I agree with your expectations Marsa. I have ask that my students sign the last page of the course syllabus and return it to me after reading the content.
Hi Marsa,
By knowing sharing the course expectations, requirements and policies you get the students settled into the course and ready to learn. This way they can concentrate on the course rather than spending all of their time trying to figure out what it takes to pass the course.
Gary
I post Course Expectations, Course Overview, Late Policy, my contact information, my bio, and ask the students to post a short student bio as well. I provide a course overview, chat times if online, grading guidelines, reasearch and proper citation guidelines, student code of conduct, late policy, incomplete policiy, and assignment guidelines.
I tell the students exactly what I expect. They are adults and they can handle the expectations. Most of the class requirements are in the syllabus that I give the students on the first day. The rest works itself out. Lead by example and they usually will follow.
Give written and verbal instructions
Written material/instructions
Hi Tamara,
This is a great way to set the stage for the course. By setting your goal of effort at 110% you have sent a very clear message that you are going to expect a high level of effort from each and every student. I like to set the standards high from the very beginning so my students have something to work toward.
Gary
On the first day of class, I hand out the course syllabus, it states the object, and the time frame of each assignment week by week; so it is reader friendly. I have each and every one of my students to introduce them self, then I give them a small back ground of my professional experience. I let them know that any thing worth having is worth working hard for, and I vowed to give a 110% to them, and I ask for the same in return.
Past all my knowledge in a very simple way, so if they have any question I can use the internet to reenforce all my information
By establishing clear cut goals and expectations, students know from the get-go what is expected of them. It has been my experience that this is helpful to them as they reach their academic goal. Coming off as being organized is extremely important when establishing a relationship with students. If the instructor is "together" then they are also modeling a required expectation of the student. There are no surprises to the student or the instructor later on in the course.
As an online adjunct and only 10 live sessions it is imperative that students know the expectations. In live session #1 I spend nearly 30 minutes, addressing everything in this chapter and include the late policy. For some reason many online students like to wait until some point in the term and start submitting assignments. I guess that many instructors tolerate that?
I like to hand out a simple list of student expectations. I include things such as: arrival time, equipment needed, paperwork to turn in upon arrival, and how the students should conduct themselves while in clinical. After reviewing the list with them, I ask the students what their expectations are of me as their instructor. I feel as though we are setting the tone for how we will conduct ourselves and we now understand what is expected of us. I think this cuts down on miscommunication and leaves ambiguity out of the equation.
We discuss expectations in class so there is an opportunity for questions. I also provide a print out of my "Expectations of Presentations." I have found that this print out helps immensity with retention.
I feel the best way to communicate course expectations is to tell students the importance of this information and how adhering to them will create a more comfortable learning platform.
It is important that you make your expectations clear to the students so that it makes them a responsible party in the class. They need to know how they will be expected to perform in the class room to better prepare them for their performance in the work force.
I actually use a handout that list my course expectations. Now the student can't say what they thought they heard or make assumptions about the course. They can always refer to the document.
i do the same thing with a weekly calender of lab work and assignments due. students also get an event calander for the whole term. using a term calender along with the weekly schedule ensures that no studies or projects are missed
Along with the Student Handbook, and Class Syllabus, each week I present the students with a written weekly outline of class assignments, quizzes, homework, and any research that will be required. At this time the expectations are set, and we are all on the same page.
I think sometimes it is helpful to give your students a breakdown of exactly how each assignment is graded...I ususally give a copy of any clinical assesssments associated with the course
I try to cover any possible question in the syllabus...that way they have their answer written for them
