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Setting Student Expectations

1. I have found it beneficial to explain to students realistic expectations for communications with me. These are the guidelines that I provide to students.
1. First, you should pose a question about assignments or due dates to a teammate or classmate either through email or discussion board.
2. Second, if you are having problems with UMdrive or our course management system eCourseware, such as not being able to log in, call 901-678-8888.
3. Third, when you email the instructor, you should expect an answer within 24 to 48 hours, excluding weekends. If you do not receive a response within 48 hours, then inquire again. It could have slipped through. Most responses will be sent to the class as a whole to answer other students' questions as well. Private concerns, including grades, will, of course, be handled discretely.  
4. NOTE: I also had a colleage, Dr. Lloyd Rieber at the University of Georgia, tell me that he tells his students specifically that he will be checking his emails at 9:00 am and 5:00 pm.  Any emails received after those times will be responded to at the next check.
2. I use an introductory email to set expectations for:
1. where the location of our course materials, reserves, handouts, exams, etc. will be located (UMdrive, eCourseware)
2. repeating the expectations for instructor access
3. how we should communicate with one another professionally (see below)
3. I always mirror my syllabus.
1. For example, course due dates are explicit.
2. Methods of assessments/grading are specified.
3. Requirements for attendance or participation are explained.
4. I also specify expectations for professional communications.
1. I tell my students: "To help me manage my email and, thereby, more effectively assist you, please always include the following in your email messages: Make sure that you include your name, the course call number, and the class section in all messages. Be sure to give an appropriate Subject heading, too.  See the examples in the signature and subject lines of this message."  (This is part of the introductory email I send to students, too.)
2. I also tell them: "Please keep all written communication (email, discussion boards, projects etc.) professional.  The correct use of capitalization, grammar, spelling, punctuation, etc. is always expected in this course.  Abbreviated Internet jargon/computer shorthand/text messaging shorthand is not acceptable in professional settings and will not be acceptable in this course. The term "Internet" and “Web” or “World Wide Web” are proper nouns and should always be capitalized. Please be aware of this in your assignments, emails, on the discussion boards, etc."

Tips for Managing a Course

1. Consider Using Groups or Teams

   This strategy came from my wife who was a former first and second grade teacher. 

1. Use groups or teams as a classroom management technique.  It's easier to manage group than it is to manage individuals.  Do not confuse this with group work, though.
2. Create private discussion board areas for groups inside eCourseware or work areas inside UMdrive.
3. Use groups as management for chats, presentations, snacks, peer reviews.
2. CSMs and Archives
1. CSMs= Coulds, Shoulds, Musts
2. CSMs came from a graduate school professor Dr. Janette Hill at the University of Georgia.  In the middle of the week if students need some extra reminding of what they could/should/must be working on, this is a great email to send to them. 
3. CSMs work well as a substitute for reminding students of things as they walk out of the classroom..."Don't forget to..."
4. CSMs also work well for assignments that will take multiple weeks to complete.  This technique reminds students to look ahead at the assignment and begin working on it prior to the week it may be due.
5. Finally, all CSMs, announcements and class-wide emails are archived in a discussion board area called "Archive."  I find this helps to cut down on responses, such as as "I didn't get that." or "Can you send that to me again?"  When students know the information will be archived for them, they will know where to look for it.  It also prevents you as the instructor from having to be the deliverer of repetitive knowledge.
3. How to Email Your Class
1. The university has 3 different ways for your to email your class.  Choose the one that works easiest for you: 
   http://www.memphis.edu/registrar/faculty/selfserv/email_classes.htm 
   
4. Modular Syllabi

   I also don't take credit for this strategy.  When I was an instructor at Clemson University, the faculty there used this strategy and taught it to me.  I have found it very useful for online courses and on campus courses. 

1. The basic idea is to make changes to your course materials and syllabus only in one place.  In general, you would like the syllabus not to change from semester to semester unless there are major changes to the objectives or goals of the course.
2. Separate assignment sheets from syllabus.
3. Separate the course calendar and due dates from the assignment sheets.
4. Assessments are presented with assignments.

What value am I adding?

1. When thinking about your classroom, what value are you adding to the learning experience for students?
2. If things aren't going the way you expect or want them to, then use feedback and make adjustments.  Two easy ways to do this are:
1. 2 stars and a wish: Ask students to tell you (e.g., write on paper, Google form, email, text, IM, etc.) 2 things that they learned or went well and then 1 wish they wish you'd covered, done differently or addressed.
2. Exit slips: Another way to gauge what students are valuing in your class is to use a type of exit slip (e.g., paper, Google form, etc.), and ask students what was most helpful in their learning success.  For example, after an exam, as students to check or rank the following :

   Which resource was most valuable to your learning?

   ____ Class lectures

   ____ Reading the book 

   ____ Working the homework examples 

   ____ Small groups 

   ____ Handouts on UMdrive, eCourseware, or Dropbox

For whom & what purpose is your Powerpoint? (or What's the point of your Powerpoint)

1. Are they a crutch for you?

   Are they a learning aid for your students?

   Are they your handouts if a student is absent?

   Do they help you add value or do they make you redundant?

    

2. 
3. Stop the madness! :)
4. If you haven't seen it, I highly encourage you to view @jessdee's presentation "Steal this Presentation" that was uploaded to Slideshare.net.  It is an exceptional tutorial on how to create better presentations and not become redundant.
   
   STEAL THIS PRESENTATION!

   View more presentations from Powered by C3 / SelectNY.Paris.
5. Take the pledge:  I do so solemnly swear under penalty of Facebook exile that I will put less text on my Powerpoints, and I will not be replaced by .pptx file.
6. Use images and photos to make points. Take a look at Flickr Creative Commons for royalty free images you can use.
7. Figure out the best way to present data (tables may not be it).
8. Here's the "Power of Stars" presentation I was talking about: http://www.slideshare.net/Intrepidteacher/knowingtheworldwelivein

If you have questions, please feel free to email me at mgrant2 [at] memphis [dot] edu.