults Volume 3