- Always, always answer student emails within 24 hours. Just one slip, one late day, and your evaluation from that student will fall precisely 20 percent (this exact statistical calculation is based on my personal experience and occasional failure to follow this rule).
- Speaking of rules, be a little more flexible about student deadlines and rules. Making exceptions, being understanding, and nice has its rewards. And smile when you make exceptions, even if nobody can see you.
- Let them know you as a person, not just an information-dispenser/course guide. Tell them about your weekend, your seven cats, your allergy to corkscrew-shaped pasta, the musical Eiffel Tower bookends you bought for 50 percent off at Target yesterday, your obsession with Newhart reruns, whatever. Tell them something about you every week, and include pictures and audio sometimes. And be funny sometimes.
- Do an informal formative evaluation midway through the term, and actually make some changes based on the results. Tell them the overall results of the evaluation and the changes you are making.
- Increase the amount of personal feedback you are giving - go beyond the blanket stuff to the whole class. Yes, this one is actually not so quick.
Tuesday, January 6, 2009
Five Quick Ways to Get Better Online Teaching Evaluations
One fear that instructors have is that their teaching evaluations, and thus their prospects for promotion and tenure, will head south when they start teaching online. Not the good south in the beaches-of-Miami way, but the ugly one. This fear is well-founded as we often hear depressing stories of once-loved classroom teaching stars bathed in criticism and contempt after their first online teaching foray. No need to despair - here's five small changes instructors can make to lead to happier evaluations.
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4 comments:
ALL BUT DISSERTATION (ABD)
Are you at the ABD destination in your program?
There are two types of Ph.D. candidates that fall into this category:
1) The "just arrived" and anxious to move forward.
2) The "been there for awhile" and think they will never move forward.
While both types may need help to move on, it is the latter that is likely to derive the most benefit from this article and become motivated to complete, perhaps, the most important event in their life.
You are intelligent enough to have come this far, there is no reason (from an academic stand point) to linger in the "ABD Zone." The longer you’re in the ABD category, the more difficult it becomes to pick up the pieces and move forward.
A qualified and experienced consultant that works with Ph.D candidates understands the special circumstances that can lead to ABD status (e.g. hectic fulltime job, family, and other personal issues). The question is, how do you find a qualified consultant?
The best way to get started is with a phone call to a consultant and ask the question: "How can you help me move beyond the ABD level and complete my Ph.D. program"?
For many doctoral students, the most rigorous parts of a quantitative or mixed-methods dissertation are:
1) Methods Section
Study Design
Research questions and hypothesis formulation
Development of instrumentation
Describing the independent and dependent variables
Writing the data analysis plan
Performing a Power Analysis to justify the sample size and writing about it
2) Results Section
Performing the Data Analysis
Understanding the analysis results
Reporting the results.
Many Ph.D. candidates seem to hit a brick wall and feel disarmed when called upon to work on the "methods" and "results" section of their dissertation. This is the point where many students diligently search for help calling on their mentor, peers, university assistance and even Google. This is also the time when the student may ask themselves the question "HOW MUCH HELP IS TOO MUCH"?
Surely no one will deny that having your dissertation written for you is very wrong. On the other hand, it is not unusual for doctoral students to get help on specific aspects of their dissertation (e.g. APA formatting and editing). It is also not unusual for advisors to encourage students to seek outside help with the statistical aspects of their dissertation.
As a distance learning student it is almost essential you seek outside assistance for the methods and results section of your dissertation. The very nature of distance learning suggests the need for not only outside help but help from someone gifted in explaining highly technical concepts in understandable language by telephone and e-mail.
The ideal time to begin working with a statistical consultant is once you have a topic and you have done some preliminary literature review. Otherwise you run the risk of unnecessarily complicating your study. This could result in the consultant being unable to help you, unless you are willing to start over with the problem statement, purpose of the study, research questions, instrumentation and data analysis plan.
As stated above, many students hit their dissertation "brick wall" when they encounter the statistical considerations. Frequently, a student will struggle for months before they seek a consultant to help them. This often leads to additional tuition costs and missed graduation dates.
If I were to name a single reason why a PhD candidate doing a quantitative or mixed-methods study gets off track in their program it is the statistics and their fear of statistics. So, the question is whether or not it is ethical to get help at all. If so, how much help is too much?
I don't know if there has ever been a survey of dissertation committee members who were asked this question, however, I know many advisors take the following position when they suggest or approve outside help:
To a large extent the process is self controlling. If the student relies too much on a consultant, the product may look good, however, the student will be unable to defend his/her dissertation.
It takes a committed effort on the part of the student and the consultant (resulting in a collaborative/teaching exchange) to have the student responsible for the data and thoroughly understand the statistics. This is not accomplished in just one or two emails or a single telephone conversation. It is a dynamic process; one that calls for unending patience on the consultants part.
The day the student walks in front of the committee to defend, there should be no question as to his/her understanding of statistics. It is the consultant’s job to see to it this occurs.
When their defense is successful, the question "was the help too much" is answered.
If you are a Ph.D candidate and would like additional information, you may wish to review the referenced sites below:
Boyd
Reference sites:
http://www.statisticallysignificantconsulting.com:80/Statistically-Significant-Ethics.htm
http://www.usdla.org/
Are you at the ABD destination in your program?
online teaching
Nice, accurate and to the point. Not everyone can provide information with proper flow. Good post. I am going to save the URL and will definitely visit again. Keep it up.
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Dissertation Help
his could result in the consultant being unable to help you, unless you are willing to start over with the problem statement.
literature review samples
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