TEACHSOC: Re: Mid-Course evalautions

[Del Thomas Ph. D.]

Jack, I hope there is enough detail of the sociology used in the classroom and town meeting in the site below. There is too much to put into a post. I could say it takes a village/group but that is well...... whatever.   I hope to have more at the site soon... http://delswork.net/townMeeting.htm Del Jack Estes wrote: I would be very interested in an example of how you reach your solutions "by the application of sociology," Del. Can you share one of those experiences? Even the town meeting approach sounds intriguing.   Jack Estes BMCC/CUNY ----- Original Message ----- From: Del Thomas Ph. D. To: Roberts, Keith Cc: teachsoc@googlegroups.com Sent: Wednesday, February 15, 2006 8:26 PM Subject: TEACHSOC: Re: Mid-Course evalautions Only once when by mistake I was placed on the team drafting the  evals could I have any input.  And has been suggested end of semester evals are really an insult to the student.  The items I have seen in this thread are good... never happen in any place I have taught.  So I  require a learning statement with each assignment.  No learning statement no evaluation...assignment returned as incomplete. Class issues are handled when they arise in a town meeting.   Solutions are reached by the application of sociology. Del Roberts, Keith wrote: I've had wonderfully useful papers come in, and I think it affects the level of responsibility many students bring to the learning process.  *   *   *   *   *   *   *   *   *   *   *   *   * This is a good point.  Midterm evaluations are interesting in terms of how they seem to affect a course.  It would be wonderful to have some hard evidence on this, and my “data” are anecdotal, but here are some of my “soft findings” on doing mid-term evaluations: -If you ask for their advice and then fail to make any adjustments, you really have unhappy campers!  You must be prepared to change the modus operandi of the course. -If you ask for advice at midterm, it sometimes changes the tone of the class, with students perceiving the instructor to be more accessible. -If students are really not pleased for some reason and they “vent” on the midterm evaluation, then they seem less likely to vent at the time of the final evaluation.  The final evaluations are actually more positive.  Has anyone else had this experience? Like Kathleen, I have used formal Likert-type instruments before (I will attach one sample), but I do think narrative-style feedback is usually more useful.  Note that it is a good idea to ask them about what they have been doing to help make the class go well.  Midterm evaluations are a time when students can be urged to realize that the instructor only controls a small number of the variables that influence the classroom experience, and the students control some others.  As Susan points out, midterms can actively invite students to be participants in shaping the course, including getting them to reflect on their roles. I have also borrowed a procedure from a colleague on occasion.  It is called “three stars and a concern.”  On a half sheet of paper you have three little stars and “smiley-face” (but it has a grimace rather than a smile).  The students are given five or six minutes to write three things they like (which gets them thinking positively and also offers you some positive feedback) and one concern, question, complaint, etc.  This does not take much time but can provide feedback on how things are going. --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "Teaching Sociology" group. To post to this group, send email to teachsoc@googlegroups.com To unsubscribe from this group, send email to [EMAIL PROTECTED] For more options, visit this group at http://groups.google.com/group/teachsoc -~----------~----~----~----~------~----~------~--~---