Suggestions for a mid-course self-assessment
Are there aspects of your grading system that may lead students to come to class or lab even if they have symptoms?
“Butts in the seat” attendance policies, participation policies, participation grades, and in-class graded assessments fall in this category. These practices generally aim to reflect and reward the learning that happens during class or in a lab. Often, though, the same learning or engagement can happen in different ways. Consider the following adjustments and alternatives:
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For discussion-based courses, classroom technology can enable students at home to hear the discussion, even if participation is difficult. If they can hear but not participate, could they prepare a summary of the discussion? Or consider whether the discussion can be recorded for students to listen to at another time. Could absent students participate in an online discussion board instead, whether synchronous or asynchronous? What about an alternative written assignment focusing on the same discussion prompts?
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In-class graded assessments can be made available to students online or could be rescheduled for another time. Asking students to sign an academic honesty agreement can lessen concerns about cheating.
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For lab courses, can a make-up opportunity be scheduled toward the end of the term? Could isolated students be paired with in-person students to share information and roles? If there were remote lab options from last year, perhaps those could be resurrected.
Normally, changing grading practices midway through a course is discouraged, but it’s appropriate when accompanied by strong rationale that benefits students and the community. And there are ways to do this without sacrificing course learning goals, standards, or expectations. For assistance brainstorming possible solutions, contact morgan-center@wpi.edu.
How can we accommodate students who miss graded work?
In 2018 the Committee on Advising and Student Life published “What to do when students miss graded work,” a compilation of best practices that can help with our current situation. They include strategies such as being flexible with assignment deadlines wherever possible and scheduling a makeup opportunity at the end of the term for missed exams.
Are there other ways to reduce worry and anxiety?
Even if direct harm to their grades is not an issue, students may feel the need to come to class because they’re worried about keeping up. Simply expressing commitment to helping them succeed and keep up can go a long way. All of our classrooms are equipped with technology for recording classes, which students can view from home. (Contact atc-ttl@wpi.edu for assistance.) Even though this is not ideal for many classes, it demystifies for students what they missed. Last year, we also heard from students how much they appreciated virtual office hours, and a group of WPI faculty contributed some of their classroom strategies for stress reduction.
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