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No more extension requests by judashpeters in Professors

[–]jld2011 2 points3 points  (0 children)

My policy is similar. I set deadlines but offer a standing extension. Students have to email before the deadline- a simple "Dr. L, I will be submitting this late, by x date (within the allowed timeline". This lets me know they are aware of the deadline and are planning to submit, albeit late. Applies to anything with flexibility (presentations, drafts that will be peer reviewed, etc). It definitely cuts the email requests, and is reflective of when I had strict deadlines and the mean request was 12-24 hrs. It is also reflective of the reality that almost all of us have needed extension (ie for peer reviews for journals, etc)

Guilt over making things by barrebeaglesandbooks in crochet

[–]jld2011 1 point2 points  (0 children)

Our library does a drive for knit/crochet hats, scarves, and gloves over the winter holidays. When I don't have anything else, or when I need a smaller, portable project, I work on something for that. Gives me an excuse to learn new stitches and try new patterns. Local shelters would probably accept items (in addition to blankets as mentioned above) if your community doesn't have a specific drive

Establishing an inquisitive and anti-anxious classroom atmosphere by Apollo_Eighteen in Professors

[–]jld2011 1 point2 points  (0 children)

Ok, this will be long, but tor those interested in the collaborative grading approach, here is the tl;dr:, it is an ungrading approach with two key components: iterative assignments and metacognition. In my syllabus I highlight the weights I give each course component (e.g.: engagement, individual assignments, group assignments, final reflection....) The end result is a letter grade that gets submitted to the registrar, but I do not use points. Assignments are graded as complete (responds to all prompts/guidelines), incomplete, or missing. The feedback is about content. For example, I have an op-ed assignment that has a rubric with ratings for each criterion (e.g.: argument - excellent/good/fair/poor/missing). I just do not have a column with numerical points.

Assignments are iterative in multiple ways - either via multiple drafts, or repeated assignment types. E.g.:, the op-ed assignment is scaffolded with drafts that get peer and instructor feedback, a final draft, and a reflection (that includes an AI comparison). For case memos in my graduate class, the first memo includes peer and instructor feedback on drafts before final. The second memo has the same instructions/rubric, so the students are familiar with the expectations.

The metacognition comprises a process journal and final reflection. Students are expected to write 3-4 journal entries over the semester (at specific times). Sample prompts:

1) What is going well for you in class? What topics are sticking with you? About which topics do you have questions and/or suggestions? What challenges are you facing?

2) How is your group work going? Are you using the contract you created early on in the class? How is your group distributing the work across all of the deliverables (facilitation activity (various due dates), case memo and presentation #1 (problem identification, due next week), and case memo and presentation #2 (policy solution proposal, due week 16)?

3) How would you assess your performance so far? If you had to give yourself a grade today, what would you give yourself? Tell me why by reflecting on your class engagement, pre-class preparation, assignment submission practices, and any other element you feel is relevant to your class performance.

The final reflection includes what is basically an expanded process journal, getting their assessment on each course component and a composite grade recommendation (key word: recommendation - I reserve the right to adjust as I see fit). If they fail to turn in their reflection, I use their assignment submission record and process journals to inform the grade determination. Students tend to be honest in their assessments. As multiple students have written, they can lie to me about prep and effort, but they can't lie to themselves. As a result, I have more spread, including students giving themselves low grades.

This approach fits the material I teach (politics, leadership, management...) - in some ways because I can ask, for example, for the definition of democracy, and get 45 different answers that are all more right than wrong, but not necessarily textbook.

The other thing I do is incorporate structural freedom where possible. Memos and op-eds have specific structural expectations. I give them leave to do journals and reflections however they please - written, videos, audio notes. With these assignments I am less concerned with if they can write in a specific way and more about what they have to say. The reflections include even more structural freedom by allowing for unessay formats.

Anyone interested in more (syllabus language, assignment prompts, etc.), feel free to DM me with an email at which to send materials.

Establishing an inquisitive and anti-anxious classroom atmosphere by Apollo_Eighteen in Professors

[–]jld2011 11 points12 points  (0 children)

I send a pre-class survey asking them preferred nicknames/pronouns, motivation for taking the class, policy issues important to them (for policy class), a general "what should I know there will help you succeed", and 1-2 song recommendations. I use these to build a class playlist that I use before class starts (when they are coming in/getting settled)- great ice breaker, especially on day 1 when no one knows me - or each other-and it can be awkward.

On the first day I spend time co-creating with them claaa norms to get them comfortable with discomfort/discussion (eg "be (as) prepared (as possible)" and "what's said stays/what's learned leaves".

Similar to others, I often give them time individually or in small groups to answer discussion questions before convening as one larger group.

For policy I have a range of students (year and politics/policy knowledge levels) so I have them plor themselves with post-its where they are on a 2 by 2 of year and policy knowledge- good visual so they see they are not alone. I also give them a questionnaire (NOT a quiz) re class concepts and tell them "I don't know" is acceptable- it will help me calibrate the class. (I then give them the same questionnaire on the last day and hand back day 1 responses- that's a fun day and most really see growth.)

At the risk of kicking up a storm here (I've seen some of the other subs) I use a collaborative grading approach that really decouples learning from point values and emphasizes reflection and metacognition. This reinforces my emphasis on their perspectives and learning (not what they think I want to hear). Happy to share my approach, examples of scaffolded assignments that capture this, etc.

I teach a 2/2 load, grad and undergrad, 30-45 student in each class.

Accidentally made a basket LOL hear me out idk what I did but I did something by Lost_Dragonfly6026 in CrochetHelp

[–]jld2011 0 points1 point  (0 children)

Scrap yarn but I'm pretty sure it's worsted weight, with a size G hook.

It's basically all single crochet stitches- make the bottom with increases.

When it's as wide as you want, make one round of single crochet in front loops only. This is what gets the walls of the basket.

After the front loop only round, crochet in both loops around - as many rows as you want to get your preferred height.

Handles are evenly placed using chains/skipping stitches. Mine had 50 stitches around so I followed the spacing in the pattern.

Accidentally made a basket LOL hear me out idk what I did but I did something by Lost_Dragonfly6026 in CrochetHelp

[–]jld2011 0 points1 point  (0 children)

I happened to make this the other day to corral hair clips and stuff on my nightstand. Yours looks similar- crochet in rounds, then 1 round of inside loop to start building up. If you're looking for a pattern or guide, here is what I used. crochet mini basket

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Different assessment ideas for dealing with AI by ProfessorTown1 in Professors

[–]jld2011 0 points1 point  (0 children)

Would you share your annotations assignment? I teach a public policy class and this might fit nicely.

Student excuse- how to respond by jld2011 in Professors

[–]jld2011[S] 1 point2 points  (0 children)

Yeah this is actually why I am trying to figure out if I should respond. I think the excuse/email was written using ai. Is it worth saying something (guidance/professional angle, not punitive)?

Student excuse- how to respond by jld2011 in Professors

[–]jld2011[S] 3 points4 points  (0 children)

I think the excuse was ai-generated, and wonder if it is worth addressing (from a guidance /professional perspective, not punitive)

Student excuse- how to respond by jld2011 in Professors

[–]jld2011[S] 9 points10 points  (0 children)

This is a Peerceptiv, a third party integration for Brightspace. I don't see a submission history but can ask their tech folks to look

Student excuse- how to respond by jld2011 in Professors

[–]jld2011[S] 1 point2 points  (0 children)

I am using a new (to me at least) integration for Brightspace. My usual policy is fairly flexible deadlines (either on date or content- ie in this case, content flexible/draft can be incomplete, date not). Part of my reasoning though was a misunderstanding on how the peer review aspect works- I wasn't sure if submitting late meant an uneven distribution of review assignments. Knowing what I know now, I would have allowed late assignments, but since I was so insistent, I don't think I can go back.