Understand Student Demographics

Most college students will be taught that they must be aware of their audience when they interact with clients, colleagues, and current or potential employers. The same is certainly true when teaching. The demographics of college education have shifted enough that it’s difficult impossible to generalize what a typical student or average class might look like. However, here are some factors to consider as you plan lessons and establish your FOL Course and classroom. These demographic features may vary greatly depending on the program or even section of a course being taught:

  • Intellectual development – Did your students recently graduate from high school or another program, or are they returning to school following an absence?

  • Life situations – Are they full time or part time learners? Do they have family or work responsibilities outside of school?

  • Cultural background – What values, beliefs, or perspectives will your students view the course with?

  • Prior knowledge and skill – What will your students already know or be able to do in relation to the course content? How well do they know the content? What will they need to relearn or unlearn from their past experiences to be successful in this course?

  • Goals and Expectations – What are your students’ professional goals? What do they expect to gain from this course?

Your academic manager or program coordinator can give you more information about the general characteristics of the students you are likely to be teaching. However, it’s important to understand the two most significant student categories:

 

Domestic Students

The broadest definition of this group is that it includes all permanent residents of Canada. The largest subset of residents are Canadian citizens, but this also includes their dependents, landed immigrants, refugees, and Indigenous persons registered according to the provisions of the Indian Act. These students pay a subsidized tuition rate, and they may have access to significant financial aids such as OSAP.

International Students

Thousands of international students from well over 100 countries also attend Fanshawe College every year. Their proportion and countries of origin very over time with global economic and political trends, but recently have been approaching half of the overall full-time student population. International students pay higher tuition rates, and as part of the admissions process must prove their level of English is college-ready through a standardized test of English (such as IELTS or Duolingo) or by graduating from Fanshawe’s English for Academic Purposes (EAP) program.

 

Professor Presence

Research continues to indicate that it is not just an interesting subject matter or practical application of skills that drives student motivation; a professor who engages with students early and consistently significantly improves students’ chances of successfully completing a course.

Face-to-face

Although the average student prefers the convenience of having some online class time, in-person classes remain the preferred method of learning. Use these times as an opportunity to not only instruct, but to have students engage in active learning such as discussions, group activities, hands-on projects, or formative assessments of their knowledge and skill. The more that you can connect theoretical concepts to real-world relevance, and to actively improve student ability through direct feedback, the more they will benefit from your value as the expert in the room.

Online

Fanshawe’s internal data has shown that it drives student engagement when faculty have an online presence in their course. Although this is critical with courses delivered online, this also applies to face-to-face courses. All students benefit from regular updates through FanshaweOnline news or email, and having notes, grades, and feedback posted where students expect to find them. Similarly, classes that are delivered online derive the same benefits as face-to-face classes when it comes to interactivity. Whether the mode is synchronous or asynchronous, consider how you can have students activity participate and re-engage with their learning during and after your lesson so that their attention and motivation remain fresh.

Outside of class

Most students appreciate the opportunity to interact with students immediately before or after class, and the possibility of holding virtual meeting times has made it easier to hold “student hours” where your work or home office is open to meet. All student-teacher communications should be conducted over official College channels (FanshaweOnline, Zoom, etc.) where possible. Your academic manager or program coordinator will let you know what the expectations are for engaging with students outside of class hours.

Support Students

Accommodations

At any time in the semester, you could be contacted by Accessibility Services, the Test Centre, and/or the Academic Advisor from your School/Campus about providing academic accommodations for students in your course. The student letter outlining required accommodations can be accessed through FanshaweOnline through the Resources menu under the link for Professor Accessibility Services. Although your student(s) may also give you notice directly, the accommodation letters presented on this dashboard will list items such as note-taking support, the use of assistive technology, additional time or alternate location for writing a test, modified deadlines for assignments, alternate evaluation methods, etc., that are needed to provide the student with fair opportunity for success in your course. This site also contains a faculty reference guide for accommodating students, and answers to frequently asked questions about providing accommodations, and a place to manage tests or exams for students who are writing them in the Test Centre. 

Note: students with accommodations have no requirement to explain why their accommodations are needed. They also have the option of waiving accommodations that they feel may not be required at a certain time. 

At Fanshawe College, Accessibility Services helps students with accessibility needs in any School, or Campus, or studying online. Their work is governed by the Canadian Charter of Rights and Freedoms and the Ontario Human Rights Commission and helps to ensure equal access to education for all. To contact their office:

E-mail: accessibility@fanshawec.ca

Phone: 519-452-4282

In-person: Room F2010, London Campus 

The Test Centre

The Test Centre provides services to Fanshawe students studying at any campus or online. These services are for students who require accessibility services, have missed an in-class evaluation and need to complete it at an alternate time, or have connectivity or other issues that prevent them from writing an online evaluation at home. Tests can be computer or paper-based but should be set up at least 48 hours in advance. Review the quick-reference guide for the Test Centre for more information.[RW2]    

If a student in your course has requested to write a test or exam in the Test Centre through Accessibility Services or the Test Centre, you will receive an e-mail from the Test Centre to your @fanshaweonline.ca e-mail account with instructions for uploading the test to the Professor Accessibility Services dashboard.

If a student in your course has communicated with you directly about writing a test or exam in the Test Centre and you agree to that arrangement, complete the Test Centre Cover Sheet available on the Professor Accessibility Services dashboard, and submit it with any necessary documents and instructions to testcentre@fanshawec.ca. To contact the Test Centre:

E-mail: testcentre@fanshawec.ca

Phone: 519-452-4166

In-person: Room F3005, London Campus

Note: There is also a test centre available for students at the St. Thomas/Elgin regional campus at 120 Bill Martyn Pkwy., St. Thomas (Room 160). Contact this office by e-mail (STERCtests@fanshawec.ca) or phone (519) 633-2030 to access test services for your students at this location.

Additional Student Supports

The College expects professors to be the experts in their subject area and to have a level of understanding of student demographics and support services available on campus. As part of the college community, your role in providing additional student support is in referring students to the appropriate offices or services where possible. The specific services and situations will be covered in greater detail later in this guide[RW4] , but for quick reference, the main student services are grouped here:

Student Support
Services for accessibility, academic services, health and wellness, co-op and employment, first year students, Indigenous students, and the Office of the Ombuds.

Student Life
Housing, the Fanshawe Student Union (FSU), the student card (FANCard) and buss pass, athletics, pride, graduation, and other services.

International Centre (current students)
Services unique to international students such as college orientations and events, counselling and program planning, and also equivalent supports where procedures differ considerably from domestic students such as dealing with health insurance, employment, and financial matters.

Fanshawe Library – Learning Commons

Student workshops, study and research help, peer tutoring, digital and print resources, bookable create and collaborative spaces through the new Innovation Village area.