Most of us are probably thinking about the political midterms these days, but HSJMC instructors are also gearing up for the pedagogical ones.
We're almost at that halfway point in the semester. The early weeks have presented a lot of questions, especially for new adjuncts or even for seasoned instructors teaching a course for the first time. Among those: What feedback do students need at this point? How can an instructor change directions in a class without inciting unrest? How can an instructors really know if their teaching style is working? And grading! What is that university policy on grading standards anyway?
ProActive Teaching is taking a moment to address some of these questions to help some of our newer adjuncts (and some of our seasoned ones) stay steady as we approach the midterm season.
Let students know the scoop
This is usually the time in the semester when students get concerned about grades. So make sure they have information to help them know where they stand. A few tips on that:
- Get those assignments graded. Yes life is busy, but your students need feedback.
- Be sure to input your grades into Canvas so your students can see where they stand. Canvas has a nice analytics feature to help your students assess their grades in relation to peers in the class and to gauge how it might correspond to a final grade.
- Take some time in class to explain how that Canvas calculation may or may not be accurate. In other words, remind the students of any ways you offer chances for grade improvement, such as extra credit or opportunities for grade replacement. Remind them how much of the grade relies on the assignments they've already turned in. Chances are they have lots of opportunity for improvement.
- If a student is struggling, let that student know clearly and compassionately. Now is the time to figure out solutions that can help the student succeed.
You are at the helm
If your best-laid plans for your class aren't exactly working out as you imagined, don't stick with a schedule just because you created it. Change it if you must. Just remember to keep in mind that constant change cannot be the norm in the class. The trick is to stay on track but remain open to changes that serve the students.
To stay flexible, but also firm, a few rules apply:
- Put everything in writing. Make clear to students your written changes are an addendum to the syllabus. Make the change clearly on Canvas, in several places if possible. Note it as an announcement on Canvas and a fixed new part of the Home page.
- Be sparing about changes. Students need to count on deadlines so they can plan how your class fits with their other commitments. When you make a change, consider how it fits into the larger structure of your class, and assess the broader flow so that you don't have to keep making smaller changes that continue to disrupt.
- Only make changes that advantage the student. Do not move up deadlines, for example. Always give students more time. Do not change the rubric on an assignment in the middle of student work on it. Instead, once that assignment is finished, make clear to a student that you are shifting priorities and want to emphasize other skills. In other words, always think about how your change might disadvantage the students -- and then go the other way.
- Explain the reason for the change clearly. Tell students why it will help their learning. Give them an opportunity to give you feedback about the change. And listen to their views. Which leads me to the next issue...
Get feedback now
To know if you do need to make changes, it's always useful to hear from students. As I've written previously in this blog, early-term evaluations are a great way to get that feedback -- as well as to learn whether your teaching style is connecting with the class.
Early-term evaluations, or those done close to the midterm, do not need to be involved. The university's Center for Educational Innovation offers a long form or a few short options for surveying students. Check out the options at my previous post Midterm Feedback: Watch what you ask for; it might help you.
New grading standards
The university will be adopting new policy on grading, possibly by spring but certainly by the next academic year. The policy has completed its 30-day public review. It will now face final faculty governance and administrative approval before it is implemented. But the fundamental details have been worked out. When the policy does get implemented, here is what will change:
- Incompletes will now need to be finished within one term. Previously students could have up to one year to complete an "I." (Please note that incompletes should be given only in very rare cases. In all cases, faculty need to arrange contracts with any HSJMC student requesting an incomplete. See Rebecca Rassier for more information -- and definitely before granting an "I.")
- New grading guidelines will more clearly define the letter grades and align them with GPA. While grades often involve subjective assessment, some contend this policy more clearly matches letter grades with definable performance guidelines. See the chart below.
Grade
|
GPA points
|
Definitions for undergraduate credit
|
A
|
4.000
|
Represents achievement that significantly exceeds expectations in the course.
|
A-
|
3.667
| |
B+
|
3.333
| |
B
|
3.000
|
Represents achievement that is above the minimum expectations in the course.
|
B-
|
2.667
| |
C+
|
2.333
| |
C
|
2.000
|
Represents achievement that meets the minimum expectations in the course.
|
C-
|
1.667
| |
D+
|
1.333
|
Represents achievement that partially meets the minimum expectations in the course. Credit is earned, but it may not fulfill major or program requirements
|
D
|
1.000
| |
F
|
0.000
|
Represents failure in the course, and no credit is earned.
|
Good luck with your midterm activity. As always, if you have a comment or a question about teaching, or want to add anything to the discussion at ProActive Teaching, please do so with the comments below or email me at ggolden@umn.edu.
