In this final Tuesday Tip of the academic year, the Office of Faculty Development (FDEV) is interested in what type of programming would most benefit you in 2019-20. This past year, we offered paid programs on teaching enhancement, article writing, online course design, free speech in the classroom, mentoring new faculty, a book club on artificial intelligence and another on culturally inclusive education, as well as four intensive summer programs on inclusive pedagogy, teaching writing, affordable textbooks, and a writing community.
Assuming FDEV is appropriately funded in 2019-20, we plan to retain most of our existing offerings while also exploring programming on teaching first-generation college students, grant-writing, and department chair development.
FDEV is the one office on campus that supports your growth and development as a teacher and scholar. Click on the FDEV blog and let us know what you want from your Office of Faculty Development next year.
As due dates for final papers and projects approach, how do we respond to students who ask us to review drafts before turning in the final product? We know that writing is a process, and that formative feedback is critical to student learning. Many of us build in intermediate due dates along the way—project proposals, annotated bibliographies, outlines, drafts, etc.—to help guide students to successful outcomes. The Good Teacher in me knows this, and is gratified when students embrace the iterative write-and-revise process. The Overworked Teacher in me sighs when yet another student email comes in asking, “Can you look this over before I turn it in?”
What’s the difference between helpful, directive feedback and feedback for a student looking for grade insurance or a copy-editing service? When does the extra review shift from productive to double-the-work exploitative, and how do we help students see the difference? Check out the recent entry on this topic from the advice forum in Vitae, the Chronicle of Higher Education’s career site. The range of answers is interesting, and offers some good practical tips for managing these requests. Not surprisingly, the major takeaways involve setting reasonable limits (I liked the “Rule of Three”) and making the role of (and process for receiving) feedback clear to students from the beginning of the course.
* Authored by Dr. Katherine McCarthy.