Tena Crews

William, Yes, and when you refer to the final outcome are you talking about the grades and whether students achieved the learning outcomes or not? Just wanted to make sure. Thanks.

William, Excellent. We have to make sure the learning outcomes are connected to the course content and assignments. We want to make sure students clearly understand those learning outcomes as well. Thanks.

Jay, The key is that the rubrics help not only the instructor, but the student as well. They help students understand the expectations and tie the assignment to the learning outcomes. I think many times faculty have had experiences with rubrics being created for them and the rubrics were not designed well and they think, then, that rubrics are not effective. They may have also not had the opportunity nor took the time to create their own rubrics. Thanks again.

Jay, Thanks for the resources/recommendations about digital natives and immigrants. I ask student to discuss previous degrees if they have them, hobbies, and to describe themselves in 3-5 words. The key words typically describe their personality traits and all of this information can lead to the discovery many times of their generation. Many times they volunteer their age and aren't ashamed of it. Why is asking someone's age (especially if you keep it confidential - which I typically do on students info.) a legal issue? Thanks!

Jay, The factors I consider when thinking about office hours are when would they be most beneficial for students. For example, I have all of my assignments due Wednesday at 5:00 p.m. and I have office hours that day so I am available if they have difficulties. I also have office hours the next day so I can grade assignments in a timely manner. We all have to do what works for us and our students.

Jay, We do have to make sure students can access and use the technology tool effectively. We can also assess the tool to make sure it's doing what we want it to do. When faculty decide what tools to use, they typically think about the things you discussed in this forum post and they are typically familiar with the tool. That is helpful. Thanks for your post.

Scott, Why argue? Ha! Just kidding. You are right on target. Your #1 deals with the learning outcomes and you have a grasp on the fact that we have to provided the content in a variety of ways to "hit" all students. Thanks for your input.

Donna, Good point. When you see the variety of final grades for students you can reassess the content and how it is offered. Thanks for bringing that point to light. Thanks!

Donna, The rubric criteria are essential. There is a fine line between appropriate criteria and too narrow criteria. We want to provide for creativity as well. Thanks for your input.

Donna, Engagement is the key. We have to think (and be creative) about the many ways we can engage our students. Providing content in a variety of ways to students helps "hit" the learning styles. Thanks!