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The Trouble with Consistency in Instructional Practices and Policies

I’ve started to notice a couple of consistencies in our instructional practice that concern me. First, there’s the consistency in practices across courses, regardless of level. I mentioned in a previous post that I didn’t think capstone and other upper division courses should have the same policies as first year courses. It seems to me that if we still have to hammer students about deadlines, use points to get them participating, and offer detailed descriptions of civil discourse, students have not learned some very important lessons in other courses.

When Faculty and Student Expectations Collide

“It is a story replicated in many history classrooms during the semester. Students have once again done poorly on an assignment or exam. Their essays are the sites of massive, undifferentiated data dumps. They have paraphrased primary sources instead of analyzing them, ignored argumentation, confused past and present, and failed completely to grasp the ‘otherness’ of a different era.” (p. 1211)