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Jeanette Cherno

Hi to all!

My name is Jeanette. I graduated from Cornell University and received my Masters of Science from NYU. I am the Director of Food and Nutrition for a long term care facility at which I also act as the Chief Clinical Dietitian. My credentials include being a Registered Dietitian with the Academy of Nutrition and Dietetics and a Certified Nutritionist with NYS.

I also act as preceptor for internships for students from the surrounding institutions and consult for institutions that may be out of compliance with the Federal and State inspection codes.

As you can see, I have a full plate and have been doing this for 40 years. I have been lucky enough to attain a position as an Adjunct in the FNES department and have been doing so for 6 years. I enjoy interacting with students and try to take my  real life experiences and bring it into the classroom.

Looking forward to hearing from other adjuncts and possibly assist me in some of the areas dealing with student interactions and since I have no formal teaching credentials, ideas for ways of involving large classes of students in classroom discussions.


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8 comments to Jeanette Cherno

  • Hi Jeanette!

    I also am working in my field while teaching at Queens. You are absolutely right when you say we have a “full plate”. It is because of our “full plate” that we are uniquely qualified to share real world experiences that can help the students. The real life experiences support the content we are teaching, often providing examples and anecdotes. When we are asked a question about how to handle a situation, we can pull from our past experiences.

    I am not sure how large a class you have, however, in a class with 30+ graduate students, I have periodically broken the class up into smaller groups (4-5) when discussing a topic. They have to come to a consensus and then share with the group as a whole. The next group either has to add to the conversation or bring up new points. During the small group conversations, I move around from group to group; redirecting when necessary or asking leading questions.

    • I agree. Whenever I can I bring the actuals problems or instances that have happened to me into the class room. The students also seem to perk up when “real Life” rather than book learning is involved.
      How do you break up the class by topic? Most of my teaching is factual, perhaps with applications of problems? Do you give them an assignment before hand to be ready to discuss?

      • I do not give them a “discussion” assignment. I plan for discussions in my lesson which can be based on part of the weekly assigned reading. As I want them to read the entire reading and not be prepared for just one element of the reading, I will not tell them in advance. They know from the first session that class participation, both online and at face-to-face classes, is an important part of their grade. As current and future teachers, I want them to work collaboratively when planning reading intervention for students.

        Periodically, I distribute a short reading prior to the discussion. The discussion may also require the students to call upon their prior knowledge along with prior experiences. They can be real life situations that they or I have dealt with. It works best when the discussions are open-ended and there are a variety of “right answers” or ways of resolving the situation posed.

        By moving from group to group, I can assess which students understood the reading(s) and are able to apply the information to real life experiences and which students either did not do the reading (at home prior to class) or are not able to apply the information read. Students are encouraged to work collaboratively and when necessary, coach one another, so that they all understand the content. Students who help their classmates are acknowledged, either verbally in class or via email for the online component.

  • Hello again,
    Well I got through the first day of class, (3 hours). I spent the first day going over all of Blackboard, Assignments, Discussion Groups, Course Information etc. I also had scheduled my first Blackboard quiz for 2/6 at 3:30 and went through this with the students. I told them when it would open and for how long. In addition a reviewed how the on line tests work and there were also instructions at the beginning of the quiz. I have one student who at 3:13 ( I didn’t see the question until the next day, asking me where to take the test and 4 others who did not take the test and I have not heard from them. What do I do? If all be 5 students were able to do this, obviously they understood the instructions. The test was only 8 multiple choice questions and they had 8 minutes to do it. How do I handle the few that did not take the quiz? Any ideas?? It was worth 8 points!

  • Hi Jeanette,

    This is I usually do for online quizzes – I set up the duration of a quiz for 8 minutes, but I have it open for 24 hours. Students can log on and take the quiz anytime during this 24 hours. It is a one-time deal – once it is done, the students cannot see it anymore. The day before the quiz is open, I send out an email reminder via Blackboard, post a reminder on class blog (or Blackboard announcement), and post a tweet on Twitter. After I have done all these reminders, 2 out of 15 students would miss this first quiz. They would come to me during the next class, I am be very firm with it. They have no chance to make it up. Once it is over, it is over. I have done all I can do to remind them. They need to take the consequences. I also make the “no make-up” announcement in the first class. Then for the rest of 5 quizzes, no one would miss them. I feel if I open again for those 2 students, it would not be fair for the rest of students who have finished on time.

    If you are worried about them loosing 8 points this time, maybe you change the 8 points to 4 points for this first quiz?

  • Jeanette

    I set up a midterm last semester and kept it open for 24 hours. Some of the students came to me claiming that other students made time to get together and have all their computers going at the same time, so even though everything is random they were able to answer questions for each other and know some of the answers. That’s why I only give them a 15 minute time span.s But the idea of having the first one only a few points is good. Thanks! I also will make the “no make Up” announcement as well as the no extra credit which I forgot to do for the first class.

  • Jeanette, How do you know that everyone is able to do the quiz at that time — and that they’re not in another class or at work, etc.?

  • Jeanette

    It is set for the same time that the class should meet. Since this is a hybrid course we only meet 1/2 of the time but that scheduled class time slot is kept open in case we need to change class dates so they need to keep this time open.