Pasadena's community college surprisingly offers an enriching educational experience. Many of the professors have at one point taught at UCLA or still do, so you'll be receiving a university education without the exorbitant cost. In some ways, I find that the professors at Pasadena City College offers more substance because they prefer a more direct teaching approach and value the benefits of interactions with students that isn't offered in universities. Many PCC professors find the disconnected teaching environment to be disadvantageous, but they're qualified to teach at such institutions. So that's very telling. In fact, some of them don't even lower their quality of education, so it's equally, if sometimes not more, competitive as UC's.
Many of the professors are proficient in their field, articulate, organized, and truly enjoy the teaching experience. I plan to review some professors I've had the (dis)pleasure of encountering. Their contributions are evident in their students' success in their chosen fields. PCC's success rates are exceptional and dynamic in their accomplishments. It's one of the most reputable community colleges that exists. PCC excels in their art, some athletics, beauty, dental hygiene, engineering, English, fashion, mathematics, and science programs.
The art program begins by emphasizing and focusing on the fundamental basics. It develops and strengthens your core structure. PCC enforces this essential building block through a rigorously demanding program. Their approach isn't as repetitive and redundant as other institutions but serves to be a lot more rewarding. While repetition can improve one's technique through practice, that method is tiring, uninspiring, and can quickly become stagnant, all very discouraging consequences. Rather than relying on discipline and focus alone, which can wane over time, PCC concentrates on refining a student's technique as it's developing, rather than waiting for improvement to be a consequence of repetition.
A dynamic range of art is offered at PCC. You have the privilege of abstract art, ceramics, charcoal drawings, conceptual art, crafts, digital art, game design, historical art, jewelry making, screen printing, sketching, oil painting, a wide range of printmaking, sculpture, watercolors, etc. Bodies are extensively examined from an anatomical and physiological perspective before sketches are even attempted. Art instructors prefer their students to understand what they're being asked to draw before the assignments are provided. This strategic method is largely responsible for the students' confidence and refined talent. The art instructors are well-versed in their field, so much so that some of the most talented artists in the Los Angeles area have received some formal training from PCC.
The women's basketball team is highly competitive and have even gone to nationals. Athleticism isn't exactly my area of expertise, so unfortunately I'm not qualified or informed enough to elaborate. But the records speak volumes. For more insights, you can go to Instructor J. Peron or Greg Smith. Peron is the primary coach. If you've ever taken a class with Peron, you know how rigorous and demanding, as well as how beneficial and productive his physical requirements are. I truly believe his high performance expectation and resilience building exercises are to thank.
The body building class is also challenging. A word to the wise, though, it's important that you have some muscular development and strength before taking this class. As a feminist, I hate the idea of being discriminating, but I'm not that kind of feminist. I believe that both males and females should be treated with respect equally, but I don't want us to lose sight of the big picture. Males and females are anatomically built differently. We both have different pros and cons. To ignore them is denying who we are. And it can, at times, potentially be dangerous.
With that said, I believe it's possible for the body building class to be harmful for women because of the large equipments used. Now I'm a particular petite woman, but I wasn't the only female struggling to use the machines. A lot of the machines seem to be built to accommodate the proportions of a male body. I was too short for many of the machines even after modifications. Some of the lowest weights were too heavy even from the beginning. Until you develop the strength to use them, your shoulders can get damaged in the meantime. On the other hand, if you're already well-built, the body building class will sculpt you and get you into even better shape.
The beauty program at PCC does an amazing job educating students on how to become proficient in hairstyling. They do a fantastic job with haircuts and styling. These services are less than $10! I've had enough professional hairstylists to recognize talent when I see it. Obviously the quality varies from student to student, but I've had enough experiences with the student stylists to recognize the cohesive training they've all received. While most of their clients are students, middle aged adults, and seniors, some clients visit PCC's beauty program to have styling errors corrected from department store salons. So many of the students graduate and immediately obtain a hairstyling position that charges $45 for a haircut. I've also gotten beautiful French manicures. Their facials are ordinary. Some of the students do an exceptional job with eyebrow shaping, but they use such inferior quality wax that it's better to get threading or tweezing. I began writing a detailed record of the beauty school's performance, but it became so overwhelming that I've decided to use that for another entry called "PCC's Beauty School".
PCC has an impeccable dental hygiene program. Their meticulous cleaning technique demonstrates a more advanced cleaning standard than what's offered in most dental offices. In fact, I knew a woman who became a Dental Hygienist through PCC's program and actually recommends that I get a teeth cleaning there then at her own clinic because PCC accommodates for a more thorough cleaning. They break down your teeth cleaning appointment into four sessions. A quarter of your teeth is cleaned at each visit. By breaking down your sessions, the students have an opportunity to refine their cleaning technique in a timely manner.
PCC has an exceptional English program, not to be confused with their journalism program, which I'll elaborate on at another time. The writing discipline, scrutiny, and quality in the English department is responsible for many of the talented, introverted poets and short story writers. There are traditional professors that keep the classics alive and try to open their students to poems no matter how unreceptive some of them are. There are also professors that advocate reading from the Best Sellers list. Regardless of the writing requirement, reading seems to persistently be a high standard. But not every professor assigns daily journaling. The only criticism I have about the English Division is their closed-mindedness for modern learning techniques and topics. The English Division is represented by traditionalists who expect their students to conform to their learning preferences, while exhibiting complete intolerance to what the demographic of students would most benefit from.
To my surprise and endless horror, PCC also has a reputable fashion program. Many fashion students graduate with job offers almost immediately with a starting salary of $20,000 or $30,000, which isn't a lot of money but is an impressive offer coming from the fashion field when all you've got is a Certificate. The fashion classes are more disorganized than the beauty program. At least with the beauty program, students demonstrate competency. I've yet to see students rise above the disarray during the actual process, but evidently they prove themselves at the end. Also, I was exposed to a beginning class for about a week, so my observations aren't well-informed.
The mathematics and engineering program is advanced. Many students have to re-take classes they've done well in in the past because PCC teaches those classes at a much more complex level. For example, PCC's pre-calculus is the equivalent of calculus at most other institutions. Professors passionate about math get excited and are more than willing to assist their students in demystifying problem sentences and introduce abstract concepts.
The science division is also superior, not just compared to other community colleges but is a formidable opponent of UCLA, as many former UCLA professors now reside at PCC. The quality of education within anatomy, anthropology, biology, chemistry, and physiology is impressive. Your intelligence, memory, and tenacity is tested. Of all the classes offered at PCC, I would venture that math and science is equally educationally enriching as it is at other UC's.
While the educational programs at PCC is undeniably sophisticated, their registration, records, and financial aid department, and social setting is tragically inferior. I moved almost a year ago, and PCC has failed to update my current address in all departments. I updated my information online, at the financial aid department, EOP&S department, and even went to Records. Somehow, I still manage to receive mail from PCC that was forwarded from my previous address. Payments seem to get lost or delayed chronically. Their operation runs inefficiently. Employees seem unable to assist anyone productively. It's as though their only presence is to perpetuate or exacerbate the problems. It's very frustrating. Even sadder is that the students have become accustomed to this form of incompetence that we actually incorporate this disruption into our process, practically accommodating and tolerating such negligence. I have made friends at PCC, but it's not the most social environment. Students who have been there for five years are shocked to learn that we have a cheerleading squad, a sorority, a fraternity, etc. The school's social inadequacy is actually reflected in how PCC is rated.
Showing posts with label Pasadena City College. Show all posts
Showing posts with label Pasadena City College. Show all posts
Saturday, August 16, 2008
Saturday, July 26, 2008
Pasadena City College's Sharon Bober, The Woman Who Was Born to be a Math Professor
Ms. Sharon Bober of Pasadena City College is a perfect depiction of how some people were brought into this world to undoubtedly play a fundamental role in our society to make a difference. I believe that most of us enter this world unaware of our place. Even as adults, many of us wander around aimlessly. Some people just have a greater understanding of their purpose in life, and it's evident to everyone around them. Ms. Bober is undeniably one of them.
She is an excellent math professor. Ms. Bober always arrives to class professional, well-composed, prepared, and organized. She has clear communication skills and is audible, but her voice isn't shifty or loud. I've taken two classes with Ms. Bober, and each time she comes prepared and organized with a clear syllabus that accurately illustrates the structure and arrangement of the class. And, of course, Ms. Bober is proficient in her field, mathematics, whatever level she lectures. Ms. Bober isn't one of those professors who are intelligent but unable to articulate her knowledge. She demystifies concepts that confound most of us in effective methods, and I believe it lies within her dynamic teaching approach.
Ms. Bober's lectures are organized, but she also makes it accessible to any type of learning student, whether you're a visual or auditory learner. Her writing is legible and large, perfect for a visually-deficient student like myself. She not only writes out the written formula in numerical terms, but she actually writes the directions down with English words, as well, generally in the beginning of the lecture as an introductory guide. I think this is an excellent measure to incorporate.
After all, many of us have difficulty comprehending anything in the world of math. And understanding math requires us to utilize the left hemisphere of our brain, but writing is often engaged by the right side. For right-brained students, the written work familiarizes the students with the upcoming formula. I love that idea because it warns the students, and that informed anticipation can thwart any potential confusion to surface because the formula was expressed differently for those students who need it.
Experts say that the more connections you make while you're learning and creating memories, the more likely you are to retain and best understand it. That's exactly the environment that Ms. Bober creates. Every seemingly subtle action she takes has a purpose behind it. It may be excessive for some students, but those students can choose to disregard the extra efforts Ms. Bober puts in for the rest of us. The beauty in her method is that if you don't necessarily benefit from her tedious system, it won't deter you. No harm, no foul. She makes the material receptive to all types of students with a dynamic range of challenges and without being condescending. Everything she articulates and writes down is consistent with one another. Her speed of writing matches what she says. Ms. Bober takes the time to diligently write everything out, but this doesn't slow down her lectures. She also doesn't block anything she writes on the board. She's really good about that.
Since Ms. Bober is so well-organized, she not only has time to be detail-oriented in her lectures but she also makes time to answer any homework questions we, as the students, may have. This class follows a well-defined structure, but it's not so exact that students are unable to ask questions when necessary. Ms. Bober is open to questions and answers them efficiently and clearly. I'm often baffled and frustrated with professors who are confrontational and closed off to any questions students may have. If you choose a career in educating people, you have to expect and really should encourage students to ask questions in areas they need clarified. If you're unwilling to accept those responsibilities, you should select a different career path. Part of teaching and learning is asking and answering questions. Ms. Bober understands and embraces that.
Ms. Bober does everything she can to create an atmosphere for her students to succeed in her class and fairly. She's direct and open in her assignments and expectations. I can't determine whether the workload is reasonable or not because that's subjective. But Ms. Bober presents everyone with the opportunity to make an informed decision for themselves. In an intersession class, Ms. Bober assigns homework daily. But she only collects homework on test days. To ensure that the students are understanding the material and encourage us to keep the healthy habit of actually completing our assignments daily, she gives daily homework quizzes. The contents she asks for comes from the homework that should've been completed.
As I've previously mentioned, Ms. Bober also goes over any homework questions anyone may have. Not only is Ms. Bober open to questions, but she actually incorporates time into the class schedule for it. Students just shout out which numbers they need answered. Then for extra credit to earn some more points, students can answer those questions. If no one is willing or able to solve those questions, either Ms. Bober or the tutor will write the answer on the board. Even the smallest opportunities are turned into chances for us to receive extra credit, so students can get the best grades possible. Test reviews from chapters covered in class can also be handed in for extra credit.
Before test day, reviews are handed out and solved during class time. These reviews over-prepare us for the actual tests, making the big day less intimidating. These reviews have similar questions that can be expected on the test, and each student is given specific numbers to solve. Then, we write our answers on the board, making sure to show every step that has to be taken. At the end of class we're given answer keys, as well. Ms. Bober prepares us for all assignments with her clear lectures. Daily quizzes keep us dedicated and focused. Tests are thoroughly reviewed. Our worst test score is dropped. And extra credits are offered.
Ms. Bober also makes herself available to students who need extra help outside of class during her office hours. It's important to schedule an appointment with her, though. But once you do, you know you can rely on her. I shared my concerns with Ms. Bober about how I was struggling in her class. The great thing about Ms. Bober is that she's perceptive and observant if she's exposed to you enough. I always make an effort to sit in the front of the class and be known, so professors can make productive suggestions and professional criticisms. Ms. Bober is insightful and accommodating.
After talking briefly with her, she re-arranged the class lecture for me. I'm not an auditory learner, so I often find myself lost through the notes. I'm unable to pay attention to what she's saying, so my only reference are the notes. By the time class assignments are given, I'm too busy trying to make clear of my notes that I don't have time to do the actual work. Ms. Bober suggested that I jot down the written directions because I'm more receptive to words than mathematical formulas. When she provides examples on the board, Ms. Bober thought it best that I stop taking notes and pay attention to the material she's covering. Apparently, she noticed how meticulously I take notes. I can't read even my own sloppy hand writing, so it's a requirement. As logical as her suggestion sounded, I disliked the idea because I have such a poor memory. By making those changes, it's likely that I'll understand the material better. But as quickly as I grasp it, I can forget it just as easily. So, she started using examples out of the book. This way I was able to focus my attention on what she's actually doing and having the necessary reference for later. Immediately after she explains a formula to us, we're given classwork that reinforces what she just taught. That was so considerate of her. It made such a significant impact in my performance and comprehension level. Very few professors are willing to make those kinds of accommodations.
This modified teaching approach didn't slow down her efficiency, either. Ms. Bober will help you in any way if it's within reason and within her control. Her ability to adapt her lectures isn't a sign of a weak teaching method. She won't compromise her ultimate goal, which is to educate all the students in her class. In addition to the examples she began referencing in the book, she also wrote down her own formulas that are more complicated that the book doesn't have an example for. Ms. Bober takes that extra measure, so we won't be confused and are properly prepared when we're doing our homework. She continued to do that in her lectures.
Ms. Bober doesn't play favoritism and is very fair. The accommodations she gave me wasn't a demonstration of favoritism but her willingness to do whatever she can within her power to make the material more receptive to her students. I have no doubt that she would've offered the same solution to other students, if only they seeked her help. She won't alter your score even by a few points to allow you to pass, but she practices this fairness and rigidity on everyone. What she gives you is exactly what you deserve. Very rarely do students complain that she's an uncaring bitch. This is when Ms. Bober refuses to be lenient and gives you a grade you earned and deserve. Not everyone can appreciate that final grade, but it's the grade you earned. It's not Ms. Bober's job to show compassion or give out dishonest grades. It's her job to educate you and help you in as many ways as possible. She does just that, and I find that Ms. Bober puts more effort than a lot of other professors. Plus, how many professors can you think of that caters to both visual and auditory learners?
She is an excellent math professor. Ms. Bober always arrives to class professional, well-composed, prepared, and organized. She has clear communication skills and is audible, but her voice isn't shifty or loud. I've taken two classes with Ms. Bober, and each time she comes prepared and organized with a clear syllabus that accurately illustrates the structure and arrangement of the class. And, of course, Ms. Bober is proficient in her field, mathematics, whatever level she lectures. Ms. Bober isn't one of those professors who are intelligent but unable to articulate her knowledge. She demystifies concepts that confound most of us in effective methods, and I believe it lies within her dynamic teaching approach.
Ms. Bober's lectures are organized, but she also makes it accessible to any type of learning student, whether you're a visual or auditory learner. Her writing is legible and large, perfect for a visually-deficient student like myself. She not only writes out the written formula in numerical terms, but she actually writes the directions down with English words, as well, generally in the beginning of the lecture as an introductory guide. I think this is an excellent measure to incorporate.
After all, many of us have difficulty comprehending anything in the world of math. And understanding math requires us to utilize the left hemisphere of our brain, but writing is often engaged by the right side. For right-brained students, the written work familiarizes the students with the upcoming formula. I love that idea because it warns the students, and that informed anticipation can thwart any potential confusion to surface because the formula was expressed differently for those students who need it.
Experts say that the more connections you make while you're learning and creating memories, the more likely you are to retain and best understand it. That's exactly the environment that Ms. Bober creates. Every seemingly subtle action she takes has a purpose behind it. It may be excessive for some students, but those students can choose to disregard the extra efforts Ms. Bober puts in for the rest of us. The beauty in her method is that if you don't necessarily benefit from her tedious system, it won't deter you. No harm, no foul. She makes the material receptive to all types of students with a dynamic range of challenges and without being condescending. Everything she articulates and writes down is consistent with one another. Her speed of writing matches what she says. Ms. Bober takes the time to diligently write everything out, but this doesn't slow down her lectures. She also doesn't block anything she writes on the board. She's really good about that.
Since Ms. Bober is so well-organized, she not only has time to be detail-oriented in her lectures but she also makes time to answer any homework questions we, as the students, may have. This class follows a well-defined structure, but it's not so exact that students are unable to ask questions when necessary. Ms. Bober is open to questions and answers them efficiently and clearly. I'm often baffled and frustrated with professors who are confrontational and closed off to any questions students may have. If you choose a career in educating people, you have to expect and really should encourage students to ask questions in areas they need clarified. If you're unwilling to accept those responsibilities, you should select a different career path. Part of teaching and learning is asking and answering questions. Ms. Bober understands and embraces that.
Ms. Bober does everything she can to create an atmosphere for her students to succeed in her class and fairly. She's direct and open in her assignments and expectations. I can't determine whether the workload is reasonable or not because that's subjective. But Ms. Bober presents everyone with the opportunity to make an informed decision for themselves. In an intersession class, Ms. Bober assigns homework daily. But she only collects homework on test days. To ensure that the students are understanding the material and encourage us to keep the healthy habit of actually completing our assignments daily, she gives daily homework quizzes. The contents she asks for comes from the homework that should've been completed.
As I've previously mentioned, Ms. Bober also goes over any homework questions anyone may have. Not only is Ms. Bober open to questions, but she actually incorporates time into the class schedule for it. Students just shout out which numbers they need answered. Then for extra credit to earn some more points, students can answer those questions. If no one is willing or able to solve those questions, either Ms. Bober or the tutor will write the answer on the board. Even the smallest opportunities are turned into chances for us to receive extra credit, so students can get the best grades possible. Test reviews from chapters covered in class can also be handed in for extra credit.
Before test day, reviews are handed out and solved during class time. These reviews over-prepare us for the actual tests, making the big day less intimidating. These reviews have similar questions that can be expected on the test, and each student is given specific numbers to solve. Then, we write our answers on the board, making sure to show every step that has to be taken. At the end of class we're given answer keys, as well. Ms. Bober prepares us for all assignments with her clear lectures. Daily quizzes keep us dedicated and focused. Tests are thoroughly reviewed. Our worst test score is dropped. And extra credits are offered.
Ms. Bober also makes herself available to students who need extra help outside of class during her office hours. It's important to schedule an appointment with her, though. But once you do, you know you can rely on her. I shared my concerns with Ms. Bober about how I was struggling in her class. The great thing about Ms. Bober is that she's perceptive and observant if she's exposed to you enough. I always make an effort to sit in the front of the class and be known, so professors can make productive suggestions and professional criticisms. Ms. Bober is insightful and accommodating.
After talking briefly with her, she re-arranged the class lecture for me. I'm not an auditory learner, so I often find myself lost through the notes. I'm unable to pay attention to what she's saying, so my only reference are the notes. By the time class assignments are given, I'm too busy trying to make clear of my notes that I don't have time to do the actual work. Ms. Bober suggested that I jot down the written directions because I'm more receptive to words than mathematical formulas. When she provides examples on the board, Ms. Bober thought it best that I stop taking notes and pay attention to the material she's covering. Apparently, she noticed how meticulously I take notes. I can't read even my own sloppy hand writing, so it's a requirement. As logical as her suggestion sounded, I disliked the idea because I have such a poor memory. By making those changes, it's likely that I'll understand the material better. But as quickly as I grasp it, I can forget it just as easily. So, she started using examples out of the book. This way I was able to focus my attention on what she's actually doing and having the necessary reference for later. Immediately after she explains a formula to us, we're given classwork that reinforces what she just taught. That was so considerate of her. It made such a significant impact in my performance and comprehension level. Very few professors are willing to make those kinds of accommodations.
This modified teaching approach didn't slow down her efficiency, either. Ms. Bober will help you in any way if it's within reason and within her control. Her ability to adapt her lectures isn't a sign of a weak teaching method. She won't compromise her ultimate goal, which is to educate all the students in her class. In addition to the examples she began referencing in the book, she also wrote down her own formulas that are more complicated that the book doesn't have an example for. Ms. Bober takes that extra measure, so we won't be confused and are properly prepared when we're doing our homework. She continued to do that in her lectures.
Ms. Bober doesn't play favoritism and is very fair. The accommodations she gave me wasn't a demonstration of favoritism but her willingness to do whatever she can within her power to make the material more receptive to her students. I have no doubt that she would've offered the same solution to other students, if only they seeked her help. She won't alter your score even by a few points to allow you to pass, but she practices this fairness and rigidity on everyone. What she gives you is exactly what you deserve. Very rarely do students complain that she's an uncaring bitch. This is when Ms. Bober refuses to be lenient and gives you a grade you earned and deserve. Not everyone can appreciate that final grade, but it's the grade you earned. It's not Ms. Bober's job to show compassion or give out dishonest grades. It's her job to educate you and help you in as many ways as possible. She does just that, and I find that Ms. Bober puts more effort than a lot of other professors. Plus, how many professors can you think of that caters to both visual and auditory learners?
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