I had a thought while reading Kevin Gannon’s Radical Hope: A Teaching Manifesto about the purpose of teaching. It led me to make a connection to my own undergraduate experience that I had really never made before.
In Chapter 2 of the book, titled “The Things We Tell Our Students,” Gannon discusses the weed-out classes — those classes with the reputation of thinning out students and being a gateway to higher-level courses in the major. This passage really spoke to me:
Think about a particular course at your institution that has the reputation as a “weed-out” class for a particular major. Perhaps the instructor has a first-day tradition of dramatically conveying to students what the class’s purpose is. Turn to your left, now turn to your right, they intone; judging by historical averages, one of the three of you will not make it through this semester. Students who survived this gateway course talk about the demands of upper-level work in the particular program of which it’s a part. All-nighters, brutal exams, impossible group projects—there might even be an institutional lore surrounding the program, and an almost perverse pride from some of its members in being the most rigorous or demanding or intense major out there. Now ask what this type of culture is really saying to students. What’s really valued here: learning, or endurance? If students major in this program, will they embark on an intellectual journey, or a gauntlet of academic hazing? Are students being told what really matters is their readiness to submit to all sorts of draconian requirements inflicted in the name of “rigor,” rather than the specific knowledge and habits of mind needed by practitioners of this discipline? (33)
Kevin M. Gannon. Radical Hope : A Teaching Manifesto. West Virginia University Press, 2020.
I remember back to my own undergraduate days at Rice University. I did not personally take this class. In fact, I actively avoided it because of its reputation. The class was PHYS 101, the introductory physics class. As a history major, I had to choose some math and science to take. The two choices presented to me were to take one each of MATH 101, CHEM 101, and PHYS 101, or to take two classes of two of those. I chose to take MATH 101 and 102 and CHEM 101 and 102 just so I could avoid the physics class. And, everything I heard from those in the math/science/engineering pathway that took physics justified my choice.
The class was brutal, according to them, with class averages on the exams in the 40s and 50s. Yet, those who made it through the course felt proud that they had survived and could now go on to the field they had chosen. That seemed normal at the time. What Gannon talked about was in full presentation with physics at Rice in the mid-1990s. But looking back now, I have a completely different opinion on it, especially after reading this section from Gannon’s book.
At that time, the fault for not succeeding in the class was fully on the student. If they can’t handle this class, then they will never succeed in future classes. But, thinking about it, that is so perverse. They have created a course that is so difficult that many do not pass. Here’s the thing — if you create a class where the class average on exams is in the 40s and 50s, then the problem is not with the students but with the teaching. If you can’t teach the material well enough to where students have a chance to not only pass but to succeed on assessments, then you are doing a poor job of teaching. If your students cannot pass the exams you have put together, despite having done the homework and attended your lectures, then the fault is not theirs, but yours. The whole design of the class is set up to make each student work as hard as possible (and this was Rice, which was already a challenging school) for the chance that they might pass. Instead of assessments being a point where students can show what they have learned and apply that learning, the assessments were designed to highlight how little the students can actually do, despite the instruction given to them.
Now, I am guessing on much of that, as I did not take the class myself. However, I had a number of friends who struggled through it, and my memory of things they said has stuck with me. I do remember two classes I took that worked in a similar way.
- I thought I might be interested in Psychology, and so I took PSYC 101. The class ended up being in a large lecture hall with an old white male professor droning on at the front. I remember almost nothing from what he said, and I learned pretty quickly that what he said was not what was important. Instead, what was important was the textbook. We had three exams as our only grades in the class, and they were essentially over anything that you could find in the book. We had little guidance as to what to study, and were faced with long multiple-choice exams (I seem to remember about 100 questions, but that was a long time ago). I did not do great on them, but I didn’t do terrible either ending up in the mid- to upper- B range. Then, on top of that, the class was then put on a curve, which could either move you up or down. In my case, it went down, leading to an ultimate B- in the class. There was little to inspire me to be interested in anything to do with Psychology out of this class, and I the class and assessments were more like a chore to get through than any sort of inspiration to go on to further study. And, I didn’t, as I never took another Psychology class.
- I am still not sure to this day why I took an Economics class my freshman year. I did generally do well in Economics in high school, but it had never been a real interest. However, somewhere along the way, I decided to take Macro-Economics. It was hands down the worst class I had at Rice. I have talked about it many times with my family, with colleagues, even with my current classes that I teach. The way I characterize it is this: There were three aspects to the class — lecture, homework, and exams. None of those three had anything to do with the other. Attending lecture did not help with homework or exams. Doing the homework did not help with the exams. In fact, each seemed to exist completely separate from the other. Not only did I learn nothing, but I actively avoided anything to do with economics for more than a decade afterwards. Only as I have come to realize that an understanding of economics is key to teaching history have I gone back and tried to learn what I should have at the time. I ended up making my only C at Rice in this class, and those of us who survived the class had a ritual book burning of the book at the end of the semester.
What is my point in all of this. I teach differently. Not because of these things necessarily, but those lessons resonate with my own approach. I teach now with the aim of working with my students, engaging with them, teaching and learning with them. My class is demanding, but it is demanding because I ask the students to be active participants in their learning. They are not just told the history, but they work with it, question it, challenge it, make links, and apply the history to their lives today. As I say to my students every semester, my goal is to have my students succeed. I will do everything I can to help them succeed. They just have to meet me halfway – by doing the work. If they can do that, we will all learn together, and I promise them a much more engaging and interesting history class than they have often found in the past.
Posted every semester in my class is a short biography of me that includes my teaching history, my teaching philosophy, and a section I call “My Goals for the Class.” I am going to paste that part in full here, because I think it reflects exactly what I am saying here while also attempting to not be what those courses above were to me as an undergraduate:
My Goals for this Class
My goal for you and this class is to help you succeed. This does not mean that my goal is to guarantee you an A or a passing grade. Instead, my goal is to provide you with all of the material and guidance that you need to achieve what you want to in the class. For this, I promise you these things:
- I will do my best to be open, fair, and available to you throughout the semester or summer session.
- I will provide a working classroom that contains all of the information that you need to succeed.
- I will be an active participant both online and in person throughout the semester or summer session.
- I will hold all office hours that I can and notify you when I will not be around.
- I will answer emails and Canvas messages as soon as I can, but no longer than 24 hours after you have submitted them to me.
- I will do my best to complete all grading within a week from when the assignment closes. However, I will notify you of my progress throughout my grading and will let you know if it will take longer than a week.
- I will communicate with you regularly through Announcements.
- I will grade your work fairly and will give you the grade that you deserve based upon your effort and skill.
Beyond my specific goals for the class, I hope to help each of you develop skills that can help you succeed in your future college classes. I aim to develop three basic skills that will help you in future classes. These are critical thinking, critical reading, and critical writing. Again, the hybrid class is more aimed at these skills than the online class, but I am working on developing the online class more in that direction. I am also available for academic advising and counseling to all of my students, so if you want to discuss college planning, scheduling, majors, transfer, degrees, programs of study, life issues, or anything else, please come by my office at any point where I am there. You can also contact me via email or Canvas messaging at any point.
I hope you can see from that what I try to bring to my classes. I am interested in any feedback or thoughts on this.
One of those very interesting things that has come from the forced synchronous hybrid model that we are now doing is that I have actually been able to experiment with something that I have been wanting to do for a long time. I have really been wanting to have a back channel for communication in my hybrid classes.
When I started teaching hybrid, I originally had it as a discussion-only class. The highest grade came from coming to class every day and talking out loud in class. As I came to realize that I was disadvantaging students who either could not or did not want to participate in an oral discussion, I have added an online discussion forum that runs along with the course. I first had just a single discussion forum that the students could use at any time in the semester. Since the pandemic, I have moved to weekly forums, but they are still open the whole semester. The weekly format allows each one to be topical rather than just a broad discussion that could include anything. That has solved the problem of giving a place for students who either can’t or won’t participate in an oral discussion.
What had been missing was a synchronous way for my students to participate in class without having to talk. I had considered some options, such as Discord or Slack, but I really didn’t want to add yet another technology for my students to have to manage. As well, I just wasn’t sure if I could manage students in class and a text chat at the same time. So, this had been an idea that had just been running in the back of my head for a while.
What has happened this semester with the new synchronous Zoom hybrid course is that I now have that back channel discussion. With the students on Zoom, they have the full capabilities of Zoom to play with. And, since many of them don’t want to have their cameras on, and it is hard to manage them talking along with the people in class talking, they have been using the chat to contribute in class. And, it has been great!
It is actually pretty easy for me to manage having about 1/3 of the students in class, while the rest are on Zoom. With most of them typing rather than talking, it actually is pretty easy to then manage the 2/3 on Zoom. I actually can call on the people in class by name more easily, and I have a better ability to memorize their names, as fewer are there. Then, with the ones typing in the Zoom chat, I also have a name associated with each one. So, I can read what they write out to everyone, and I can also call on them by name as well as get to them for follow-ups.
Even better, Zoom automatically sends you a transcript of the chat, so I don’t even have to keep track of who participates in the chat in real time, as I can get their names and what they said afterwards. That actually frees me up to pay more attention to the actual conversation, as I don’t have to worry about keeping track of participation from that part of the class.
So, in summary, this has been a bit of a blessing in disguise, as something that I had been looking to do just fell into my lap.
With this semester introducing the new mandate of all-synchronous hybrid courses, it has caused some changes to my teaching. As this was a decision made in the week prior to classes starting, there was not a lot of time to think about the various options, and so I settled in on what is one of the standards out there today – teaching simultaneously to students who are in class with me and with students who are on Zoom with me at the same time. We have an institutional subscription to Zoom, and so this was the most logical format to work with.
To do this, I had to split my classes. Back in October, when the schedule was built, we planned for 75% capacity for rooms. That meant that each of my hybrid courses was capped at 22 rather than the usual 30. I’m certainly not going to argue with that, as I have a very writing-intensive class, and 8 fewer students each across 3 hybrid sections is a nice little reduction in the number of written items that I am grading. However, as the spring semester actually started, the idea that we could have 75% capacity in rooms was something that just was not going to work. That meant that, in order to split my class, I had to divide them into two cohorts, with each cohort switching off as to when they would be in class versus on Zoom.
The process of splitting into cohorts went reasonably well, but the chaos of the first week of classes nearly messed everything up. Among my three classes, I had one that had its room moved in December, one that had its room moved in the week before classes, and one that ended up being double booked with another class. So, in the first two, I had students all over the place, depending on when they had last looked at their schedule. It took to the second week before I actually saw all of those students. The one that was double booked ended up with me having to find another room, which we did, but that was also a very chaotic start to the semester.
After all of that, I really felt like we were on a path to disaster this semester. If you had talked to me by the end of that week, you would have found me to be very worried and pessimistic that any of this was going to work out as the semester went on.
This is a completely discussion-based class, and so that worry was enhanced by worrying just how this was all going to work out.
However, as of week 5 of the semester, I would say that things have settled down nicely in this new format. I say week 5 because, even though we just finished up week 6, that week was lost to all of the ice, power outages, water outages, and the like here in Texas for that week.
To set up a completely discussion-based class as a synchronous hybrid was a logistical challenge, for sure. I have to get to classes early enough (especially hard when two of these are back-to-back in rooms in different buildings) to get everything set up to two simultaneous courses — one in person and one on Zoom. I have determined that the best way to have Zoom work with in-person classes is to have the Zoom classes projected on the screen in the classroom so that they are all part of the class together. Then, I have a microphone hooked up to my computer that is aimed out at the room, so that when people speak in class, they can be heard online. I also have a rotating camera on my computer so that I can turn it to the people in class so that the ones on Zoom can see who is speaking. I then have the computer hooked up to the speakers in the classroom so that when people speak on Zoom, they can be heard by those in class.
This set up seems to work ok. I get feedback each week from the group that was on Zoom the previous week, and it is going ok so far. I think I need a stronger microphone, as my little one isn’t great at picking up the whole room. However, we have now missed 3 class days in a row — the Thursday of week 5 and both Tuesday and Thursday of week 6 — due to weather, and so I have not had a chance to try out a stronger microphone.
In looking at how it has been working this semester, I would say that I am surprisingly pleased with how it is going. I have had some students who want to be on Zoom the whole semester and some who want to be in person all semester. What that has meant overall is that it is really varied as to how many I might have in class with me. I have had as few as 3 and as many as 12, just depending on the class and week.
It is actually nice to have the class split up this way. With the students on Zoom, I have all of the names there for me, allowing me to see exactly who is speaking. That also means there are fewer sitting in front of me, allowing me to have a simple seating chart that lets me also identify they by name easily. Most of the students choose to have their cameras off, especially knowing that they are being shown on the screen for everyone in the classroom to see. And, there are definitely some of them who are obviously just there and attending because they feel they need to be, as I never hear or see them at all.
The same goes for the in-class students. Some are just there because they have to be, but I am getting pretty decent participation out of them as well.
My conclusion? It’s not been nearly as bad as I was afraid it would be. It is challenging, but it has opened up some opportunities. I will talk about those opportunities in my next post.
Thoughts on Teaching – Teaching in a Pandemic – Asynchronous vs. Synchronous Hybrid Courses – 02/18/2021
As things have “normalized” in this Spring semester, a decision was made that we needed to teach all students at the same time. So, instead of doing what I did last semester, which was splitting my hybrid courses into two different cohorts meeting on separate days with those who could attend neither essentially doing the course completely online, I now have only one session a week for my hybrid courses, and every student either needs to be there in person or on Zoom.
I have gone back and forth on whether that is a good thing or not. I will definitely say that, when presented with this idea, I was not in favor of it at all. In fact, it would be safe to say that I both hated the idea and dreaded having to do it. By the end of the fall semester, that previous model had me teaching only to about 3-5 students in person each session, leaving about 75% of the students essentially using my hybrid course as an online course. There are definitely reasons for this —
- For some students, they were either quarantined or tested positive, meaning they would be out of in-person class for 2-3 weeks depending on when it occurred.
- For others, as it became obvious that in-person classes were leading to spikes in exposures and cases, they chose not to come to class to stay safe.
- I also had a couple of students who were taking care of relatives or had relatives in the hospital, and they did not want to be in public for fear of exposing those they were taking care of. One student noted that his/her parent was in the hospital, and if he/she left the hospital, he/she would not be allowed back in without a quarantine period.
- And, finally, I very simply had students who had signed up for a hybrid course but realized that they could do the course completely online and decided they would rather do that. Two thoughts on this one:
- First, we were specifically asked to have a fully online version of the course ready to go so that if we did get shut down, we would have alternatives for them ready to go. As that alternative was up and ready to go, I let my students know that they could move online-only when they thought it was necessary. For a number of students (especially those who might have dropped the course otherwise), this was a good alternative.
- Second, and this is a much broader thought on it, it allowed for students to change their minds on what they wanted out of the class. Every semester I have 2-3 students who at some point come to me and say they would rather be in my hybrid course if they are online or would rather be in my online course if they are hybrid. This is because they either realized one mode did not work for them or their circumstances had changed and the other mode worked better. It was kind of nice to have this alternative of a course that could be either. (As a note, I am going to explore this idea more in a later blog post.)
This semester, because of the decision that I said at the beginning, we have had to move away from that model of allowing for different modes. Now, we have synchronous-only classes. Every session of my hybrid course this semester has all of my students in it, either face-to-face in front of me or online via Zoom. It has certainly been a mixed bag so far on working in this format.
I’m going to explore more in how it’s going and what thoughts I have on the format over the next couple of blog posts.
In trying to figure everything out on how to teach in a pandemic this semester, we received a lot of different emails from administrators and staff at my college. I had to clarify and render all of the different information down into a format that I could present to my students. I just thought I would share here what that ended up looking like. I am going to share the one from my hybrid classes as they are the ones who have to come to campus at some point.
This is what my syllabus starts with this semester:
Due to the COVID-19 situation this semester, the following restrictions are in place for the Fall semester:
- Teaching and workspaces will be limited to 50% of maximum capacity. Students in this class will be divided into two cohorts, with each cohort meeting on either Monday or Wednesday. This cohort division will be visible in the Canvas classroom and will be communicated to you via email and Canvas Announcement. You will not be allowed to attend class on a day when your cohort is not allowed to attend.
- Same day attendance tracking through Canvas is mandatory for all hybrid classes.
- Assigned seating is mandatory for all hybrid courses.
- A student reporting potential illness serves as sufficient grounds to excuse the absence. This means you are not allowed on campus or in the classroom if you:
- have current symptoms of illness
- have been exposed to someone who has symptoms of illness and have not yet been cleared by a health professional to return to class and/or passed the quarantine stage
- have received a positive test for COVID-19 and have not yet been cleared by a health professional to return to class
- are quarantined because someone you have been in contact with has received a positive test for COVID-19
- Students who are COVID-19 positive must report this status to Student Services. Students are not required to disclose symptoms to anyone, including your instructor. This means that you do not have to tell me anything more than that one of those 4 conditions above applies to you (and you do not have to tell me which one).
- If you are actively sick with COVID-19, you are not expected to complete work for the class at that time. If the symptoms are mild, you are welcome to keep up with the work as you feel able to.
- You will contact the instructor once your sickness has ended to see about what make-up work will be needed.
- If you are quarantined but not actually sick, you are expected to keep up with all assignments for each week as if you are in the cohort that is not coming to campus. You are not allowed on campus during the quarantine, and so even if your cohort is to meet in-person that week, you will be online only that week.
- If you are actively sick with COVID-19, you are not expected to complete work for the class at that time. If the symptoms are mild, you are welcome to keep up with the work as you feel able to.
- In the event of a COVID-19 positive confirmation in a College building, the institution will:
- Identify locations impacted and implement cleaning protocols.
- Complete trace procedures to identify those who may have come in contact.
- Notify those who may have come into contact while protecting the identities of the COVID-19 positive individual.
- Employees and students will self-monitor temperatures as well as other COVID-19 symptoms through the wellness self-check.
- Students shall be introduced to the wellness check during the first class meeting. Self-check signage/messages will be posted in classrooms and workspaces.
- It is the responsibility of the student to have and wear a mask. A student who cannot wear a mask but who does not have an approved exception should not take face-to-face classes. If this applies to you, you need to go to Student Services to see about moving to an online class.
- Eating and drinking occur in private offices when a lone occupant is present or outside College buildings, where the College has provided seating. Classrooms and instructional support locations are never eating or drinking sites.
- Breaks from classes to allow for personal wellbeing are allowed and encouraged.
- Students and faculty are encouraged to bring wipes if they so choose and to clean their workspaces before and after uses. Disinfectant wipes should be placed in the wastebasket in each classroom after use.
- We are maximizing fresh air flow into College buildings to decrease the potential virus load. Classroom and workspace doors shall remain open when occupied. All unoccupied rooms will remain locked.
- Faculty Office hours will be maintained with student visits occurring by appointment only. Maintain social distancing at all times and keep records of visits for tracing purposes. Faculty members are encouraged to conduct meetings via Skype, Big Blue Button, or Zoom when telecommunication serves the student.
You will be required to confirm during the first week of class that you understand and will abide by these restrictions. If you do not agree to abide by these restrictions, you will need to go to Student Services to be transferred to an online class if available.
Finally, if things change through the semester, I will contact you with what the changes are and how that will affect us as we move forward.
Well, the first week of Fall 2020 is coming to a close. It was quite a week.
So, what is #3. I was not on campus, but my department chair was. My hybrid classes were to meet on Wednesdays, and he checked to see if the same room was open on Mondays at the same time. When he found out they were, he authorized splitting my hybrids in two, with half meeting on Mondays for the semester and half meeting on Wednesdays. This is a very good thing for the purposes of getting all of my students in the class once a week, which is really pretty necessary with a hybrid class.
It began with a blur of changes. All of those options that I referred to in my previous post as to how the fall semester was going to work were thrown out the door on Monday. This is not necessarily a good or bad thing, as I would have liked to have #1 as the option and really did not want #2 as the option. What I ended up with was #3, however. And since I did not even know about #3 until Monday, it required a lot of scrambling and a recreation of many parts of my hybrid classes.
The complicating factors, however, are many.
- For one, not every student can switch, as some have scheduled other classes in that time on Monday and others didn’t do classes on Monday because they were already working or had other obligations. So, even after splitting the classes, which was left completely up to me on how to do it, I then had a couple of days of exchanging announcements and emails back and forth with students to get everyone in the section where they could meet, either on Monday or Wednesday
- Second, I generally avoid Monday hybrid classes, as there is always one more Monday missed than all other days in the semester (Labor Day and MLK Day). Now, with not making this change until after Monday classes would have met this week, I have essentially lost two Monday classes in comparison with the Wednesday section. I have somewhat solved this by having the Monday class meet once in finals week and having the week of Labor Day be an online-only week.
- Third, I now have to (and am still) double all due dates on all assignments, as the Monday and Wednesday meetings will necessarily have different due dates. I had to recreate the syllabus to reflect this first, and I finished that up on Tuesday. Now, I am still in the process of doubling all assignment due dates so that there are different ones for Monday and Wednesday. This is not a hard thing, but it is both tedious and time consuming.
- Fourth, Canvas does not easily allow you to divide up students inside your classroom, and so I had to work around some things to get the students to only see the due dates that were relevant for them.
- And, on that note, McGraw-Hill Connect (which I use in my classes) does not allow you to have different due dates for a single section, meaning that everybody’s due date became the later due date
And that’s just the hybrid stuff I had to do.
We also had the very fun situation of having changed over our ERP (Enterprise Resource Planning) this semester. The changes have made two complications for our classes.
- About half of the classes in our system could not bring students into the Canvas classrooms. This was not solved until late on Monday. This just added to everyone’s stress level for starting the semester. There’s nothing like taking or teaching online classes and having students not be able to access anything in that time.
- This same ERP changeover affected those of us who use McGraw-Hill Connect, as both the faculty and any students who had used Connect prior to this semester had to go to McGraw-Hill’s tech support to have their logins reset. While this was not difficult, it was again one extra step.
So, all of that adds up to me being much further behind on the Thursday of the first week of classes than I would normally be. But, I am catching up and moving forward. I just hope we are done with these types of issues for a while.
How has your start of the semester been?
I write this on the near-eve of starting back to the Fall semester. There has not been a semester like this before in my lifetime, for sure.
I finished up a fully-online summer session just last week, although that was not unusual for me, as I normally teach online-only in the summer. The only two differences were that I did not have access to a testing center for my students and I did not hold any face-to-face office hours. That saved me a bit on gas, not having to commute to campus (about a 50-mile round trip), but the effect was largely the same as any other summer. So, my summer teaching in a pandemic was barely different than my normal teaching in the summer.
This coming semester, however, is going to be intense. It is going to be uncertain. As of right now, the Friday before the semester starts on Monday, there are still a number of things in the works and decisions that have not been finalized, leaving a lot of things in the air.
I am, much like in the summer, fairly well positioned already for this upcoming semester. I already teach online, which is what 3/5 of my classes are this semester. The other two classes are hybrids that have run about 70/30 online/face-to-face, meaning that they are also pretty much ready to go with only minor adjustments. The only thing giving me anxiety about them right now is the question of if I am going to have to hybridize my hybrids. Both of them are in classrooms where the full class cannot meet at one time and still maintain social distancing. There are two ways this can work out this semester:
- If bigger rooms can be found for the two hybrid sections, then they will run just as normal hybrid classes this semester.
- If not, then I have to hybridize the hybrids. That means that there will be two cohorts of students, and half will meet on one week and half on the next week, with each student ultimately meeting face-to-face for half of the normal number of sessions. For a hybrid class that would only meet 16 times a semester, that would mean each student only meets 8 times, with the rest of the class being fully online.
I call this hybridizing the hybrid because all face-to-face classes are already being hybridized at my community college. The classes are being divided in half if they are not in a room large enough for everyone to fit, and then half meet on the first day of the week and half on the second.
And, just as a side note, I will not know if I get option 1 or 2 above until sometime early in the coming week. And, when it is known, there is not a clear indication of how I am going to get every student to know what changes there might be, especially if some of them are not to show up on the first day we meet (Wednesday).
If this all sounds really complicated, it is. It is stretching all of our imaginations, our resources, and our capabilities across the college. But we are managing so far. It is nobody’s fault that things are this way, but it certainly makes everything difficult.
I will return soon to talk more about what this semester looks like, but that’s where we stand at this point.
It is no coincidence that my last post here in the blog was just before I started up teaching again. It is my standard online summer class, and so there is no direct effect on my teaching from the pandemic except for the switch to take-home tests since our testing center is closed.
However, life has been busy beyond just the teaching. So, let’s catch up on a few things (maybe this one should be called “Life in a Pandemic.”
- I have been attending a number of workshops, conferences, and meetings (all virtual). I don’t think I have ever had as much choice of things that I can attend related to teaching, and I have been trying to do as many as I can, as free and professional development are two words that do not often go together.
- My youngest daughter is at a Montessori school. The school started a summer session in early July. They offered it for free to help the students catch up on what they might have missed from all of the disruptions in the spring. It lasted two weeks, then they shut it down for a week because one person tested positive, then it came back for 2 days, and then it was shut down for good when our county shut down all public and private (but not religious private) schools until September 28.
- My oldest daughter, who is entering her senior year of high school, was given the choice between going face-to-face or online this coming school year. We left that decision up to her. What she decided was to go online-only. When looking at all of the guidelines, she thought it was too uncertain to even try face-to-face. Of course, as noted in the previous point, her school will also be affected by the online only until September 28, but she was going to do that anyway.
- My sons, who both just finished up their freshman years at 4-year universities, have made the decision to go to my community college for the moment. I’m not going to go into the reasons specifically, but this was something we had all been hashing out over the summer. It is definitely hard to justify paying the money for a university (especially the one going to a private university) that may or may not be running and may or may not be having in-person classes. Both may stay as long as two years at my community college, as they can largely get what they need there for a while.
- Finally, there’s the question of what I’m doing in the fall. There is no official word from my community college that anything has changed. The schedule that students are signing up for now is the same as the one published prior to the pandemic with some more online classes added. I am scheduled to teach 2 hybrid sections and 3 online sections, which would be my normal Fall load. But there is just too much uncertainty to know how all of it is going to play out. I’m in better shape then many, as I have a fully ready online class, and that is over half of what I am teaching anyway. I do not know yet if my hybrid will actually be a class that meets face-to-face or not, but that is where we are going so far. With all of the uncertainty, that’s really all I can say at this point.
So, there we go. Everybody in the family is up in the air. All six of us are back to living in the house, although that’s not as much of an adjustment as some, since the boys were only gone from the beginning of the Fall semester last year through Spring Break. I guess we shall see if we get any more clarity as we move forward.
In Part 2 of this series, I am going to look at why I decided to introduce and include student reflection in my courses.
I started out using what I called reflection responses in my hybrid class, largely as a check on making sure that students were actually paying attention in class to what we were talking about. The first two semesters I used them, they took the form of questions that I posted in the last 5 minutes of class, with the answers due the next day. This both helped make sure the students stayed for the whole class and helped me see if they were understanding the main points from the day. I was reasonably happy about this method, but in a class that is discussion-based, the difficulty was both in making sure I ended with enough time to write out a question and in not being able to set the question before that point in time as I did not know how the discussion might go. As it became more of a burden, I moved to a new type of reflection in my hybrid courses the next semester.
In Spring 2019, I changed over the reflection responses in my hybrid course, giving the first ones that look like the assignment I discussed in Part 1 of this series. I started using a set series of questions that were released on the day of the class and then due the next day, giving them about 36 hours to complete them. While they were not tied specifically to the discussion, I still tied them to the larger themes of that week in the class. Again, that worked reasonably well.
In Spring 2019, I attended the TxDLA conference in Galveston, TX, and heard another session on the ideas of having the students do self-reflection. It was not the first time at all, but it was the one that really triggered me to consider expanding their use. That conference also started getting me to think about reflection more as a way to have the students set their own goals for how they would complete the material and allow me to check in on both their progress in the course and their overall attitudes each week.
In combination with the ideas from the conference, I had reformatted my online course in the 2018-19 school year, moving from weekly due dates to a unit format, with each unit being open for 3-5 weeks and all assignments in the unit due at the end of the unit. I was overall pleased with how that was going, but a certain percentage of students were waiting until the last minute every unit and then not being able to complete everything. For other students, they were really confused on what they should be doing each week, as they could not plan well enough to be able to spread out the material to get it all done in a 3-5 week period.
So, in Fall 2019, I introduced the reflection responses as I detailed in Part 1. The immediate benefits were that I could help direct the students in what they should be working on each week to keep on track. The questions asked also put it in their own minds that they did need to plan out how they were spending their time in the course. I also used the “nudge” approach by mentioning certain upcoming assignments in the middle questions, getting them to realize that certain deadlines or assignments were coming up that they might not have on their radar yet. I saw an immediate improvement in their own self-reported progress in the course, although I have not had a chance yet to go back and run any comparison numbers to see what it might have changed in grades.
The bigger surprise was the answers to the final question — the open-ended one. From the beginning, a good 1/2 to 2/3 of the students were answering that question. I was getting at least a paragraph and sometimes multiple paragraphs about what was going on in their lives. I started having a much better sense of what their lives were like and what challenges they were facing outside of class. I also heard about birthdays, celebrations, pets, relatives, accidents, funerals, successes, failures, and just about everything else you can imagine. While I can say that not all of what they wrote were things that I necessarily wanted to know, it kept me appraised of what they were doing with their lives and how they were fitting my class in with everything else going on. I had a better idea of why one student might not be completing assignments on time or why another student might need an extension on an assignment. I could see ahead of time when a student might be struggling with something, and I could send congratulations to them when something positive happened.
Over the past two semesters, I have found the whole process to be very rewarding. In the next post, I will talk more about the student response to the reflections they were asked to fill out.