Teaching Management: A Field Guide for Professors, Consultants, and Corporate Trainers
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Teaching Management: A Field Guide for Professors, Consultants, and Corporate Trainers
I propose a set of definitions that will connect all four constituencies, namely the degree to which the faculty member endorses each student with respect to his or her subject matter to the recruiter. In this system, the instructor answers a simple question as he or she grades each student: to what degree would I endorse this student to a
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During the progression of a semester course, we believe it is a good idea to distribute mid-term evaluations of class contribution to each student to (1) provide an opportunity for discussions regarding the congruency of the instructor’s point of view and the student’s; (2) allow for students to gain further clarity, if needed, regarding an
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It is also possible, if desired, to ascertain the minimums and maximums, the averages, the standard deviations, and normalized Z-scores across the class population.
Mark E. Haskins • Teaching Management: A Field Guide for Professors, Consultants, and Corporate Trainers
The first is a measure of the frequency of their comments, the second provides a composite of quantity and quality, and the third is a quality ratio.
Mark E. Haskins • Teaching Management: A Field Guide for Professors, Consultants, and Corporate Trainers
From this file, we calculate the number of times a person has talked, the simple sum of their scores, and the percentage of +2s and +3s compared with the number of times talked.
Mark E. Haskins • Teaching Management: A Field Guide for Professors, Consultants, and Corporate Trainers
modestly. On the other hand, a +2 denotes an excellent comment that generated new insights for the class or stimulated a substantive, purposeful debate. The awarding of a +3, for us, is a rare event, given when someone really cracks a case so thoroughly that there is not much left to say. Assigning a −1 indicates that a student’s comment
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We have seen a variety of systems, but one that works well and makes it difficult for students to discount is a seven-point scale from −3 to +3. In this scheme, the instructor gives each student a mark after each class. A zero stands for “said nothing” or “excused absence.” The awarding of a +1 is given for a reasonable comment, some small
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Consequently, in grading students’ class contributions it is imperative that instructors mark class grades as soon after each class as possible. If several days pass, or even several hours, it is impossible to accurately recall all of the students who contributed to a class discussion.
Mark E. Haskins • Teaching Management: A Field Guide for Professors, Consultants, and Corporate Trainers
There are, however, three aspects of such an endeavor that are important: quickly getting to know one’s students; making it clear what counts as valued class contributions; and developing an easy-to-use process for recording contributions.