What Parents Think About College
Monday, May 6, 2013 1:00:00 PM CDT - 2:00:00 PM CDT
Parents of pre-college students offer their views on the most important reasons to go to college, why jobs matter, the liberal arts, money and affirmative action in an Inside Higher Ed survey conducted in conjunction with researchers from Gallup. In this free webinar, Inside Higher Ed editor Scott Jaschik will review the survey results with Jacques Steinberg -- senior consultant at Say Yes to Education and until recently a higher education reporter at The New York Times and creator of "The Choice" blog, and Lynda McGee -- counselor at the Downtown Magnets High School in Los Angeles and chair of the public school counselors group within National Association for College Admission Counseling.
The webinar will consist of a 30-minute presentation and a 30-minute question period. There is no conference call required for this event -- the entire presentation, including audio, is delivered via the web. Your registration entitles you to one connection to the event -- you may gather as many colleagues as you like to view the presentation via one monitor, but only one connection per registration will be allowed. This event will be captioned for the deaf and hard of hearing by SpeechText Access. The Inside Higher Ed survey of parents was made possible in part by the generous financial support of McGraw-Hill Education, TIAA-CREF and Zinch, a Chegg service. Your registration information will be shared with these companies.
Click here to register
Wednesday, April 24, 2013
Monday, April 22, 2013
Time Management Skills for Online Students
Created by Taya Norlander, Graduate Teaching Assistant at the CTL & Ellie Dailey, TechFellow at the CTL
The pace of life hasn’t slowed down; in fact, it has done the exact opposite. These days, students attempt to balance school and work among the basic activities of daily living like spending time with friends and doing laundry or grocery shopping. Each task requires a specific amount of time and energy, and at times it can seem like 24 hours in a day just is not enough. As a result, traditional and non-traditional students alike are relying more and more on courses that are offered online. Some benefits of online courses include:
•Make a Plan- Review the syllabus and mark important dates on your calendar.
•Set Goals- If you have a big assignment due in a few weeks, set smaller goals for yourself and complete little portions of the assignment at a time. You will feel less overwhelmed and reaching those smaller goals will motivate you.
•Check in Daily- You will feel more organized and will not be caught off guard when/if the schedule changes
•Look Ahead- Look ahead in your calendar/on the syllabus. If you have a major project due in 6 weeks don’t start it the night before. This helps you to maximize your time and again, you won’t be caught off guard.
•Speak Up- If you feel like you are starting to fall behind or are failing all together, speak up. Reach out to those around you. Faculty, advisors, and counselors are there to help you and encourage you, they want you to be successful!
•Reward Yourself- Rewarding yourself will motivate you. When you finish an assignment or reach a goal, reward yourself with something you like to do.
If [time management] is correctly learned and applied, it can actually save the student time (Rasmussen College, 2012). Doing the basic skills mentioned above will help you to stay organized. If you are organized, time management skills will virtually fall into place. Everyone has obligations and responsibilities they need to fulfill aside from the coursework that is expected of them -- that’s life. Fortunately, online courses offer an alternative to our busy lives. However, just as you would if you had to attend a face-to-face lecture every week, you have to be dedicated to success and reorganize your life to support a self-directed educational environment.
References
The pace of life hasn’t slowed down; in fact, it has done the exact opposite. These days, students attempt to balance school and work among the basic activities of daily living like spending time with friends and doing laundry or grocery shopping. Each task requires a specific amount of time and energy, and at times it can seem like 24 hours in a day just is not enough. As a result, traditional and non-traditional students alike are relying more and more on courses that are offered online. Some benefits of online courses include:
- Teaching life skills such as:
- Ability to learn in an environment other than a classroom
- Independence
- Responsibility
- Time management
- Communication
- Offering a larger array of courses at the student's disposal
- Scheduling coursework at appropriate intervals
- Reminder emails and notifications
- Setting up a course calendar
- Outlining important dates in the syllabus
- Responding to emails in a timely manner
•Make a Plan- Review the syllabus and mark important dates on your calendar.
•Set Goals- If you have a big assignment due in a few weeks, set smaller goals for yourself and complete little portions of the assignment at a time. You will feel less overwhelmed and reaching those smaller goals will motivate you.
•Check in Daily- You will feel more organized and will not be caught off guard when/if the schedule changes
•Look Ahead- Look ahead in your calendar/on the syllabus. If you have a major project due in 6 weeks don’t start it the night before. This helps you to maximize your time and again, you won’t be caught off guard.
•Speak Up- If you feel like you are starting to fall behind or are failing all together, speak up. Reach out to those around you. Faculty, advisors, and counselors are there to help you and encourage you, they want you to be successful!
•Reward Yourself- Rewarding yourself will motivate you. When you finish an assignment or reach a goal, reward yourself with something you like to do.
If [time management] is correctly learned and applied, it can actually save the student time (Rasmussen College, 2012). Doing the basic skills mentioned above will help you to stay organized. If you are organized, time management skills will virtually fall into place. Everyone has obligations and responsibilities they need to fulfill aside from the coursework that is expected of them -- that’s life. Fortunately, online courses offer an alternative to our busy lives. However, just as you would if you had to attend a face-to-face lecture every week, you have to be dedicated to success and reorganize your life to support a self-directed educational environment.
References
- Kermaida, C.G., (2012). Are undergraduate students ready for online learning? A comparison of online and face-to-face sections of a course. Rural Special Education Quarterly, 31(4) 25-32.
- Sheehy, K. (2012). 4 time management tips for online Students. Retrieved from http//www.usnews.com/education/online-education/articles/2012/01/13/4-time-management-tips-for-online-students.
- Rasmussen College. (2012). Time management for students. Retrieved from http://www.rasmussen.edu/student-life/blogs/college-life/time-management-for-students/
- Flynn, Ann Lee. (2013). Getting Virtual Learning Right. American School Board Journal, 200(3) 28.
Wednesday, April 17, 2013
Faculty Appreciation Week at the CTL April 22-26, Online Survey workshop
If you are interested in "Designing an Effective Online Survey" workshop, you can register by visiting our website http://www.usd.edu/calendar/ctl/home.cfm, emailing us at (ctl@usd.edu), or calling us at 5411. We are also able to use Collaborate to deliver a number of sessions for off-campus faculty. Contact us for more information.
If you need accommodations to participate in any of these events, contact disability services at 605 677-6389.
Tuesday, April 2, 2013
Encouraging Classroom Dialogue
Created by: Ryan Los, Graduate Teaching Associate at CTL
& Skylar Tiahrt, TechFellow at CTL
An all too common situation that teachers find themselves in their classes, regardless of experience, is a lack of student dialogue. This shortage of student participation in class cannot be blamed on the students themselves – the instructor has significant control over a class and, through various teaching strategies, can effectively encourage classroom discussion (Wade, 1994). Fritschner (2000) notes that “on top of classroom logistics, student confidence, and student personality traits, there is still evidence that the instructor contributes to students’ levels of participation, and students believe that their professors influence their participation based on the ways in which the professors communicate with them”.
What are some of the causes/reasons for this?
Student Confidence – by raising students’ confidence, an instructor also increases their participation. Having students discuss/learn within small groups or homework, before calling on them to share with the class will allow students to answer confidently vs. being asked a question point-blank, which will increase anxiety and equate to less confidence in the students.
Participation grade – offering a participation grade increases student participation and dialogue. Allow for a participation grade, perhaps just 5-10% of the overall grade for the course. Make sure students know that participation is not simply attendance by adding a statement such as: “Your active participation will be consequently factored into your final grade for the course” (Croxall, 2010) to your syllabus.
Evaluation sheet – taking the last 2 points one step further, an instructor can utilize an evaluation sheet (provided in the syllabus) to emphasize the importance of classroom participation to the students.
Crowdsource – if the class is divided into small discussion groups, have students grade the participation of the members within their group at the end of the course (Croxall, 2010).
Active Facilitation – strategies such as challenging students to discuss class topics more in depth can be utilized to encourage class discussion, as well as overall learning. Assistance for this can be found through the supplemental material that textbook publishers offer for instructors, which can provide ideas and group activities to facilitate classroom dialogue. These resources are increasingly becoming part of the textbook publisher’s website (versus a paper book). However, an instructor login/password is required to access them, this can be obtained by contacting the publisher’s representative on campus.
Student participation can be a difficult struggle in the classroom. There are some factors that are hard to change (e.g. class size and student’s wakefulness), but there are many resources and strategies to increasing participation (e.g. participation grade, group discussion, and active facilitation.) Instructors have many tools to increase participation and can make a difference in their students’ interaction.
An all too common situation that teachers find themselves in their classes, regardless of experience, is a lack of student dialogue. This shortage of student participation in class cannot be blamed on the students themselves – the instructor has significant control over a class and, through various teaching strategies, can effectively encourage classroom discussion (Wade, 1994). Fritschner (2000) notes that “on top of classroom logistics, student confidence, and student personality traits, there is still evidence that the instructor contributes to students’ levels of participation, and students believe that their professors influence their participation based on the ways in which the professors communicate with them”.
What are some of the causes/reasons for this?
- Class size often affects the amount of student participation. It is noted that classes with over 35 students generally hinder student responses.
- Instructors often overlook seating arrangements and their effect on participation. The further students sit away from the instructor, the less likely they are to speak. Asking students to sit closer to the instructor right away during the first class can assist/mitigate this issue.
- Student awareness (wakefulness) leads to the effort
they are able to express within a class. Both early morning and evening
classes can affect student participation.
Student Confidence – by raising students’ confidence, an instructor also increases their participation. Having students discuss/learn within small groups or homework, before calling on them to share with the class will allow students to answer confidently vs. being asked a question point-blank, which will increase anxiety and equate to less confidence in the students.
Participation grade – offering a participation grade increases student participation and dialogue. Allow for a participation grade, perhaps just 5-10% of the overall grade for the course. Make sure students know that participation is not simply attendance by adding a statement such as: “Your active participation will be consequently factored into your final grade for the course” (Croxall, 2010) to your syllabus.
Evaluation sheet – taking the last 2 points one step further, an instructor can utilize an evaluation sheet (provided in the syllabus) to emphasize the importance of classroom participation to the students.
Crowdsource – if the class is divided into small discussion groups, have students grade the participation of the members within their group at the end of the course (Croxall, 2010).
Active Facilitation – strategies such as challenging students to discuss class topics more in depth can be utilized to encourage class discussion, as well as overall learning. Assistance for this can be found through the supplemental material that textbook publishers offer for instructors, which can provide ideas and group activities to facilitate classroom dialogue. These resources are increasingly becoming part of the textbook publisher’s website (versus a paper book). However, an instructor login/password is required to access them, this can be obtained by contacting the publisher’s representative on campus.
Student participation can be a difficult struggle in the classroom. There are some factors that are hard to change (e.g. class size and student’s wakefulness), but there are many resources and strategies to increasing participation (e.g. participation grade, group discussion, and active facilitation.) Instructors have many tools to increase participation and can make a difference in their students’ interaction.
References
- Croxall, B. (2010). How to Grade Students’ Class Participation, Chronicle of Higher Education [Website]. Retrieved from http://chronicle.com/blogs/profhacker/how-to-grade-students-class-participation/23726
- Fritschner, L. M. (2000). Inside the undergraduate college classroom: Faculty and students differ on the meaning of student participation. The Journal of Higher Education, 71, 342-362.
- Lathrop, A. H. (2012). Teaching How to Question: Participation Rubrics. Faculty Focus: The Teaching Professors. Retrieved from http://www.bgsu.edu/downloads/provost/file116040.pdf
- Rocca, K.A. (2010). Student Participation in the College Classroom: An Extended Multidisciplinary Literature Review. Communication Education, 59(2), 185-213. Retrieved from http://www.csus.edu/indiv/s/stonerm/Rocca-LitRevEngagingStudents.pdf
- Wade, R. (1994). Teacher education students’ views on class discussion: Implications for fostering critical reflection. Teaching and Teacher Education, 10, 231-243.
Wednesday, March 6, 2013
Call for Participants: CTL Course Redesign Fellowship
Dear Colleagues,
The 2013 Course Redesign Fellowship application process is now open. The CTL Fellowships enable individuals or teams to design or redesign a course to enhance opportunities for significant learning, critical thinking, technology use, and advanced pedagogical techniques. Faculty who are chosen for this distinction will receive:
- $750 for successfully completing the two-week workshop
- $250 for collecting and returning all appropriate data the semester the course is offered
- Direct support from a trained GTA or Technology Integrationist, including one-on-on assistance in class at key points of the semester
- Significant training on course design strategies, pedagogy, and educational technology
This multi-day workshop will run May 13-16 and May 20-23 from 9am to noon in MT110.
For more details, please click on this link. The deadline for submissions is March 22, 2013. This is a highly competitive process, and applicants will be judged on the quality of the stated goals and outcomes, and on the number of students impacted by the course design/redesign. We do, however, encourage all interested faculty to apply.
Friday, March 1, 2013
Your Map to Classroom Management
Created by: David Alexander, Graduate Teaching Associate at CTL, & Phillip Becker, TechFellow at CTL
The semester is about to begin, and all the students are eager to get back into the classroom. Their minds may be wondering about what they will learn. However, inevitably, many students are thinking if this particular class is going to be worthwhile. Faculty members have to design their class so that it is like a map. Map? What I mean by “map” is that the course is laid out so it guides the students from the various “resting spots,” learning objectives, to their “final destinations,” the terminal learning objectives.
Maps can sometimes be a little overwhelming and confusing. That is where a legend comes into play. A legend lets a person know what all the symbols mean, colors, lays out information, etc. Legends provide a lot of clarification. In a way, the legends can be thought of as rules, which also provide clarification for the person using the map.
In the classroom, the syllabus and the first day of class serve as the legends. This is where the faculty members set the tone and let their students know what is expected of them and what everything would mean in the course. The faculty members can inform their students of important classroom rules, such as when it is appropriate to contact them outside of office hours, expectations, and student and teacher responsibilities. Being proactive and setting the guidelines will help set that tone for the education journey that they all are about to embark on.
Now you and your class have embarked on your journey and en route to your first stop (learning objective). When people go on a trip and make a stop, they generally want to have fun or engage in some sort of activity. It is great to read historic road-side signs (lecturing) about something, but it is something else entirely to experience an activity at the stop. It is like visiting a really good museum! Interaction can be important to classroom management because it can help students to focus and interact with one another. Additionally, depending on the type of activity that is done, students are not only accountable to the faculty member, but to one another. This can assist in decreasing disruptive behaviors. Disruptive behaviors are more likely to occur when students feel bored or tired.
One example of interacting with students was when I taught a military science course and that particular day's lesson was about effective writing. I broke the students up into three groups and had them come up to the white board. Each team had one marker. The task was to, as a group, come up with a story in the amount of time that I gave them. But each person could only write one word before giving the marker to another person to write the next word. The group members could not talk to one another. The students wrote their stories, and when the exercise was completed, they went back to their desks. At times students turn in their first draft of a paper as their final draft. The first draft was not the best product to turn in, and the writing on the board was like a first draft of a paper. I then tied that activity into my effective writing class and the need to do revisions. I believe that little activity not only got the students energized for the rest of the lecture, but it opened them up to receive the information.
There are many ways in which to engage the students in the classroom such as using technology, videos, guest lecturer, etc. This helps ensure that students stay engaged throughout the class, and the opportunities to connect with students are endless. If students are motivated, they are not only focused, which is good for the faculty member in the classroom, but the students can also potentially ascend beyond the memorization stages of learning and can learn to comprehend, assimilate, apply, and synthesize information.
Have you been on a road trip and your children and/or other travelers become disruptive and compliant? I'm sure you have your way of dealing with rude and disruptive behaviors. Sometimes, students become disruptive in the classroom either by playing on their mobile devices, chatting at inappropriate times, etc. What do you do then? You pull over the car and deal with them in a way that is appropriate for your teaching style and classroom dynamics.
There are many ways in which to deal with students who become disruptive. One way to deal with a chatty student, which is one of my favorites, is for the faculty member to stop what they are doing, such as stop lecturing, and just look at the talkative student(s). Do this until they stop talking. I must admit that for the faculty member to remain silent may take practice, but it can be an effective tool when properly used. Many students are not comfortable with silence, and once attention is drawn to them, it deters problematic behavior.
Another technique that can be used is to call on a disruptive student to answer a question while they are being disruptive. Additionally, a faculty member can talk to the disruptive student after class about their behavior. I used to keep a little journal of disruptive behavior, so in the event I had to talk to a student about their behavior I can reference it with specific dates and facts. That way I did not forget instances, and it gave my talking points more credence. There are many ways to help preclude negative behaviors. Just make sure your standards are known upfront, are consistent with every student, and do what is best for your class and classroom dynamics.
Have fun as you map out your journey for your students. It can be a fun process watching students grow at each stop (learning objective), and hopefully they will be a much better person once they reach the end of the journey (terminal learning objective) at the conclusion of the semester. Of course, the overall education journey never ends...and the educational journey is an trip! Have fun!
The semester is about to begin, and all the students are eager to get back into the classroom. Their minds may be wondering about what they will learn. However, inevitably, many students are thinking if this particular class is going to be worthwhile. Faculty members have to design their class so that it is like a map. Map? What I mean by “map” is that the course is laid out so it guides the students from the various “resting spots,” learning objectives, to their “final destinations,” the terminal learning objectives.
Maps can sometimes be a little overwhelming and confusing. That is where a legend comes into play. A legend lets a person know what all the symbols mean, colors, lays out information, etc. Legends provide a lot of clarification. In a way, the legends can be thought of as rules, which also provide clarification for the person using the map.
In the classroom, the syllabus and the first day of class serve as the legends. This is where the faculty members set the tone and let their students know what is expected of them and what everything would mean in the course. The faculty members can inform their students of important classroom rules, such as when it is appropriate to contact them outside of office hours, expectations, and student and teacher responsibilities. Being proactive and setting the guidelines will help set that tone for the education journey that they all are about to embark on.
Now you and your class have embarked on your journey and en route to your first stop (learning objective). When people go on a trip and make a stop, they generally want to have fun or engage in some sort of activity. It is great to read historic road-side signs (lecturing) about something, but it is something else entirely to experience an activity at the stop. It is like visiting a really good museum! Interaction can be important to classroom management because it can help students to focus and interact with one another. Additionally, depending on the type of activity that is done, students are not only accountable to the faculty member, but to one another. This can assist in decreasing disruptive behaviors. Disruptive behaviors are more likely to occur when students feel bored or tired.
One example of interacting with students was when I taught a military science course and that particular day's lesson was about effective writing. I broke the students up into three groups and had them come up to the white board. Each team had one marker. The task was to, as a group, come up with a story in the amount of time that I gave them. But each person could only write one word before giving the marker to another person to write the next word. The group members could not talk to one another. The students wrote their stories, and when the exercise was completed, they went back to their desks. At times students turn in their first draft of a paper as their final draft. The first draft was not the best product to turn in, and the writing on the board was like a first draft of a paper. I then tied that activity into my effective writing class and the need to do revisions. I believe that little activity not only got the students energized for the rest of the lecture, but it opened them up to receive the information.
There are many ways in which to engage the students in the classroom such as using technology, videos, guest lecturer, etc. This helps ensure that students stay engaged throughout the class, and the opportunities to connect with students are endless. If students are motivated, they are not only focused, which is good for the faculty member in the classroom, but the students can also potentially ascend beyond the memorization stages of learning and can learn to comprehend, assimilate, apply, and synthesize information.
Have you been on a road trip and your children and/or other travelers become disruptive and compliant? I'm sure you have your way of dealing with rude and disruptive behaviors. Sometimes, students become disruptive in the classroom either by playing on their mobile devices, chatting at inappropriate times, etc. What do you do then? You pull over the car and deal with them in a way that is appropriate for your teaching style and classroom dynamics.
There are many ways in which to deal with students who become disruptive. One way to deal with a chatty student, which is one of my favorites, is for the faculty member to stop what they are doing, such as stop lecturing, and just look at the talkative student(s). Do this until they stop talking. I must admit that for the faculty member to remain silent may take practice, but it can be an effective tool when properly used. Many students are not comfortable with silence, and once attention is drawn to them, it deters problematic behavior.
Another technique that can be used is to call on a disruptive student to answer a question while they are being disruptive. Additionally, a faculty member can talk to the disruptive student after class about their behavior. I used to keep a little journal of disruptive behavior, so in the event I had to talk to a student about their behavior I can reference it with specific dates and facts. That way I did not forget instances, and it gave my talking points more credence. There are many ways to help preclude negative behaviors. Just make sure your standards are known upfront, are consistent with every student, and do what is best for your class and classroom dynamics.
Have fun as you map out your journey for your students. It can be a fun process watching students grow at each stop (learning objective), and hopefully they will be a much better person once they reach the end of the journey (terminal learning objective) at the conclusion of the semester. Of course, the overall education journey never ends...and the educational journey is an trip! Have fun!
References:
- Kirk, K. (n.d.). Motivating students. Retrieved from http://serc.carleton.edu/NAGTWorkshops/affective/motivation.html
- Malone, F.L. (n.d.). Classroom disruption management: A casual-preventive-corrective model. Retrieved fromhttp://college.cengage.com/accounting/resources/instructors/air/fall_2007/malone_article.doc
- Perry, M.A., (2010). Three simple keys to classroom management. Retrieved from http://www.facultyfocus.com/articles/effective-classroom-management/three-simple-keys-to-effective-classroom-management/
Friday, February 22, 2013
Proactive, Not Reactive
Contributed by: Joni Moss, a Military Student at USD
Missing two weeks of school is difficult for anyone. Missing two weeks of school is, unfortunately, typical of military students. I found myself facing a three week training deployment, that fortunately fell over spring break, so I am only really missing two weeks of classes. This can be very stressful to deal with, or it can be very simple and matter-of-fact depending on how you react and how your teachers react. I set myself up for success by informing my teachers as soon as I could and formulating a plan of attack for this gap in class time.
The first step to deal with a deployment during school is obviously to let your teachers know. Once they are aware, it is up to you to make this as easy on them as you can by being prepared for classes, willing to do a little extra work, and committing yourself to a positive outcome. I talked to my teachers the first week of classes and then looked at my syllibi to design a sort of make-shift, personal schedule of assignments to get what I could done early. In a couple of my classes this was easy. I just read all the novels early. While I couldn’t get the homework done until assigned, I could have the reading done so that when the assignment came out I could do it immediately and move on. This also helped in getting ready so that I had fewer books to take on the deployment and less stress while gone. I was fully prepared so that when the assignments came, I could manage them quickly and efficiently.
The other side of this equation is the teachers’ response. What I found was that you have to be a little patient with them. They do not have every single assignment written out the first day of class, unfortunately. So, while they knew what was going on, they couldn’t allow me to work ahead very far. They were all very open to adjusting due dates for assignments if that was what needed to happen. I could have waited until I got back and then made up the previous two weeks of school, but I am a little more proactive. One of my teachers was like me. He agreed to write a special test for me that didn’t include lecture notes, so that I could take it on time while I was gone. That was great, until I found out the work load for while I was gone would make keeping up with the class difficult. This teacher, bless his heart, agreed to write the special test, just for me, before I left. The first day of the unit for everyone else, was my test day. Obviously, I had to work very hard to get ahead and cover all the material for the next two weeks. I worked my tail off and could relax on the deployment and focus on my job as a Guardsman rather than my job as a student.
Just like in the military, it takes more than one person to make a mission successful. In my situation, I had to work with my teachers to finish the courses with less time in class and get the same amount out of them as my fellow classmates. The key is to take the problem head on, do your job, and others will follow and help you. This is not something one person can do on their own; it requires cooperation from both sides to be successful. Showing the initiative to hold up my end of the requirements encouraged my teachers that I was willing to do what I needed to complete the assignments. This made them happy to help me out in any way that they could as well.
Missing two weeks of school is difficult for anyone. Missing two weeks of school is, unfortunately, typical of military students. I found myself facing a three week training deployment, that fortunately fell over spring break, so I am only really missing two weeks of classes. This can be very stressful to deal with, or it can be very simple and matter-of-fact depending on how you react and how your teachers react. I set myself up for success by informing my teachers as soon as I could and formulating a plan of attack for this gap in class time.
The first step to deal with a deployment during school is obviously to let your teachers know. Once they are aware, it is up to you to make this as easy on them as you can by being prepared for classes, willing to do a little extra work, and committing yourself to a positive outcome. I talked to my teachers the first week of classes and then looked at my syllibi to design a sort of make-shift, personal schedule of assignments to get what I could done early. In a couple of my classes this was easy. I just read all the novels early. While I couldn’t get the homework done until assigned, I could have the reading done so that when the assignment came out I could do it immediately and move on. This also helped in getting ready so that I had fewer books to take on the deployment and less stress while gone. I was fully prepared so that when the assignments came, I could manage them quickly and efficiently.
The other side of this equation is the teachers’ response. What I found was that you have to be a little patient with them. They do not have every single assignment written out the first day of class, unfortunately. So, while they knew what was going on, they couldn’t allow me to work ahead very far. They were all very open to adjusting due dates for assignments if that was what needed to happen. I could have waited until I got back and then made up the previous two weeks of school, but I am a little more proactive. One of my teachers was like me. He agreed to write a special test for me that didn’t include lecture notes, so that I could take it on time while I was gone. That was great, until I found out the work load for while I was gone would make keeping up with the class difficult. This teacher, bless his heart, agreed to write the special test, just for me, before I left. The first day of the unit for everyone else, was my test day. Obviously, I had to work very hard to get ahead and cover all the material for the next two weeks. I worked my tail off and could relax on the deployment and focus on my job as a Guardsman rather than my job as a student.
Just like in the military, it takes more than one person to make a mission successful. In my situation, I had to work with my teachers to finish the courses with less time in class and get the same amount out of them as my fellow classmates. The key is to take the problem head on, do your job, and others will follow and help you. This is not something one person can do on their own; it requires cooperation from both sides to be successful. Showing the initiative to hold up my end of the requirements encouraged my teachers that I was willing to do what I needed to complete the assignments. This made them happy to help me out in any way that they could as well.
Thursday, February 14, 2013
Effective Online Discussion
Created by: Molly VanHeek, Graduate Teaching Associate at CTL & Jasmyn Hansen, TechFellow at CTL
With the increasing use of technology and exponential growth of online classes, it is inevitable that the majority of faculty members will need knowledge regarding online classes. Facilitating an online class can be simple at times, yet very challenging as well. One of the biggest challenges associated with online teaching is motivating students to engage in online discussions. Student discussion can aid learning in several ways, and it is important to include discussion in a class even if it is not face-to-face.
There are several different methods used to give students the ability to discuss with one another. Conversations can be held in the following mediums:
With the increasing use of technology and exponential growth of online classes, it is inevitable that the majority of faculty members will need knowledge regarding online classes. Facilitating an online class can be simple at times, yet very challenging as well. One of the biggest challenges associated with online teaching is motivating students to engage in online discussions. Student discussion can aid learning in several ways, and it is important to include discussion in a class even if it is not face-to-face.
There are several different methods used to give students the ability to discuss with one another. Conversations can be held in the following mediums:
- Discussion Boards
- Video Discussion through Collaborate
- Chat Session through Collaborate
- Blogs
Each of these methods provides a space for students to join in on conversations with each other. Depending on the size of the class, and the subject matter at hand, one or all of the methods could be used for an online course.
- Smaller class sizes may benefit from video discussion where they are able to read facial expressions and better understand why somebody feels the way they do.
- In addition, it may be easier for the small number of students to correlate a time to meet.
- For a larger class size, it may be more beneficial to use the discussion board.
- With the discussion board, students are able to post on their own time and read other posts when it is most convenient for them. The large class may also be split into groups to make it easier for students to participate in the conversation.
It is important to not only create a place for students to discuss, but also to aid students with beginning discussions. For a discussion to be meaningful and successful, students should participate in posts with an open mind. Furthermore, it is helpful if learners are willing to adjust their views with the support of evidence. It can be difficult to encourage students to discuss with classmates; however, the following ideas will help guide faculty members:
- Web Field Trips - Direct students to a link or video on the Internet. Then, have them discuss what they saw or learned with other classmates.
- Brainstorming - Give students a topic and have them come up with a specified number of thoughts or ideas surrounding that topic.
- Problem-Solving - Provide a content related problem and direct students to come up with a unified solution, or possible solution.
- Collaborative Writing - Have students work together to create a report, proposal, creative story, or essay.
- Cooperative Debate - Place students into groups where they present perspectives regarding an issue.
Regardless of which technique faculty members decide to use to encourage discussion, instructions and questions should be worded in a way that will encourage students to provide a more than one word answer. For example, consider beginning questions with:
- Imagine...
- Predict...
- Defend...
- What is you opinion about...
- What are some possible consequences...
By starting questions with those or other similar words, students will be required to provide a well-thought-out answer.
From the Student's Perspective
Online discussions can be extremely helpful in learning about a particular topic or subject matter. It is advantageous to be able to hear someone else's perspective. By exploring topics through several different frames of mind, a more comprehensive learning process can take place. Online discussions also make online classes more relate-able to a face-to-face class.
- Deadlines for discussion posts or group meetings are very helpful.
- It is nice to have a deadline that ensures every student's post will be available for viewing by others. This way, comparisons and conversations can be conducted without wondering what other students may think.
- Variety in topics and instruction encourage a more creative and engaging discussion.
- Doing the same type or posts or topics from week to week can get monotonous and lead to lack of motivation for continuing the discussion.
- As a student, it is helpful to get feedback regarding the grading of the discussion posts.
- However, if faculty members are too critical, it may discourage students from elaborating on his or her opinion in future posts. Constructive criticism is more helpful.
Wrap Up
Ultimately, online discussions can be very beneficial to the student's learning in an online class. Faculty members should take the steps to ensure the appropriate form of discussion is being used. In addition, using a variety of ways to create discussions will ensure students will learn from and enjoy online discussions.
References:
- Online Learning Insights (2012). How to Facilitate Robust Online Discussions. Retrieved from: http://onlinelearninginsights.wordpress.com/2012/06/25/how-to-create-robust-discussions-online/
- Stavredes, T. (2011). Effective online teaching: Foundations and strategies for student success.San Francisco, California: Jossey-Bass Inc.
- University of Oregon Teaching Effectiveness Program (n.d.). Generating and facilitating engaging and effective online discussions. Retrieved from http://tep.uoregon.edu/technology/blackboard/docs/discussionboard.pdf
Friday, February 8, 2013
To Those In the Shadows
Contributed by Dusty James Ginsbach, Fides Graduate Fellow
Yesterday, I said goodbye to my brother as he prepared to board a plane en route to Afghanistan once again. This is the first time he has been in the Middle East without me. It is a new feeling for me to be the one left behind. I have always been the one walking through airport security with the rucksack on my back, doing my best to push through the heartache, focusing instead on the task at hand. I have never been the one that watched as the uniform walked away and then, silently, looked around not knowing where to go next or how I should feel. Now, I know.
So often in the University setting, we commit our attention to those students that are returning from combat situations, active duty service, or long-term “breaks-in-study”, but these are not the only students affected by military service. Commonly, our students are the loved ones left behind. They are expected to continue their lives as if nothing has happened. They keep their jobs; they continue their studies; and they perform all the household tasks by themselves, without the help of the partners or parents that have left them behind. Seven times in six years, my wife has stood by my side as I checked duffel bags and rucksacks. The scene has been replayed hundreds of thousands of times across our nation during Operations Enduring Freedom, Iraqi Freedom, Noble Eagle, and New Dawn. In a moment’s passing, the burden of life doubles as one-half of a partnership walks out the door.
I am not suggesting that military dependents or spouses need—or even want—special consideration. They have sufficiently proved their braveness and strength by mere association. I only ask that they receive their due appreciation. It is as simple as giving them a nod of understanding, a few reassuring words, or any other positive demonstration of acknowledging their sacrifice.
I have taken for granted those that have supported me throughout the years. They have given so much and I have greedily taken without reciprocation. I hope that in some small way I may make amends. It is too late for me to fully repay the toll which I have taken on those that I have abandoned in service to our country, but this is my first true attempt to contribute to the well-being of those left behind. To any university employees that may be reading this, hear my plea and shine a beacon of acknowledgement to those in the shadows supporting our men and women in uniform. To those that fall in the latter category, thank you. You mean the world to those that must leave you here at home, even if we have been too blind to realize it in the past.
Yesterday, I said goodbye to my brother as he prepared to board a plane en route to Afghanistan once again. This is the first time he has been in the Middle East without me. It is a new feeling for me to be the one left behind. I have always been the one walking through airport security with the rucksack on my back, doing my best to push through the heartache, focusing instead on the task at hand. I have never been the one that watched as the uniform walked away and then, silently, looked around not knowing where to go next or how I should feel. Now, I know.
So often in the University setting, we commit our attention to those students that are returning from combat situations, active duty service, or long-term “breaks-in-study”, but these are not the only students affected by military service. Commonly, our students are the loved ones left behind. They are expected to continue their lives as if nothing has happened. They keep their jobs; they continue their studies; and they perform all the household tasks by themselves, without the help of the partners or parents that have left them behind. Seven times in six years, my wife has stood by my side as I checked duffel bags and rucksacks. The scene has been replayed hundreds of thousands of times across our nation during Operations Enduring Freedom, Iraqi Freedom, Noble Eagle, and New Dawn. In a moment’s passing, the burden of life doubles as one-half of a partnership walks out the door.
I am not suggesting that military dependents or spouses need—or even want—special consideration. They have sufficiently proved their braveness and strength by mere association. I only ask that they receive their due appreciation. It is as simple as giving them a nod of understanding, a few reassuring words, or any other positive demonstration of acknowledging their sacrifice.
I have taken for granted those that have supported me throughout the years. They have given so much and I have greedily taken without reciprocation. I hope that in some small way I may make amends. It is too late for me to fully repay the toll which I have taken on those that I have abandoned in service to our country, but this is my first true attempt to contribute to the well-being of those left behind. To any university employees that may be reading this, hear my plea and shine a beacon of acknowledgement to those in the shadows supporting our men and women in uniform. To those that fall in the latter category, thank you. You mean the world to those that must leave you here at home, even if we have been too blind to realize it in the past.
Thursday, January 17, 2013
Want to check whether you're a Veteran friendly instructor?
Total the number of checked boxes:
1-9 Somewhat Friendly
10-16 Veteran Friendly
17-20 Veteran Ally
Related resources:
- Universal Design Applications for Student Veterans
- Course Design: Significant Factors to Consider Relating to Student Veterans
Text composed by the USD Fides program at CTL
Prepared by Weichao Chen (Vera)
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