Friday, January 30, 2009

February Meetings Coming Up

Our February meetings will be held next week, Tuesday and Wednesday in SC 206 G/H, 5:00-6:30.


I'm happy to announce that we'll be joined this month by Forrest Williams, Chair, and at least one other faculty member from the Basic Composition Program. They'll have a presentation on recent developments in their program that in many positive ways reflect our own, and then lead a discussion and answer whatever questions you may have about the ways they're preparing students for our courses, the relationship between 089/099 and 1010/2010, and so on.


We should also have some time to discuss other questions and matters of concern regarding your classes, including folllowing up on last month's topics as necessary.


Please feel free to email me (gosherjo@uvu.edu) if you'd like any issues added to our agenda or have any questions you'd like us to address as a group. Otherwise, see you next week.




Wednesday, January 14, 2009

downloading/starting micrograde

Steps for downloading Micrograde

Login to UV Link (use Windows Explorer rather than Mozilla)
· Open the help tab
· Open “Employee” file in Download Manager window
· Choose your platform (Mac/PC)
· Open Micrograde file and click on “Micrograde Setup exe”
· Run installer

Setting up courses is pretty intuitive, and the micrograde program will walk you through each step:
· Name your course and term
· Select grading methods (points or percentages)
· Set grade standards (either confirm the default grade breakdown or adjust as you wish)
· Fill in grade categories and weights.
· Add student names to populate your class roster. Blackboard/Web CT users can import class roster into Micrograde, but in my experience, it simply doesn’t take long to type in student names.

Don’t hesitate to stop by or email if you have any questions about using the program.

Of course you need not use Micrograde, but you have to maintain a detailed record of grades --rather than final grades alone--over the term that you can give to Meredith after finals.

See you later--next month at the latest.

Thursday, January 8, 2009

Welcome Back--January Meetings Next Week

Welcome back to campus. Hope your first classes--today, tomorrow, Saturday--go well.
I wanted to remind you that our first meetings of the term will be held next Tuesday and Wednesday, the 13th and 14th, from 5-6:30 in SC 206 g/h. As a reminder, and for the new instructors who are joining us this semester, you need only attend one meeting a month, since the content of each is roughly the same.

This month we'll be joined for the first part of the meetings by Professor Mark Crane, who will be talking about online technologies that facilitate communication between instructors and students, and between students themselves. I hope that--particularly since office space and predictable times are difficult to come by--emerging technologies will help mitigate the lack of physical space.

Also, we'll talk about maintaining grade books electronically. We'll be asking you to turn in a detailed grade book (rather than simply a final grade report as in the past), so part of the meeting will include an introduction to the Micrograde software--which is free and which I find pretty user-friendly--and to writing Excel spreadsheets--which Grant will talk about, particularly for Mac users. Certainly, we invite you to briefly describe your own book-keeping strategies, including keeping paper grade books, at next week's meetings as well. Any approach is fine, as long as you're able to provide Meredith an electronic or paper document with a detailed report of your grades.

Finally, I know a number of you were hoping to get additional classes, especially since there remains significant enrollment pressure this semester. Unfortunately, budget cuts have prevented us from adding more sections, so your schedules are most likely to remain as they are. We hope to return to being able to offer everyone the number of sections they'd like in the fall. On that note, because of the additional enrollment pressure, we're likely to face unusual pressure from students and administrators to over-enroll our writing classes in the first weeks of spring. Regardless of that increased pressure, we strongly encourage you to keep your classes at the enrollment cap (23 in regular classrooms, 20 in computer classrooms), using, if you'd like, the department's add policy as leverage. Copies of the add policy are in your mailboxes.

I think that's about it for now. Write me if you need anything in the first week of class--otherwise, see you next week. In case you reply to the email listserv, don't forget that when you reply to a listserv message, the default reply is to the entire list--so make sure you select "reply to sender" if you want your message to come only to me.

See you soon.

--John

Monday, December 1, 2008

A (now typically) last minute reminder:

Our final part time faculty meetings of the term will be held Tuesday and Wednesday of this week; as usual, we'll be in SC 206 g/h from 5-6:30.

We'll take some time to talk about any questions or concerns you have regarding final projects, grading, and anything else that's pressing as we head toward the finish line. We'll also try to devote the byulk of our time to a presentation by Library staff--both letting us know about instructional resources (especially library introductions for students) and fielding questions and suggestions from you.

Thanks to everyone for responding to your proposed schedule. There have been a small number of changes, and I may be contacting a few of you to make adjustments in your schedules. As always, it's a moving target, so thanks for your patience.

Talk to you soon.

Sunday, November 2, 2008

November meetings this week/spring schedule out soon


A bit late on the reminder, but don't forget that our part time faculty meetings will be held Tuesday and Wednesday of this week; as with last month, we'll be in SC 206 g/h from 5-6:30.

This month, in addition to the usual starting point of addressing any questions or concerns you have, we'll be talking about your students' research projects. It's likely that at this point in the term most of you are beginning, if not in the midst of, your students' culminating projects. You might consider in advance of the meetings some of the following:

  • How do you help students get their research projects started?
  • How do you help them find sources (i.e. an adequate number and type)?
  • How have you helped students develop (in 1010) or sustain (in 2010/2020) an acculturation in one or more academic conversations?
  • How effectively are the course texts and sequences of assignments supporting your work in relation to teaching research writing to lower-division students?
  • What can Grant, Gae Lyn, and I do to more effectively support your work in class?

OK, that's probably enough to get us started, so we'll get to it when we get together this week.

We should have a draft of the spring schedule ready for you either later this week or early next week. Please keep an eye on your mailboxes for your schedule and acknowledgment.

Talk to you soon.

Monday, October 20, 2008

More thoughts on Strong Resonse texts

So, I got lots of good comments about texts for the strong response paper. I think everyone is on really different pages with this assignment, which caused everyone's suggestions to be also very different.

In order to decide on texts, I've taken time to really think about the students this semester, where they are, and what they need. I just did a week on personal narrative writing with them, and as I taught them, I realized that they needed this earlier. I may have pushed them on issues and politics a little too much in the first too papers, and I am not sure they were ready for that.

This tells me a few things. 1) I think paper #3 for them needs to be a little out in left field because if they start to feel like all the assignments are too related, they start to bring their writing "sins" and worries with them from paper to paper. Some of them freeze under this pressure. 2) We did so much focus on the thinking process in papers 1 and 2, that I think I need to give them an assignment that to them feels more like a writing assignment/ process. Again, we know that all assignments are both, but sometimes it isn't about us or how we perceive the process. It is about the students and what they see. 3) I want to take advantage of the current political climate and election if I can. 4) I want all my students to get a strong sense of success after paper #3 as they prepare for the next two papers.

So, with all that said, I have decided to let my students choose essays from The New Yorker magazine. I gave them a word limit and a specific place to look for the essays online. There are enough that I am hoping each students will be able to find something that is challenging and interesting. It also exposes them to new ideas that are current and real. So many of my students were nervous about talking about local issues in previous papers because they did not feel informed. I am hoping that this adventure with the New Yorker will actually empower them and give them more confidence in their ability to find out what is going on and have an opinion about it. Plus, these essays are well written while also leaving room for response and critical thought.


Am I off in left field? Let me know.
What problems should I prepare for with this?

Monday, October 13, 2008

Texts for Paper #3

I'm excited to move on to Paper #3 for English 1010, but I am having a very hard time finding texts for the students to respond to. I want to provide 3 texts and let them choose one to respond to, but I am nervous about picking them myself since I have not worked with this assignment before. I am also still new to the demographics of freshmen students. I don't want to choose a text that is not at least user-friendly for this purpose.

Please help. I would love recommendations about texts to use. Again, I am looking for about three options. Also, any student samples or thoughts on teaching paper #3 would be great. I understand how it fits into the sequence, but I know I am going to have more questions along the way.

Thanks,


Jill Fellow