On the last day of classes I do something very similar to what Lawrence
described. On the _first_ day of class I ask students to write me a brief
"Math Autobiography" which is to include goals for the current semester and
plans for achieving these goals. I hold these autobiographies throughout
the semester and return them to the students on the last day of class when I
ask them to write a "Course Reflection." I ask them to read what they wrote
at the beginning and describe how their autobiographies have changed now
having the semester behind them. On the last day, I also prompt them to
give advice (in writing) to the class I will teach during the following
semester. "What do you need to do in order to be successful in Chris'
class?" I can then take this advice and read it to my class in the
following semester after they have written _their_ autobiographies. "This
is what my last class suggests you need to do to be successful in this
course."
This works very nicely on many different levels. It seems (my impression)
students hang on to advice from other students who have been through a
course rather than from me as the instructor, AND it gets the students who
have been through the course an opportunity to reflect on what they did or
didn't do to be successful. It also seems like a "romantic" way to say
goodbye.
Christopher Reisch
Assistant Director
Mathematics Coordinator
TJE Learning Center
103 Talbert Hall
SUNY @ Buffalo
Buffalo, New York 14260
Ph: 645-2394
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There are three kinds of people in this world,
Those who can coun,t and those who can't.
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Some people you love no matter what,
and others if the time is right.
To me, the best kind of love
is the no matter what kind.
-From Inventing the Abbotts
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