{"id":6235,"date":"2011-04-15t07:00:08","date_gmt":"2011-04-15t13:00:08","guid":{"rendered":"\/\/www.imrbdigital.com\/?p=6235"},"modified":"2011-04-12t11:47:39","modified_gmt":"2011-04-12t17:47:39","slug":"student-and-faculty-expectations-about-responsibilities-highlights-from-a-conversation","status":"publish","type":"post","link":"\/\/www.imrbdigital.com\/2011\/04\/student-and-faculty-expectations-about-responsibilities-highlights-from-a-conversation\/","title":{"rendered":"student and faculty expectations about responsibilities – highlights from a conversation"},"content":{"rendered":"
<\/a>by cft assistant director derek bruff<\/em><\/p>\n last month, the cft hosted a conversation titled \u201cnegotiating student expectations about freedom and responsibility<\/strong>.\u201d we\u2019ve found that when students and faculty have very different expectations about teaching and learning, a variety of teaching challenges can result, frequently leading to frustration for both teachers and students. we\u2019re planning to explore this topic throughout 2011, and last month\u2019s conversation was our second event in this exploration. (i previously blogged some highlights from our first conversation<\/a>, one on expectations about grades.)<\/p>\n the conversation last month was exploratory in nature, designed to surface various perspectives on the different expectations students and faculty can have about their respective responsibilities but not necessarily to leave participants with concrete solutions for negotiating these expectations. we were glad to have several undergrads participate in the discussion.\u00a0 it seemed important to have student voices part of a conversation on student expectations!<\/p>\n below are some perspectives on three aspects of this topic that seemed to generate the most discussion, along with a list of other areas in which student and faculty expectations about responsibilities sometimes diverge.<\/p>\n should instructors use attendance policies to hold students accountable for coming to class?\u00a0 here are some arguments in favor of attendance policies that were raised during the discussion:<\/p>\n and some arguments against attendance policies:<\/p>\n for one student’s perspective on this topic, read this guest blog post by erin baldwin, class of 2014: “from a student’s view: fair attendance policies<\/a>.”<\/p>\n should students be expected to “do the reading” before class? participants noted that students who don’t complete pre-class readings for discussion-based classes aren’t able to contribute as meaningfully to those class discussions.\u00a0 and students who do the reading are likely to be frustrated with those who don’t, particularly if they “drag down” the class discussion.<\/p>\n it was also noted that an instructor who reviews the reading at the start of class (often because s\/he suspects that many students haven’t come to class prepared) tacitly encourages students not to do the reading. this creates a negative feedback loop in which students are rewarded for not preparing for class, and is something about which instructors should be cautious.<\/p>\n some participants questioned the wisdom of requiring pre-class readings, particularly extensive ones. they noted that it can be challenging for a novice to make sense of a lengthy reading before hearing the instructor’s take on the material. one student participant noted that she is often able to understand her readings better after class, once she gets a sense of the “big picture” from her instructor. one option for instructors to assist students struggling with reading assignments is to provide them with guiding questions for each reading, giving them a sense of that “big picture” before class.<\/p>\n participants also mentioned that students are often highly pragmatic in how they approach their studies. if it’s possible to do well in a course without doing the readings before class (or without doing all the readings at any point in a course), many students will elect to use their limited time working on other courses. other students (and instructors) see value in reading broadly for a course, however.<\/p>\n should instructors provide students with some sort of exam review aid (e.g. practice exam, review guide) before tests?\u00a0 <\/strong>this question generated a lot of discussion.\u00a0 it was noted that fraternities and sororities keep copies of old exams on file, perhaps giving students in the greek system an advantage over other students unless instructors provide exam review aids of comparable usefulness.\u00a0 however, some participants argued that if a student doesn\u2019t know the material for an exam by that point in the semester, a review guide won\u2019t help much.<\/p>\n some participants floated the argument that an instructor’s responsibility to prepare students for exams is fulfilled through class sessions, and that additional support (such as review guides) isn’t required.\u00a0 along those lines, one student said that she doesn\u2019t expect an exam review aid from her instructors, but that she\u2019s happy to receive one when it\u2019s made available.<\/p>\n participants identified different aspects of an exam that might be highlighted in a review guide\u2014the course content that\u2019s \u201cfair game\u201d for the exam, the format of the exam, or the level of difficulty of the exam questions (factual recall, application, and so on).<\/p>\n during breakout group discussions, workshop participants surfaced a variety of other areas where students and faculty sometimes have different expectations for their respective responsibilities.\u00a0 here are a few:<\/p>\n earlier this semester, guest blogger mara truslow (class of 2013) explored another aspect of this topic in her post “from a student’s view: freedom and structure within a course<\/a>.” in her post, mara discussed the extent to which students should be able to set their own learning objectives in a course.<\/p>\n the cft will continue to explore the topic of negotiating student expectations for learning throughout 2011. look for more guest blog posts in our “from a student’s view” series, as well as additional conversations this fall. we hope to put together a set of suggested strategies for negotiating and clarifying expectations, as well.<\/p>\nattendance policies<\/h3>\n
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“doing the reading”<\/h3>\n
exam preparation<\/h3>\n
other points of contention<\/h3>\n
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