Amy,
I personally love rubrics & have found a great deal of value in them as it removes the appearance of subjectivity.
Dr. Ryan Meers
Thomas,
yes & one thing we try to emphasize is "make yourself valuable." Too many think with the degree/certificate I'm valuable. But in this economy, there are many folks who are equally credentialed. What makes you stand out? And once you have the job, are you making yourself so valuable that they wouldn't dream of laying you off?
Dr. Ryan Meers
We like to provide rubrics with tasks so the students have an expectation of performance levels. This provides clear instructions on what is an 'adequate' job, a 'good' job and an 'excellent' job. It helps them become familiar with the concept of job performance.
This is probably my biggest pet peave as an instructor. I am seeing way to many students looking for a 70% just to get by. I like the idea of incorporating something to make themselves more aware that with the economy and job market we have today, just getting by won't cut it. If we can make them realize as the class begins that they MUST do there very best, or they could be in for a very difficult life ahead. I like the idea of having them do a first day written explanation of their goals for the class, as well as their future. By having it in writing, it will hopefully make themselves more aware of what they need to accomplish.
Students dont want anything to do with owner ship... unless you have a forener then they do.
Robert,
yes, that is what is considered a contract. Others may have more or less info depending on what they wish, but in general this is referring to the syllabus concept.
Dr. Ryan Meers
Robert,
yes, that is what is considered a contract. Others may have more or less info depending on what they wish, but in general this is referring to the syllabus concept.
Dr. Ryan Meers
I agree, taking ownership seems to be lacking in gen Y, they want everything handed to them and expect an A for doing nothing to earn it, and the excuses for the lack of work are getting more ridiculous day by day...
Dr. Meers, Our school already uses and requires that each student sign a syllabus acknowledgement form after we have gone over the syllabus which contains the expectations, requirements and grading schedule. Maybe this is what is being called a contract. I just don't see a separate document in addition to the one we have being necessary.
Robert,
I don't think anyone is arguing that is unclear. Rather, when you engage in a contract (basically requiring a signature) you then have a document that you can show them stating that they read & understood those expectations & requirements.
Dr. Ryan Meers
I thought that if we clearly lay out what is expected and what they have to do to learn and pass a class then they know what needs to be done. Ex. class participation, quizzes each chapter and test over particular chapters. When the percentage of each component is detailed, why is that not clear?
It's funny that you mention the "Get a 70" question. I find that when the student is confronted with their possible grade near or at the end of the term, some Gen Y'ers will be happy with "average" while others want to do better. I always tell them "I do not make your grade, you do."
Michael,
I guess to me the performance contract is getting them to take ownership & hopefully can be used to show them that if they don't perform, they will not get a passing or satisfactory grade. Then the ownership is on them because they knew what they had to do at the beginning.
Dr. Ryan Meers
