As we sit down to grade that last stack of papers, did our students learn from subsequent assignments? That is, did students look at the graded work you returned and take the comments and suggestions to heart? In my experience, they more often look at the grade at the top, then move on.
In this concise piece from Faculty Focus, Julia Colella provides a self-reflection rubric she requires of her students after an essay assignment is returned.
Teaching Tips
Articles and resources to empower your teaching experience.
Teaching – Be good to your future self: What Is the Purpose of Final Exams, Anyway?
As we head into final exams, several recent articles have reflected on the nature and need for the traditional final. In this Chronicle piece, Kevin Gannon – the tattooed professor – reflects on the nature of final exams and whether they serve the purpose we intend. In Exams Reimagined by Beckie Supiano, she shares examples of how professors are reimaging their exams.
Teaching – Course evaluations
It’s that time of year. Course evaluations are an important feedback tool that can help inform our course design. Historically, providing a set time during class provides the highest response rate. As such, if there is something I want specific feedback on, I will have a brief conversation with the class the week before. For example:
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Teaching – Assignments: low stakes vs. low workload
At a recent meeting with colleagues, the discussion of student workload came up. Specifically, many of us are using the best practice of creating low-stakes assignments to keep our students engaged. But if we all do this, are we overloading students?
An important distinction came up in our conversation: low stakes vs. low workload. Some interpret low stakes assignments as counting for a small percent of one’s grade.
Teaching – 4 Simple Ways to Help Your Most-Disconnected Students
We’re pretty late in the semester. Have any of your students drifted off more than you like? It’s still not too late to try to reel them back in. This piece from the Chronicle gives four simple ways to try to get them re-engaged.
Teaching – Making the Most of 2,520 Minutes
How much time do you devote to office hours? Three times a week, for 14 weeks, that’s 2,520 minutes a semester! This very short article from the Teaching Profession gives seven concrete ways to interact with students during office hours.
Teaching – Making the Most of 2,520 Minutes
How much time do you devote to office hours? Three times a week, for 14 weeks, that’s 2,520 minutes a semester! This very short article from the Teaching Profession gives seven concrete ways to interact with students during office hours.
Use Revise and Resubmit Instead of Extra Credit
It’s that time of year. Students are getting their midterm grades, and you’re faced with that inevitable question, “Can I do some extra credit?” This short article from Faculty Focus argues that extra credit does not treat the issue – a deficiency in understanding. If a tennis player is struggling with their serve, doing extra practice on their backhand will probably not help their serve game.
Teaching – Career – So You’re Mid-Career, Now What?: Next Steps of Your Faculty Journey
Faculty careers are long, characterized by many transitions from achieving tenure and promotion to balancing work and family. The longest stage of the faculty career is the mid-career stage, which includes recently tenured associate professors up to faculty colleagues who are 10 years out from retirement. The purpose of this professional development workshop is to assist mid-career faculty across the GLCA in navigating in and through various transitions and career paths successfully.
Teaching – Midterm Course Evaluations
As we near the half-way mark, consider getting mid-semester feedback from your students. Mid-semester evaluations:
- provide a chance to correct student misconceptions or make changes to the course schedule, activities, etc. if necessary.
- give students an opportunity to reflect on their own expectations, efforts, and learning.
- let students know you care about their input.
Here are some sample mid-semester evaluations you can use or adapt for our course:
- This check-off format from Seattle University makes it easy for your students to provide specific feedback, as well as some open-ended questions.