I have been trying to address these issues in my Intro class for years and continue to search for new ideas, so I am happy that you posted your request on TIPS. I haven't made much headway in "creating community" in my class of 200 (larger than most of my students' entire graduating classes) but feel that I have helped break down the professor--students barrier and helped at least some begin to develop the independent learner skills so necessary in college courses. Here are some of the things that have worked for me:
1) When summer orientation/registration sessions are over for new students I request an early copy of my class email list. Late in the summer I send out a lengthy email welcoming students to the university and Intro to Psych and orienting them to the course, my online syllabus and ways in which they can even get a head start on the semester, should they choose. 2) I strive to immediately open lines of communication by offering a couple extra credit points to students who introduce themselves to me by email and/or stop by my office (once the semester begins). Many students send me an introductory email before they even arrive on campus. 3) I have built into my online syllabus many time-management, organizational and study aid links and suggestions- not just at the end of the syllabus but throughout (http://www.uni.edu/walsh/linda8.html ) 4) I make use of many small assignments that give students practice working with the material that we cover and take some of the pressure off exams. 5) I have a group of advanced Psych majors who serve as my teaching assistants but each of whom also serve as a mentor, model and intermediary for a portion of the class. --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
