Category Archives: Adjunct Faculty

An Unexpected Turn Of Events

An Unexpected Turn Of Events
Prompts An Unexpected Change In The Way I Will Teach.

Over the six semesters I have been teaching the Art of Storytelling, I have had three classes with deaf students. I sign a little, but thankfully the college provided two interpreters for each class. They were all wonderful as they interpreted for the deaf students, and also voiced for them when they performed a story.

So it was only natural that when I got a case of laryngitis that I thought, “No problem, I will just get an interpreter to come in and ‘voice’ for me.” I E-mailed the disabilities department and asked how much lead time they needed. Unfortunately, the supervisor wrote back that they only provided interpreters for the students, and I would have to contact HR. So I did.

The HR Department wrote back that laryngitis does not comply with the definition of an ADA disability and that if I were sick, I needed to contact my department head and arrange for a sub. I replied that I was disappointed and that, “I’m not ill. I don’t need a sub, just a voice.”

Step two: time to get creative!

I wondered what I could do. I have a small P.A. system and tested it out. I whispered into the mike, and it seemed that the amplification would work.

Now the lesson plan… Continue reading An Unexpected Turn Of Events

 

Money Matters?

I can’t help thinking that lately, money has become the focus in academia. As the state cuts all state funding from community colleges in Maricopa County Arizona, how do we continue to deliver the best two year school education in the United States? What do we do? The answer seems simple to me, we continue to carry out the mission of the college.
Here is the Glendale Community College mission (taken from our website):

Glendale Community College prepares students for further higher education, employment and advancement, and successful participation in a global society.

Let’s focus on that mission. Everyone at a college plays an educational role for our students, from the college president to the clerk typist, to the faculty member in the classroom, to the maintenance and operations people, to the student affairs staff. Everyone at the institution should be aware of the college mission, and keep that as the focus of everything that we do.
If we all do that, we can continue to deliver the best to out students despite the financial woes. We can continue to do what we do best!

 

Life is Not a Multiple Choice Test

… well I suppose it can be, if you know what the choices are. In many cases, however, the available choices are not fed to you. There is no bubble sheet to fill in. It’s up to you to figure it out with no hints from a prompt.

Many of our younger students have been tested to death. One thing is for certain, they are comfortable with multiple choice options.

Last semester, I told my students that I was assigning a final project instead of a final exam. They begged me for a multiple choice test instead. To their credit, I had assigned a large number of projects throughout the semester, so I caved and wrote a final exam for them.

I do believe, however, that a degree means more than regurgitating facts. There are a number of other skills employers expect when they hire someone with a degree. I think these skills are learned through the college experience as a whole.

I came across this list of traits that we really cannot measure with tests today:

Whether or not we use multiple choice tests for factual knowledge, I believe the experience of going to college and completing practical application projects helps develop these characteristics.

Next time I work with a student who is frustrated, doesn’t like group projects, writing assignments,  or has roadblocks and other issues in the way – I will come back to this list, for no matter what a student’s major is, these skills come along with it. And we all get to contribute to that!

 

 

Let’s Talk About…Late Penalties

Some instructors I know are almost indignant: At a college level, an assignment is due when the assignment is due: “There’s no tolerance for late projects in the real world,” they crow.  Other instructors I know are at the opposite end of the spectrum: They allow students to hang on for a whole semester with minimal effort, and often end up paying the price themselves at the end of the semester by grading an avalanche of last-minute, hastily-thrown-together late assignments in weak attempts to save doomed grades.

You know that old adage: “No good deed goes unpunished?”  It sometimes applies here.

I think either extreme on late penalty policies, too hard or too soft, is problematic in a community college setting.  Having or enforcing no expectations for “on time work” isn’t disciplined enough, and in many ways penalizes those who turn their work in on time (why should they?).  Having a policy that is too strict and punitive can destroy a handful of beginning students prematurely:  Does that harsh of a penalty really fit the “crime”?

Regardless of what you do for late penalties (and everyone should have and apply a stated policy from the opening day of class), document your guidelines in the syllabus, let everyone know ahead of time, and be fair in the application of the rules.

I’ve come up with a late penalty system that I think hits middle ground and is effective for community college learners. Here are the main features of my late policy:

  • If an assignment is late per the web time stamp or other, the penalty is 20% off the point value per calendar day (even if you don’t use Canvas for a full online class, you can still use it for assignment submittals – and you won’t have to carry around all that paper, either).
  • Any assignment not handed in within five days of the deadline gets a zero.
  • Any student that has three “zeros” is in danger of being dropped (note I didn’t say “will be” – there are a few exceptions — see below).

Some exceptions:

  • Extra credit, because it is by definition “extra,” must be handed in on time, and cannot be handed in late.
  • If a student has an extended illness or a planned medical procedure or a severe accident, I will consider an extension if they let me know before the assignment due date.
  • Some assignments, like MGH Connect, are graded on participation and effort (in the case of Connect, by completion percentage). Here I grade at 25% completion and four-week intervals, and allow late submissions, but not for credit. Students must make the completion percentages on time to get participation credits. (With Connect, they cannot go forward without completing all previous exercises).
  • Drafts are key assignments in the writing process – they represent a significant milestone, and I typically need to assign peer reviewers to drafts as soon as possible to give reviewers as much time as possible. Therefore, late drafts are accepted, but the penalty is more severe and the time is shorter: 50% off the point value IF the draft is handed in within 48 hours of the original due date – and, the student does NOT get to participate in peer reviews for credit.

To me these very practical late penalty measures represent a good balance between the discipline needed by students in their first couple years of college (where part of the learning is learning how to be a student), and the realities of (college student) life:

  • They tell the student that they are accountable for their assignments.
  • They tell the student that they are responsible for their overall grade.
  • They distinguish between the important and the most-important assignments (not every thing in life is equally important, either).
  • They are fair in the sense that (1) the policies are the same for everyone, (2) there are exceptions for extreme conditions, and (3) the penalty is based on a percent of the point value of the assignment (in short, equitable).
  • They reward on-time delivery by the more mature/exceptional students.
  • They virtually eliminate the grey and often emotional areas we all run into: Is an assignment late if it is 30 minutes late? Is it late if I was sick? If my mother died? If my dog ate my homework? Yes to all.
  • They provide hope for the students that, as human beings, forget an assignment due date once in awhile – they are not destroyed by one or two late assignments, and can recover with a quick response and hard work.

State and apply a late assignment penalty system that is fair and equitable and fits the situation. Your students’ lives (and yours!) will be better for it.

 

Simply the Best

Simply the Best – I’m Naming Names

Who drives you to be the best version of you?

Here is my current top-twelve list of coworkers who push me out of my comfort zone, fire my passion for my field of interest and remind me of my role at GCC. These people probably have no idea that simply by being themselves 100% of the time, they are setting an example and driving people like me to dig down deep and give all of myself all of the time.

In the past couple of weeks, each of these individuals has done something impactful that has helped me reflect on how I can be a better version of myself and ultimately help others to do the same.

Lisa Lewis – She boldly goes where others would falter. She does more work than anyone I know and has never complained once about it. Her work ethic makes me want to work harder. She brings out the best in her students, regardless of their excuses. She sets standards so people will reach higher.

Stephanie Sawyer – She goes and she goes and she goes, and nothing stops her. The ideas keep streaming and she pushes me to think of things in new and refreshing ways.

Alisa Cooper – She makes the most difficult and complicated matters seem simple and achievable. Her smile is contagious and her warmth makes her approachable.

Dr. Kovala – A true leader in a leadership role. I walk away from every encounter with a lesson that can be applied to my life. Just through Write 6×6, I am reminded of the joy of buying a drink for a student and how to be better prepared for a public speaking engagement.

Scott Schulz – A true supporter of dreams. He is approachable and knows when to acknowledge people’s efforts, encouraging self reflection and personal responsibility.

Eric Leshinskie – Willing to help, at the drop of a hat, in matters of grant writing, especially in moments lacking clarity and time.

Tressa Jumps – A real person with big dreams and guts. She is not afraid to laugh at herself. Another living example that it is possible to adapt your comfort zone in order to get the ship going in the right direction.

Mary Lea – The only person I know who can bring calmness and serenity to all circumstances. When life gets stressful, I invoke Mary Lea. She is like a genie in a bottle and always shows up when you need a dose of positivity.

Trisha Thurston – A spirited body who is not afraid of hard work. She brings out the best in people, especially when self doubt is slowing us up.

Nancy Burke – While standing in line at the cafeteria, I observed her as she offered to buy lunch for a member of the military, to thank him for his service. Sometimes we forget to look around and see the people standing in line with us. It’s fun to make someone’s day and take our mind off of our own worries.

Kristin Bennes – She sees a need and she finds a way to make life easier for everyone. She is compassionate and a true listener.

Lindra Fishleder – Game for anything that is going to make a positive difference. Another compassionate soul who builds confidence in others so that they may achieve their dreams without hesitation.

So, who drives you to be the best version of you? Would you be willing to name names?

Who shows bravery when others would throw in the towel?

Who keeps forging ahead despite a million excuses?

Who takes risks in order to help others?

Who sees past self doubt in others and pushes them to be their best?

Who sees a need that nobody else can see?

Who goes at everything with a positive attitude and a sense of humor?

Who sees your abilities and passion before your appearance?

Who finds a way when there is a road block?

Who sends a message of positivity in all of their interactions?

No man, or woman, is an island, and nobody is perfect. By supporting each other and bringing out the best in others, we can spend our days at work the way they are supposed to be spent…filled with passion, living our dream and improving the lives of others in the process.

Don’t see your name on this list? Keep working on the best version of you. You will find yourself on someone’s list!  ;o)

 

Canvas and Face-to-Face Classes

When I returned to college-level teaching (after almost 20 years break), I felt intimidated by the prospect of using a Learning Management System. Talk about change … we were just barely using email over dial-up on a UNIX prompt (no web browsers yet) last time I was in academia. It wasn’t the technology that intimidated me – it was the fear of using technology as part of my teaching method. I felt outdated, and out-of-touch with new teaching technology.

I couldn’t have been more wrong! Using Canvas as a part of my class has freed me from creating and maintain spreadsheets, updating grade reports, grading tests, and much more. It has also enhanced the learning experience for my students by allowing them to discuss things online, providing a running tally of the assignments due, and providing grades and feedback as soon as something is reviewed or graded by me. It also allows me to communicate with students on a more real-time framework, and it keeps all the paperwork associated with the class in an easy-to-access, organized fashion.

Here are some of the ways I use Canvas for face-to-face classes:

Gradebook – I love this feature. I can set up weights on grades and offer extra credit without having to do much math at all. After I do a set of grading, I usually look at the overall total for each student to see how they are doing in the class as a whole.

Front Page – I have found a way to set up a table for the course home page that I can update each week. I put some kind of picture that represents the area of study and a quote by someone regarding that area of study. I also have spots for Important Links, What is due in the coming week, and a section for honors. I can also put a big, red announcement across the top of the page to emphasize something important (like test dates, etc.).

Assignments and Rubrics – I set up all assignments in Canvas for several reasons. First of all, I must to that to use the gradebook feature. However, by setting up the instructions for the assignment online, I don’t have to worry about students losing the printed assignment instruction sheet. I also set up rubrics, so when I’m grading, I can remain objective and accountable.  I also ask students to turn in assignments via Canvas whenever possible – I know exactly when an assignment was turned in (late or on time), and I never have the fear of losing someone’s paper. Also, students can’t claim they turned something in when they really didn’t.

Tests – I hate tests. I like to use projects to assess how students are understanding and applying the material, but I also know that tests are a necessary evil. I also like to use interaction, small group activities, and active learning in class, and I feel that class time is better spent in discussion and activity than in taking tests. I set up quizzes in Canvas, and students must take them within a certain amount of time. The time limit prevents them from looking up every answer, so they must know a bit about what we’ve been discussing in class. However, as we all do in real life – if there is something they are blanking on, they can use notes and text to find the answer.  By using this strategy, I have gained three additional class periods that would otherwise be used in testing. … And no more scantrons! Canvas grades them for me, so all I do is look at the statistics in case I have to revisit any of the questions or material later.

Small Group Work – this semester I have assigned small group projects that require a bit of work outside of class. By using the groups feature, students can interact with each other online, which makes it easier given their busy schedules.

Discussions – I use these to make students accountable for preparing for class. I ask them to post one or two things about the reading material, and then comment on someone else’s posts. Then when we use and apply the material in class, they aren’t totally left in the dark, and I don’t have to revert to lecturing.

It’s not a hybrid class, but using the features of Canvas to support my activity in class has opened up all kinds of possibilities to reduce paperwork, but more importantly, enhance student learning. Change, in this case, was good!

 

Let’s Talk Evaluations…Self-Evaluations, That Is

I am an adjunct English instructor, so during any given semester, I am grading all the time.  My friends and family tease me about this often.  I usually shoot back at them with one of two retorts: “Quiet! I’m trying to go fast enough here to make $2 an hour!” Or, more often: “I haven’t found a way yet to teach people how to write better with a multiple choice test – until I do, I’m stuck grading papers!”

Much research has been conducted and much has been written and argued about evaluations – I won’t go into all that here, but the takeaway to me is that good evaluation of what actually needs to be learned and incorporated into the student’s “tool box” is very hard to do right or well.

Most “tests” and even essays simply don’t cut it.

So in my classes, I incorporate what I call a “Lessons Learned” essay at the end of each module.  I don’t call it a “self-evaluation,” or students probably wouldn’t do it.  But that is exactly what it is: A “reflection” essay on what the students learned about the writing process and/or about themselves in the last module we just spent several weeks of their lives on. In short, students review what they did to produce their latest final paper or project, ask themselves what worked for them and what didn’t, and then tell me whether or not they were “successful”– and support their answer.

In good essay form, of course.

I don’t limit the content (say, to peer review or prewriting or outlining or any other step) because, how do I know what they learned?  This keeps the evaluation open-ended and lets the students be “response-able,” i.e. able to respond to their fullest extent possible.

This is a sneaky way, perhaps, to get students to become critical thinkers, to turn their thoughts inward, to analyze what they did, to place some value on their actions, to decide which are important enough to include in a paper, and to present their ideas in a proven and tightly-controlled manner.

It works better than any test I could come up with, and it is more often than not very gratifying to watch them grow.

In addition to the “Lessons Learned” essay for each module, I also require a “Lessons Learned” essay for the course.   I assign a final exam from students using the same method as the “Lessons Learned” assignments for each module – the final requires more words (500 versus 250 minimum) and covers a longer time span (the length of the course versus module).  The final essay is again an open-topic essay, and students can use their books and/or any previous “Lessons Learned” essays they want.  Once more, students must take themselves through the process of brainstorming, listing, analyzing, choosing and prioritizing points to present in their essays.  And present them in good essay form.

In preparation for this final essay, I have students write their own “My Writing Process Today” essay in the first week or two of class, where they present (as honestly and openly as they can) the steps they go through when they are given an essay assignment – one that often entails panic, stress, tobacco products and junk food, but one that sometimes also includes  music and sharing with family and friends and otherwise getting themselves into a “good spot” to write.

Almost everybody at that point talks about procrastinating and doing the final work the day the assignment is due (tendencies we work to eliminate throughout the course).  Their final essays are often a comparison of their individual process in weeks 1-2 with their process in weeks 16-17.  They talk about such things as prewriting, outlining (who knew?!?!), peer reviews, and growing confidence in themselves as writers.

I’m not a research or educational scientist, and have no data on hand to prove this – but something tells me open-ended self-evaluations like these help students make the material presented and practiced in class their own, and that they’ll use those “lessons learned” themselves more readily in the future than those that take tests or simply write the required reports.

But if anyone has that multiple-choice test I’m looking for — the one that teaches people how to write better without actually doing any writing — please let me know.

I could use a break from all that grading!

 

 

I’ll miss you when you’re gone

Most of us who work as teachers find that working with students is the most important reward of the job. I believe it is beneficial to build some kind of relationship with each student in the class to help determine how to best to meet individual learning needs. These relationships are build over the course of the semeseter – and all to often, they end after final exams.

On the first day of a new semester, I often wonder how I will make the class have a cohesive camaraderie, and if it will live up to the one I taught the previous semester, or in previous years. People are often quiet and shy, and are not showing their true colors yet.

I spend a bit of time getting to know them by hanging out before and after class, providing comments on work turned in, walking around and interacting with small group discussions, sending emails regarding missed assignments, and offering help whenever its appropriate. In some cases, students will offer information about themselves – like work scheduling, family obligations, and outside activities. This gives me the opening to talk with them individually about more personal things.

Right around mid-semester, things start gelling, and people are talking and interacting. I know all the names in the class, and I generally know a little bit about each student other than just their student life. They also seem to be more comfortable with each other, and are more willing to contribute in class. The begin forming community.

By the end of the semester, the students genuinely enjoy being with each other. I have bonded with them, and we have a thriving community atmosphere. Often, as we are wrapping up for the semester, I might mention that we only have 2 or 3 class sessions left, and some students are visibly disappointed – and I am too.

Once the class is over, I miss the students. It seems like I only have them for a short time, and I want to know how they’re doing, and what they’re up to.

I am always so happy to run into former students at the college, or in the community. I saw one student in the enrollment center one day, and she emailed me later expressing her difficulty scholarship funding. I was able to share her story with the right people, and she was able to get what she was promised – and it made it possible for to continue going to school. Another group of my former students coordinated their schedules, and are purposefully taking classes together this semester.

Our time in class is short, and I have memories of many students long after the semester is over. I often wonder if our impact on students is limited to the time we have them in class. I know they have impacted me. I would love to see some comments on how others have retained contact with former students.

 

The Energy Enigma

It’s a weird thing about energy. It’s hard to capture. At the end of a hard day at work, it can completely evade us. On most Friday evenings, I think it gets buried in the sofa cushions with all of our lost articles.

We have all learned that energy cannot be created or destroyed. So where does it go when we are searching for it the most? Maybe there is a different formula for the type of energy we are all looking for?

Would you believe me if I told you that energy could be created by expending energy?  i.e. Energy begets energy. It seems counter intuitive, doesn’t it. How can I create energy if I don’t have any?

Personal example: Today I came home from work after eight hours of interviews, which consisted of sitting in a chair for most of the day. My energy meter was hovering around “empty,”  in the red zone. I had 20 minutes of free time before going to pick up the children.

I had a choice: I could melt into the sofa for a 20-minute nap (sounds delicious); or I could put on my running shoes and go run around the local park. I’m not much of a runner, but the weather was so nice and the park looked so inviting. I opted for the run.

Miracle of miracles! My energy meter was back in the green zone, and I was back in action and singing songs with the kids in the van. My brief exercise session also gave me the energy to write this blog before the Friday night deadline and fully engage with my online classes for the evening.

When you repeat this type of behavior on a regular basis, you come to rely on a brief exercise session to get your energy back on track. In fact, a brief exercise session can function just like a cup of coffee in the morning, but the benefits are far greater and last a lot longer.

There are hundreds of personal testimonials and research studies to be found on this topic.  Here is just one such post that I enjoyed reading.

If you are up for a challenge, try replacing your morning coffee with an apple and a brisk walk. I guarantee you that your energy meter will soar! (I triple dog dare you to write a blog about your experiences.)

week3photo1
Photo “borrowed” from Dr. Alisa Cooper.

p.s. I know you have an apple in your office if you have been keeping up with your Write 6×6 blogs!  :O)

 

 

Let’s Talk About Extra Credit

Extra credit seems to me to be one of those “teacher taboos,” one of those things rarely talked about openly for fear of being shunned forever or banned from the faculty lounge.

I believe you can meet the course competencies and requirements in the allotted class time AND ALSO engage and reward students through extra credit opportunities – but it takes creativity, control and discipline.

And ok, a tiny little bit more grading.

What’s an extra credit opportunity look like? Here are a few I use:

  • In composition courses, prewriting and invention are competencies, part of the writing process taught. But an extra credit opportunity BEFORE the prewriting assignment, where students share initial ideas about what they are going to write about with other students in a Canvas or other (safe and controlled) discussion forum, is an added (but useful) perk.
  • Peer review is another composition competency. I use a “standard” Word form with ten questions about drafts that students must complete. If students complete the peer review forms correctly, sufficiently, and on time, they can also submit an MS Word “Track Changes” red-line review (i.e. direct electronic markup) on the same papers for extra credit (and learn/practice a new technical skill they’ll potentially use in their careers).
  • F2F Creative Writing courses are often known for their “workshop” format, where writers openly analyze and discuss fellow student papers in a real-time circle.   In my online CRW courses, I have what I call “virtual workshops” at the end of each module: Students must complete the required writing process steps to participate — but the “virtual workshop” is a discussion forum at the end where they can (1) share their story with others in the class, and (2) get comments from/give comments to any other student in the class. Not every student MUST post their story, not every student MUST (or can) comment – but if they can and/or do, they get some extra credit points.
    • In my combined introductory and intermediate CRW courses, posting and commenting in the “Virtual Workshop” is optional for beginning students, but mandatory for advanced students. Look at all the cross-training and exposure that happens!

Where’s the “discipline” element in extra credit come in? You have to set up rules and regulations to make sure extra credit is actually a reward for good work and not an open path to grade inflation. Therefore, make your extra credit opportunities:

  • Meaningful.
  • Fairly difficult and/or challenging, above-and-beyond the expected norm.
  • An added opportunity, not a replacement for required assignments.
  • Not worth more than 5% of the total grade, so that extra credit alone can’t change a student’s letter grade.

For me, the most compelling reasons to use extra credit are:

  • Extra credit is a great motivator – human beings fall all over themselves to do something if they think they are getting something free or “extra.”
  • Extra credit soothes student fears and obsessions with grades – it helps them learn more “right stuff” more easily.
  • Extra credit gives students hope. Students (and other humans?) need hope to continue. When their hope dies, so does their confidence, their self-esteem, their motivation, and usually any chance at a passing grade and a better life.
  • Extra credit is a great way to judge initiative. In the last two weeks of a course, when students typically flood you with questions about what they can do to get a better grade, all you have to do is look back at the extra opportunities already given to see if they had the initiative and took advantage of what was already offered.  Makes it clear they, not you, are accountable.
  • Extra credit balances out all that extra work we instructors do to help struggling students that are performing below expectations — by rewarding those Type A students capable of and wanting to excel above and beyond.  “Catch people doing something right — and tell them.”

Extra credit? Let’s bring it out in the open and talk it over, exchange ideas. I’ll be in the faculty lounge, munching down cookies.

 

EXTRA (HAH! Gotcha): How do you do extra credit in Canvas? Set the extra credit assignment up like you would any other assignment (title, details, due date). But assign a point value of “zero.” That way, the points earned in the extra credit (specify the value in assignment details so students know and you don’t forget) is mathematically “extra” as well and computes correctly into the total course point percentage as “extra.”