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anonymous

Using Grading Contracts - ProfHacker - The Chronicle of Higher Education - 46 views

chronicle.com/...25916

shared by anonymous on 03 Aug 10 - Cached
    • anonymous
      anonymous on 03 Aug 10
       
      I've used grading rubrics before, but I've never used a grading contract that lays out the grade for the entire course.  I think this article is useful, but I'm wary of what the article mentions: how do you quantify "exceptional" writing for the students.  It's ambiguous and could lead to student confusion. 
D. S. Koelling

Plagiarizing Yourself - Advice - The Chronicle of Higher Education - 31 views

chronicle.com/...124781

shared by D. S. Koelling on 05 Oct 10 - No Cached
msovoice liked it
  • Her presentation contained a slide that said academic dishonesty included plagiarizing yourself—i.e., taking a paper you had written for one course and turning it in for credit in another course. That, she explained, constituted a dishonest representation of your work for a course. "Unless," one of my colleagues chimed in at that point, "you're an academic, and you're presenting the same idea at a bunch of different conferences. Then it's clearly not dishonest."
  • "Are we allowed to use ideas from our writing exercise to help us write this paper?" she asked. "Of course," I said. "That was the whole point of the writing exercise—to get you a head start in thinking about how you want to approach your paper." "OK," she said. And then after a brief pause: "Because at orientation they told us we weren't allowed to use our own work twice." "Ah," I said. "That doesn't really apply in this case. And anyway, I don't really mind, in this course, if you take a paper that you've written for another course and revise it for an assignment in here. You just have to make sure that what you turn in fulfills my specific assignment. Other professors might feel differently, though. So I would always ask before you tried to do that."
  • So does the injunction against plagiarizing from yourself fall into the category of one of those hypocritical rules that we like to impose on our children: Drinking soda every day would be bad for your health, honey, but it's fine for me? If a categorical difference exists here between what we do and what we forbid our students to do, I confess, I have a hard time seeing it.
  • ...4 more annotations...
  • counterargument
  • So why deprive our students of the opportunity to learn those same lessons, by recycling a particular paper from one course to the next?
  • I can foresee one more objection: What's to prevent a student from recycling the same paper from course to course to course? Students who did so would lose the valuable opportunity to practice their writing—and writing, like any other intellectual or physical skill, requires lots of practice. But—practically speaking—the opportunity to reuse a paper might arise only once or twice in a student's career, thanks to the diversity of our course assignments and disciplines.
  • First, do you see a problem with allowing students to revise a paper or presentation created for one course and turn it in for another one, assuming they can make it fit the assignment for the new course? Does this count as plagiarism? Second, are there any courses or programs that build such a process into the curriculum—requiring or encouraging students to take work from one course and adapt it for another? I encourage readers to offer their ideas. Of course if you have published or presented elsewhere on this subject, you should still go ahead and share your recycled idea. I will leave it up to you to decide whether to feel guilty about that.
msovoice

Parents: Your Children Need Professors with Tenure - 18 views

chronicle.com/...124776

chronicle tenure academia

shared by msovoice on 06 Oct 10 - No Cached
  • msovoice on 06 Oct 10
     
    Of course, problems with the tenure system exist. However, this writer makes a good case for it and appeals to the parents of our students for support. I may send it to my college students as well.
Mr. Stanley

Teaching Document Design, Not Formatting Requirements - ProfHacker - The Chronicle of H... - 69 views

chronicle.com/...29041

design teaching formatting document education publishing

shared by Mr. Stanley on 03 Dec 10 - No Cached
    • LuAnne Holder
      LuAnne Holder on 03 Dec 10
       
      This would be a great activity for introductions.
  • One of my colleagues asks her students to sketch their names using a typeface that conveys something about themselves
  • One thing I do is bring in the style manuals from different local companies and show students how each company expects different things
  • ...11 more annotations...
  • Students in all disciplines are more than capable of producing and analyzing visual work in amazingly rich and complex ways.
  • many faculty members continue to specify detailed formatting requirements for student writing.
  • Your paper must be double-spaced, 12 point Times New Roman, with one-inch margins.
  • Such draconian formatting requirements stifle students’ creativity and cut off any critical thinking about what should be a crucial part of any writing-intensive classroom, namely visual design.
  • Teaching Document Design, Not Formatting Requirements
  • well-meaning and thoughtful teachers establish hard and fast formatting rules that may make their lives easier, but do a disservice to their students.
  • By making these requirements, we are telling them not to think critically—or even at all—about the visual layout of their documents.
  • We are telling them we value conformity over creativity, practicality over originality, our needs over theirs.
  • It all starts with students recognizing that design is a part of what they do when they write.
  • the rules we give our students should be negotiable, and in order for them to be negotiable, we need to talk to our students about those rules, why they exist, what the consequences of breaking or following them are, and so on.
  • Your paper should be readable and take into consideration the needs of your audience.  Most importantly, though, you should have fun and be creative with your design.
  • Mr. Stanley on 05 Dec 10
     
    Teachers need to allow their students more room to creatively use visual design, and at the same time, teach students to be aware. Forcing students to follow exact formatting requirements is counterproductive.
Ed Webb

Wired Campus: Politicians, Students Videoconference About Climate-Change Solu... - 0 views

chronicle.com/...about-climate-change-solutions

shared by Ed Webb on 07 Feb 09 - Cached
  • a delicate process involving poking “lots of tiny holes in the Congressional firewalls.”
    • Ed Webb
      Ed Webb on 07 Feb 09
       
      A metaphor for our times. We should do this more, and not just with Congress.
  • the National Teach-In on Global Warming Solutions, a nationwide event involving more than 750 colleges and schools.
Ed Webb

Georgia Legislators Say State Budget Is Too Tight for Racy Topics - Chronicle... - 0 views

chronicle.com/...t-is-too-tight-for-racy-topics

shared by Ed Webb on 06 Feb 09 - Cached
  • “Our job is to educate our people in sciences, business, math,”
    • Ed Webb
      Ed Webb on 06 Feb 09
       
      Sounds more like training than education, if that's all you value.
  • University officials responded by explaining that the instructors were not teaching “how-to” courses
    • Ed Webb
      Ed Webb on 06 Feb 09
       
      I rather suspect the good politicians know that, but chose not to understand it in public.
Ed Webb

The Wired Campus - Duke Professor Uses 'Crowdsourcing' to Grade - The Chronicle of High... - 0 views

chronicle.com/...7538

crowdsourcing grading collaboration

shared by Ed Webb on 04 Aug 09 - Cached
  • Learning is more than earning an A says Cathy N. Davidson, the professor, who recently returned to teach English and interdisciplinary studies after eight years in administration. But students don't always see it that way. Vying for an A by trying to figure out what a professor wants or through the least amount of work has made the traditional grading scale superficial, she says.
  • "Do all the work, you get an A. Don't need an A? Don't have time to do all the work? No problem. You can aim for and earn a B. There will be a chart.  You do the assignment satisfactorily, you get the points.  Add up the points, there's your grade. Clearcut. No guesswork. No second-guessing 'what the prof wants.' No gaming the system," Ms. Davidson wrote Sunday in a blog post detailing her strategy on hastac.org (pronounced "haystack"), the acronym for  "humanities, arts, science, and technology-advanced collaboration.," which she co-founded.
  • It's important to teach students how to be responsible contributors to evaluations and assessment. Students are contributing and assessing each other on the Internet anyway, so why not make that a part of learning?"
Patience Wieland

Studies Explore Whether the Internet Makes Students Better Writers - Chronicle.com - 0 views

chronicle.com/...39writing.htm

edtech writing

shared by Patience Wieland on 17 Jun 09 - Cached
  • Patience Wieland on 17 Jun 09
     
    Mark Otuteye
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