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Student Success - New Faculty Orientation
Student Success - New Faculty Orientation
Student Success - New Faculty Orientation
Student Success - New Faculty Orientation
Student Success - New Faculty Orientation
Student Success - New Faculty Orientation
Student Success - New Faculty Orientation
Student Success - New Faculty Orientation
Student Success - New Faculty Orientation
Student Success - New Faculty Orientation
Student Success - New Faculty Orientation
Student Success - New Faculty Orientation
Student Success - New Faculty Orientation
Student Success - New Faculty Orientation
Student Success - New Faculty Orientation
Student Success - New Faculty Orientation
Student Success - New Faculty Orientation
Student Success - New Faculty Orientation
Student Success - New Faculty Orientation
Student Success - New Faculty Orientation
Student Success - New Faculty Orientation
Student Success - New Faculty Orientation
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Student Success - New Faculty Orientation

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Dr. Tom O’Brien – Student Success …

Dr. Tom O’Brien – Student Success
University of Southern Mississippi

Published in: Education
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Transcript

  • 1. It’s 12 Weeks into the Semester. Do You Know Where Your Students Are?
  • 2. Ways to Gain Feedback on Your Teaching and How Your Students are Learning Before the Semester Ends. Tom O’Brien Educational Studies and Research
  • 3. Rhythm of the Semester • What is your perspective for your course(s) on Day 1? • Week 1? • Week 4? • Midterm? • Final two weeks of semester?
  • 4. Rhythm of the Semester • What do you think you students’ perspectives are? • Week 1? • Week 4? • Midterm? • Final two weeks of semester?
  • 5. Are they synchronized with you?
  • 6. Are you synchronized with them?
  • 7. Traditional Feedback from Students • comes after the course ends • used in the annual review process • plays into the pre-tenure and tenure review evaluations
  • 8. Problems with This Feedback • Comes to late to make any changes or adjustments to course or instruction • Does not uncover potential student misunderstanding of material or learning problems • Does not address student frustration in a timely manner • It is high stakes…summative … permanent. It plays into decisions about your livelihood.
  • 9. Too Little, too Late (But High Stakes)
  • 10. Possible Solutions
  • 11. • Get feedback (verbal and/or written) on syllabus on day 2 and day 3 of class meeting • Establish an email policy (For example: I will return emails in 48 hours. Replies will be short and quick. If a major explanation is required, invite the student to make appointment or come to office hours. Take time in class to explain your email policy.
  • 12. • Highlight your office hours and encourage students visit you. • Be available for office hours. • Know their names. • Call them by their names in class.
  • 13. While teaching give short “previews” & “reviews” that link to current lesson.
  • 14. PRE & REV (not my best slide)
  • 15. Try to spend part of every class: in the students’ heads rather than your own.
  • 16. Try using “exit slips” at the end of each class, or once a week (or once every two weeks). 3x5 “ 
  • 17. Do a midterm evaluation of instruction
  • 18. • Refer to syllabus regularly. • If adjustments are needed (due to time, assignments etc.) explain them in class and have students edit the syllabus… • Or provide students with another e-copy of updated syllabus.
  • 19. When appropriate MIX IT UP.
  • 20. When a problem arises, ask a colleague for help
  • 21. Discussion Questions? Good luck!

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