Barry Westling

Adrienne, I begin by looking at the course objective, and student learning outcomes (if they're present). For me, I want to make sure I am acuurately measuring learning. Therefore, the more important content elements in a course should have more weight. But I also realize people learn in different ways so I try to have as much variety in the grading system that still allows accurate measurement. Also, I think trial and error, past history, and institutional policies have a place. Needless to say, it has to be fair to all (one reason I avoid extra credit). Barry Westling

Adrienne, This is touchy for me too. I choose not to give EC, based on past bad experiences. I ask, why is EC needed in the first place? If it's required or helpful, it should be part of the graded assignments from the get go, right? I have nothing against the assignments, it's the points for the assignment that I avoid. I'm all for anything that's creative and works towards helping students learn. Barry Westling

Terry, I have no idea, but I know that technology is advancing at logarthmic rates. It will continue to advance, with the hope and promise of better (or at least improved) student outcomes. Old is not bad in itself, but we need to reach the students where they are at, and there is a flood tide of techno-wizards that are a large component of the present and next generation. Barry Westling

Terry, PPT is a tool, so we have to avoid overusing the wrong tool, while at the same time relying on the best tool for the moment. It's said, "to a hammer, everything is a nail". We don't want to get locked in to only what we are most comfortable with. Barry Westling

Adrienne, Some of my earlier notations were on 3X5 inch note cards stapled to a page in the curriculum binder. I've since moved to mostly electronic (but I miss the older, tangible ways I used to commnicate with myself). The biggest benefit to elctronic means is the relative easy access by search, whereas, thumbing through pages to find something "I thought I wrote down" was not too efficient. Reflective...yes. Efficient...not really! Barry Westling

Brenda, True. By close observation and self analysis, we can see a clearer picture of how things are, and how we want them to be. Upon reflection at a later time, we can also measure our own growth and degree of improvement. Barry Westling

Brenda, I agree. Standing up to our fears is the best way to overcome them. I think students are usually quite gracious when we try new things, as long as we are humble, and sincere about testing out new ways to help them learn. The more honest and up front, the more likely students will respond favorably. Barry Westling

Terry, Terrific! I think if we will to always try our best for our students, we will naturally come up with creative ideas, some untested (perhaps because of perceived limitations), but which will promote growth. Barry Westling

Sandhya, Good. This also shows we are "normal" and helps students feel like they can talk to us about whatever is on their mind. Barry Westling