Re: [MATHEDCC] How do you end your course?

Lawrence Gilligan (larry.gilligan@UC.EDU)
Mon, 19 Apr 1999 14:22:30 -0400

Ted-
I do two things on the last day of the quarter:
1.  I give students a sheet of paper with their grades so far.  (Hourly exam grades and quiz/homework grades)
This serves two purposes:  1. it is a record-keeping check (in the event I recorded a grade incorrectly, etc) and 2. it clearly lays out what is needed on the final for a particular grade in the course.  This is a cinch to do since all grades are in a spreadsheet and generating a mail merge is a snap.

2.  From an inspirational talk I once heard Howard Eves give, I hand out the following to my students so they might get the bigger picture:

The Scholar's Creed

I believe the knowledge I have received or may receive from teacher and book, does not belong to me;  that it is committed to me only in trust;  that it still belongs and always will belong to the humanity which produced it through all the generations.
I believe I have no right to administer this trust in any manner whatsoever that may result in injury to mankind, its beneficiary, on the contrary --
I believe it is my duty to administer it singly for the good of this beneficiary, to the end that the world may become a kindlier, a happier, a better place in which to live.
from The Scholar's Creed
by Dr. John J. Seelman

Larry Gilligan


At 01:13 PM 4/19/99 +0000, ted panitz wrote:
>Hi Listers,
>
>     A few years ago I initiated a discussion about how to end a course
>and/or class which resulted in many interesting ideas. This internet
>discussion lead to an article titled "Ending On A High Note: Better
>Endings For Classes And Courses", by M. Meier & T. Panitz in College
>Teaching,  Fall 1996.  I thought it would be fun to revisit this
>question since we are approaching the end of another semester, and with
>new members on the various lists it would be interesting to see what new
>ideas have been developed since the last discussion.
>
>    What techniques or approaches do you use to end your course in an
>interesting way (other than or in addition to giving a final exam)?
>
>Please respond to the list to help generate a discussion. I will compile
>the responses and send them to respondents and interested list members.
>Thanks in advance for your responses.
>
>Regards,
>Ted
>tpanitz@cape.com
>
>I ask my students to write a "self evaluation" at the end of each
>semester in all my classes. It is intended to have the students reflect
>on their performance and behavior in the class. It is not intended to be
>a class or instructor evaluation since these are done officially by the
>administration. Some of their comments do reflect their evaluation of
>the class but they generally focus upon how the class procedures have
>influenced them. This assignment provides me with some interesting
>insights into students' thinking and reaction to my cooperative learning
>approaches.
>
>This assignment is also used to have them think about how they will
>approach their next math class and to encourage them to make changes
>needed to help insure their success in future classes. The responses are
>very candid as you shall see in the responses which follow.
>
>Not all the responses are positive but this reflects the honest and
>personal nature of my relationship with the students which comes from
>using cooperative learning techniques throughout the semester. I
>emphasize that I am never offended by what students write if they are
>being honest and constructive. To me developing this relationship with
>my students is as important if not more so than simply making sure
>students have covered the course  content.
>
>     Most students comments are positive about the class and my
>techniques and I see this as a testimonial to the nature of cooperative
>learning which allows me to express myself and show the students my
>human side as well as allowing me to get to know each of my students on
>a much higher level than just finding out about their academic
>capabilities.
>
>                   END OF SEMESTER SELF EVALUATION
>
>     I WOULD LIKE YOU TO DO AN EVALUATION OF YOURSELF IN RELATION TO
>THIS CLASS. THIS WILL NOT COUNT IN ANY WAY TOWARD YOUR GRADE, HOWEVER IT
>IS REQUIRED TO COMPLETE THE CLASS. PLEASE ANSWER THE FOLLOWING
>QUESTIONS, NOT NECESSARILY IN THE GIVEN ORDER.  PLEASE FEEL FREE TO ADD
>ANYTHING ELSE YOU WOULD CONSIDER APPROPRIATE TO HELP ME UNDERSTAND HOW
>THIS COURSE WENT FOR YOU.
>
>               * HAS YOUR APPROACH TO MATH CHANGED DURING THIS COURSE  
>OR COMPARED TO PREVIOUS COURSES?    IF YES HOW?
>
>              * HAVE YOU ATTITUDES OR FEELINGS ABOUT MATH CHANGED?     
>WHAT WERE THEY BEFORE VERSUS NOW?
>
>              * HOW DO YOU FEEL YOU PERFORMED IN  THIS COURSE?
>
>              * WHAT WOULD YOU DO DIFFERENTLY IF YOU HAD A CHANCE TO   
>DO THIS ALL OVER AGAIN?        
>          
>            * HOW DO YOU FEEL THE COOPERATIVE LEARNING APPROACH                WORKED IN
>THIS COURSE?  
>
>            *DO YOU HAVE ANY SUGGESTIONS FOR IMPROVING CLASS           
>PROCEDURES?                 
>
>               * WHAT ELSE WOULD YOU LIKE TO ADD THAT I DID NOT ASK?
>
>PLEASE TYPE YOUR EVALUATION
>
>+         +         +         +         +          +         +      
>+         +          +            +          
>STUDENT RESPONSES:
>
>     "Before taking this class I had negative attitudes towards math. I
>did not understand too much and focused little on learning it. However,
>my thinking has begun to change. I am able to figure out problems that I
>once thought were too complicated to complete. You made the atmosphere
>one in which it was fun to learn. I feel that my performance has
>improved as a result of this. Students were able to communicate and work
>through problems together. The grades I received were higher than any
>other math course I have been in. I was happily surprised."
>     "My approach to math has changed during this course. Previously I
>would not have bothered picking up the book outside of class to study. I
>would beging the day with a lecture and then try to learn from that. But
>now I am willing to do my part in order to understand the material, and
>it has worked."
>
>     "Overall I would have to say that the laid back, conversational and
>non-threatening way the course was structured seemed to help me overcome
>some of my preconceived notions about math. The course was set up in
>such a way that made learning a little more fun than in previous math
>classes. Also, being able to converse openly to my neighbor, or the
>teacher, if I had a problem, certainly helped me feel relaxed,
>non-threatened, and at ease if I ever had trouble finding an answer to a
>problem. I had a feeling that if I ever had a problem I could go to the
>teacher or a student and I could troubleshoot or dig until I got the
>information I needed. The uninhibited atmosphere in the classroom made
>me feel that no matter how difficult a particular problem was to grasp,
>I could use the resources available to me in the classroom without
>feeling intimidated. Being less intimidated meant that I could ask more
>and more questions until I got the information that I needed to succeed.
>     "I think I performed rather well in the class but I felt I could
>have done better. If I had done more of the problems in the book I may
>have gotten a better grasp of the material. I think, however, that I did
>a very good job considering my circumstances of having a full time job a
>family and taking another course (general chemistry)."
>
>    "Prior to my entrance in this class my experience with math has been
>a struggle. I have learned from this class that math can be enjoyable if
>you make it a group process. I gained a lot of experience from working
>closely with the students at my table. I never felt alone, like another
>face in the classroom. My wish is that I find another open-minded
>professor that will allow me to continue to learn in the same manner.
>     "My attitude to mathemetics has changed with this class. I do not
>perceive math to be something I just do not "get" any more. I come away
>with the knowledge that in order for me to comprehend math I need to get
>explanations from multiple sources. I cannot learn from a book nor can I
>learn from just one instructor, I need multiple sources of instruction."
>     "I feel my performance in this class was fair. I was lax in doing
>my homework and for that alone I feel my performance could have
>improved. I was, however, very instrumental in my groups learning
>process. I served two purposes there: 1. I helped others grasp what I
>knew when they were having difficulties; 2. When I was lacking in
>understanding I helped to re-enforce their knowledge by having them
>explain their perspective to me."
>     "What can you do to make this course better? Well, I am grateful to
>you for developing your techniques. I was able to grow because of it.
>But, I feel that a more regular pattern of homework expectancy from you
>would allow DE students to further cement the practices needed for
>future college level courses. I realize it is not your job to baby-sit,
>but the DE students are here to re-learn (or learn for the first time)
>proper math habits."
>
>    "My approach to math has not changed during this course. I'm pretty
>much set in my ways. My attitude toward math has definitely not changed.
>I still dislike it. I try and try but it seems to take me a little
>longer than the rest of the class. I did spend a great amount of time
>this semester in the math lab, which helped me some. I don't think I
>could have gotten by without the help of Joyce, my table partner. Joyce
>spent extra time with me helping me understand that one problem, or word
>problem. But I can honestly say that I pretty much dislike math. My
>performance was average. I've always felt that if your heat is into it,
>you can accomplish anything. If your heart ins't into it, you are only
>going to do average or worse. I know that I could have done better, but
>my whole heart wasn't into it. How could you do great ion something you
>don't like. I get by because I have to. I didn't have a choice. I have
>to take math to be where I want to be, so I simply bear with it. As for
>my future plans I hope to finish my math requirements to graduate, then
>hopefully never see it again. But I know that sooner or later it will
>find me again. I would like to thank you again for a great semester. I
>wish things were done a little differently, but on the whole it was a
>fun, good learning experience." 
>+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
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