Standard D Artifacts
Student Feedback:
At the end of my Media course, I asked my students to answer four questions concerning their course experience. Their responses, if reflective, would yield information that would not only assist me in improving the course but would also help them reflect on their practices, strengths and vulnerabilities. The feedback was then used to introduce the course to a new group of students and give them an opportunity to do a pre-assessment, after listening to the accounts of the former students.
Surveys:
Surveys tend to offer static feedback, while forums allow an opportunity for interactive feedback as students can respond to others' posts.
Clear Expectations:
Rubrics and Checklists-
Nothing spells expectations out for the student as well as a rubric. For larger or more complex assignments, checklists are also helpful to keep students on track and organized.
A checklist offers an opportunity to check in at regular intervals in order to determine whether the project is proceeding well. If not, this also allows n opportunity to intervene and regroup.
Course Policies-
This is handed out at the beginning of every course, with contact information for interventions or accolades. It is my intention to make this a universally accessible document, available in hard copy as well as online, in English and Spanish; other translations may become available as needed.
Syllabus-
This differs from course policies in that it focuses on academics, outlining the curriculum's content.