Submissions

One quick, informal assessment strategy I use is an in-class assignment for each class meeting: filling out a table/graphic organizer, writing a short reflection, etc. Students receive full credit for attempting (i.e., not based on the accuracy of their answers). This gives me an opportunity to see what they're taking away from each class, and what I should re-address the next time. It also provides a great attendance incentive. 

I would suggest creating rubrics in Canvas. The instructor can create rubrics specific for different assignments. The students can look at the rubrics specific to each assignment and know how much emphasis is placed on certain aspects of an assignment. It creates a level grading field across the class, and it saves time writing comments to each student. 

I had my students write down two songs they are really into right now. I put these songs into a class playlist. At the beginning of class, during individual/small group work, and at the end of the class I am playing our playlist as a way to incorporate music and different styles into our learning space.

This semester I scheduled one class session for in-person whole group instruction and one class session for online small group work.

Teaching online during the pandemic taught me how to use Zoom breakout sessions to promote meaningful group work. Before class I prepare 1-3 Google slides for students to document their breakout room conversations. As the conversations happen I can "see" how students are interpreting the prompts based on the thinking made visible in the Google Slides. I can then sit back and allow the conversation to continue, or I can join a breakout room to redirect or comment on what I am seeing.

I've created an Extension Request Form and posted a link to it in Canvas. Google forms now has a setting for notifications, so I get an email when a student has filled out the form.

So far, one student who has used the form wrote, “I appreciate you being patient and understanding with me, as well as having created this form which signals that you understand that college is a challenging time and an adjustment period for everyone.” You can access the form here.

Try using the Canvas module of your course shell to signal students that their well-being and success matters. I titled mine Useful EMU Resources, and it contains direct links to Swoop’s Food Pantry, Counseling & Psychological Services, Writing Support, library services, Holman Success Center, and the Title IX reporting and resource page. I recently added the link to the EMU software licenses when I learned that some students cannot afford some software. 

At the beginning of each semester, I send my classes a google form inviting them to share their preferred names (with tips on how to pronounce them), pronouns, and other helpful contextual information. I include an optional final question: Finish this sentence: “It would be helpful if my professor knew …”

The responses I get help me connect with students who need (or would like) my attention, while just posing the question communicates to everyone that I care.

I do a midsemester check in with my students. We do fishbowls, where rotating groups of students meet in the middle to discuss a question for 6 minutes, while everyone else observes. I put variants of three questions on the board: 

a) what’s going well in this class; 

b) where are the struggles and challenges, and what could the instructor do differently; 

and c) what could you do differently to get the most out of the course? 

I keep time, thank each group when they are done, and take notes. I summarize after 20 minutes, followed by 10 minutes of discussion. If you ask students to do this and they see you implementing the changes, you will have students who both trust you and commit to the course.

This semester students in my AFC 101 course are creating “zines” on a topic of their choice related to class content. The intention is to give students space to explore their interests and present their research in creative ways, while creating educational materials that can be shared with their communities.

I went out of my way to learn and use my students preferred names. This brings recognition and validation into the classroom building confidence and promotes learning.

As one of my teaching routines, I do a Brief Check-in at the beginning of the class on Mondays and an Exit Ticket with appreciation at the end of class on Wednesdays. Classes are about 75 minutes, and each activity takes about 10 minutes. The goal of the check-in is to learn more about students' backgrounds and what's happening in their lives. Some examples: 1. If you had a teacher or instructor who really supported you — what did they do that worked so well for you?; 2. Share one thing you did this past week that you're proud of; 3. Have you been able to take good care of yourself? How do you practice self-care?; 4. Did you have any bad days this week? What did you do to make yourself feel better? etc. I try not to repeat the questions. The Exit Ticket with appreciation is to learn what they appreciate in class that day or something I could tweak in the activity. For instance, 1. What is one thing you appreciated about today or something that someone said?; 2. Acknowledge someone in class for a job well done today; 3. How will you apply what you learned today?; 4. What did we do well today from your perspective as a learner? Is there anything we should tweak for next time? etc. All students participate and share their thoughts unless they feel uncomfortable. This teaching routine supports community-building between my students and me and between them and makes it clear that I care about their well-being and learning.