6. Success: Lead indicators of student success which shall include the following...
a. Regular and frequent response to students’ academic needs both in and out of the classroom.
I dedicate at least one-third of my class time to active problem-solving, where students work through exercises related to the material covered in lectures. During this time, I provide immediate feedback and assistance to ensure their understanding of the concepts. In addition to in-class support, I respond promptly to students' queries via email, often using PDF writing tools or creating video explanations to address their specific concerns.
Students also regularly attend my office hours, both in-person and online. During on-campus office hours, we use whiteboards for hands-on problem solving, while online office hours are held via Zoom, where I review and explain the questions posed by students in real-time. To increase accessibility, I occasionally hold office hours directly after class in the same classroom when space is available, making it easier for students to seek help without any extra effort. This blended approach ensures that I can meet the academic needs of my students efficiently and effectively, both inside and outside the classroom.
b. Use of student engagement strategies in class.
In my teaching, I prioritize student engagement by incorporating various strategies that foster active learning. As mentioned previously, I dedicate about one-third of class time to in-class problem-solving assignments, where students apply the concepts, we've covered and receive real-time feedback. During lectures, I make it a point to pause regularly, allowing students to ask questions and encouraging participation in class discussions. This approach not only helps reinforce their understanding but also creates an interactive learning environment.
When a student presents a unique or particularly effective way of solving a problem, I invite them to share their method with the class, fostering peer learning and collaboration. For my online classes, I utilize discussion-based assignments to maintain engagement. Students are encouraged to post questions and assist one another through our course platform, D2L, creating a collaborative learning space that promotes critical thinking and mutual support. This blend of in-person and online engagement strategies ensures that students remain actively involved in their learning process.
c. Prompt feedback which includes but is not limited to return of exams and papers within one-week, frequent graded assignments to assist students in monitoring progress, concrete and constructive feedback provided and class discussion of results of assignments and exams.
I make it a priority to provide timely and constructive feedback to help students succeed. Most of my graded assignments are done through online tools, allowing students to see their progress in real time. For my in-person classes, I incorporate in-class activities where students receive immediate feedback and assistance as they work through problems. In my online courses, I assign discussion projects that encourage peer interaction and provide feedback from both classmates and me. When I notice a student struggling based on their performance, I reach out to offer one-on-one support, either during my office hours or at a time that works best for them.
d. Provide adequate time on task which includes but is not limited to having set due dates for assignments, make up requirements, time management skill discussions, weekly reading schedules and realistic expectations with relevant assignments.
In every class I teach, regardless of the format, I provide clear and detailed instructions about the assignment schedule. The course schedule is posted in D2L, and I also send out weekly announcements to remind students of the tasks for that week. For all assignments, I allow at least a week for completion to ensure students have adequate time to manage their workload. I make the course schedule available before the semester begins, so students can plan their time effectively and avoid any last-minute rush.
e. Using the course outline as a minimum standard, setting high expectations which includes but is not limited to clarification of course expectations, explanations of consequences for not completing work, expectations of student participation, and referrals to support services such as Academic Success Centers, Seahawk Support and tutoring.
In my syllabus, I provide detailed information including the course schedule, assignment due dates, expectations, late work policies, student participation requirements, and available resources both on and off campus. I regularly remind students that my support will be most effective if they stay engaged and take responsibility for their learning. I emphasize the importance of teamwork between the students and me, and I encourage them to use resources like the Academic Success Centers, Seahawk Support, and tutoring services for additional help.
f. Employ diverse teaching methods to accommodate various student learning styles and various levels of academic preparation.
I use a variety of teaching methods to accommodate different learning styles and academic levels. I post my lecture notes in D2L ahead of time so students can review and prepare before class. In some courses, I also provide videos for additional support. If I notice a student struggling, I offer one-on-one help to ensure they can grasp the material and succeed in the course.
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