college classroom September 23, 2015

Expectations, Underestimations, and Realities


Here’s a strategy you can tuck in your folder of good ideas: a survey tool for assessing student expectations for the course. The survey’s designers believe that knowing what students expect is helpful. They also cite research documenting that discrepancies between teacher and student expectations often exist. So they compiled a short survey that asks students what technology they’re expecting in the course, what learning activities they’re anticipating, what they’re thinking they’ll be graded on, their expectations regarding faculty-student interactions, and how soon they’re expecting faculty to answer emails, post grades, and/or return assignments and be available to meet with them. Here’s a link to the survey: Surveys like these are great idea generators. What course expectations do you and your students have?

April 6, 2011

First Assignment Helps Establish Expectations


There is a lot to cover on the first day of class. You establish procedures and convey expectations. You review the syllabus and, if you’re teaching a lab, safety protocol. You also spend some time teaching some material. While you might not make an assignment on the first day, you still should use some time on the first day to talk about your expectations for students’ work and how you assign grades.

March 2, 2011

Great Expectations: Helping Students Take Responsibility for Learning


This week I’ve been reading up on a variety of group structures now being used, mainly in the sciences, to get students working together on understanding and mastering course material. As I read about these interesting models, I keep hearing faculty respond: “Great, but I teach content that must be covered in this course.” And that excuse prevents them from considering any strategy that diminishes the amount of content they can get through in a class period, even though most are wise enough to know that just because it’s been covered doesn’t mean it’s been learned.