Barry Westling

Lea-Anne, Great. You know, I've seen the amazing power of good field trips manifest by motivating marginal students to begin to really buckle down, change their whole perspective about school, and end up in much better shape than they would have been had the field trip not occurred. That's a powerful learning activity! Barry Westling

Amanda, I look at the course objectives and base pretests on eventual hoped for outcomes. When I see students generally have acquired a particular learning objective, I'll spend less time with that component, deferring to other categories that appear to need more time. Barry Westling

Amanda, This is a good motivation for planning for speakers or field trips. Beside providing a break in the routine, I agree students often need a reinforcement about their choice to attend school and it's hoped-for outcomes. Barry Westling

Yvonne, I always start out with a plan for the day, and I try to make sure the most important information will be covered first. Of course what is planned and what I have time to get to can be subject to change ups for a variety of reasons. Sometimes, if students have lots of questions,and provide review or more thorough answers, the schedule can get behind. So that's where good back up plans are invaluable. Barry Westling

Yvonne, Of course students can provide feedback, but in many cases their comments and ratings can be skewed by subjective assessment based on lesser grades, feelings of material too hard,or resistance to class or school policies. Yet, there is an element truth tucked away in every comment, so as we reflect on the student perspectives and end of term evaluations, we can try to weed through the untrue subjectivity, and try to sort the nuggets of truth that, if we're honest, can be found, applied and model us to become better at what we do as instructors. Barry Westling

Yvonne, My experience is similar to yours, where extra credit is requested due to prior missed assignments or low score quizzes and exams. I want to measure learning, and a good grading system should reflect that accurately. Extra credit doesn't positively contribute to that mission. Barry Westling

Julius, Yes, integrating as many different learning activities can only keep the class interesting, assure better participation, and enhance the instructional process. Barry Westling

Julius, I want to measure learning. Points are everything to students, and rather than quibble about here or there, if the student can satisfactorily demonstrate minimal understanding, and EC can assist with that, my take is why fret? Barry Westling

Aileen, Understanding and applying essential course material is at the root of most class objectives. There are many methods to achieve that. Extra credit is more of a grading activity rather than an instructional activity. If my goal is measuring learning, EC takes a lesser role. But there are benefits to giving assignments that are beyond what's required. Barry Westling

Carol, For many technical careers, I can see that it would beneficial to get hands on experience concurrent with theory. This seems it would also contribute to better focus and attention, and make for more interesting classes as well. Barry Westling