{"id":980,"date":"2020-02-05T13:43:34","date_gmt":"2020-02-05T21:43:34","guid":{"rendered":"https:\/\/sites.evergreen.edu\/ltc\/?p=980"},"modified":"2020-03-20T22:22:35","modified_gmt":"2020-03-21T05:22:35","slug":"recast-winter-2020-week-5-resources-reminders","status":"publish","type":"post","link":"https:\/\/sites.evergreen.edu\/ltc\/2020\/02\/recast-winter-2020-week-5-resources-reminders\/","title":{"rendered":"RECAST | Winter 2020 | Week 5 | Resources & Reminders"},"content":{"rendered":"\n

Dear\nColleagues:<\/p>\n\n\n\n

Despite some\ncold and bluster, little signs of spring are bravely pushing forth! Please take\na few moments to read all of these reminders. And feel free to check in with us\nif you have any questions or comments.<\/p>\n\n\n\n

Week Five Check-ins:  <\/strong>Checking in with your students at the midpoint of your program can provide valuable feedback to you and help students develop metacognitive skills. The McGraw Center at Princeton University offers a variety of questions <\/a>that provide a useful launching point for writing a mid-quarter student survey. The Berkeley Center for Teaching & Learning also provides a few sample surveys<\/a> as examples.  If an online survey is more your beat, the Student Assessment of their Learning Gains Survey<\/a> provides a customizable online instrument designed to gather learning-focused student feedback.  Techniques such as Minute Papers<\/a>, The Muddiest Point<\/a>, or Chain Notes<\/a> are less formal mechanisms for gathering feedback on student learning.  The best resources for examples of classroom evaluation techniques is the comprehensive text \u2018Classroom Assessment Techniques: A Handbook for College Teachers\u2019 by Angelo and Cross<\/a>. Copies are available for lending from the Learning and Teaching Commons lending library<\/a>. (Reminder from Learning and Teaching Commons)<\/p>\n\n\n\n

Phones and\nVoicemail: <\/strong>A number of\nus do not often use our office phones, which is understandable given that we\neach carry one around all the time. However, a number of faculty have no voice\nmessage set up at all. Some faculty and staff have a message simply directing\ncallers to use email instead. Can we use voice messaging to invite students in?\nPlease, if you do not use your office phone, can you take the step to leave a\nfriendly voice message directing people how to reach you?<\/p>\n\n\n\n

Human Subjects Review<\/strong>: We have severely limited capacity to review HSR proposals<\/em>. As students develop research projects, please advise them about the Human Subjects Review Process<\/a>. You may want to re-familiarize yourself with the criteria<\/a> by which projects might require an actual review. Please note that the vast majority of our students\u2019 projects are not a systematic investigation<\/em>, leading to generalizable knowledge<\/em>, which will reveal private identifiable information about human subjects<\/em>. Thus, they would not require a full review protocol. We invite you, as faculty advisors, to monitor this process. You may want your students to fill out the application as an educational exercise, but please be advised that due to staffing limitations, we are not able to review such applications<\/strong><\/em>. It is up to faculty supervisors to help discern which applications warrant submission for full review to the team. Contact Karen Gaul to consult.  <\/p>\n\n\n\n

Awarding\nIncompletes. <\/strong>It has\ncome to our attention that Evergreen\u2019s current policy for offering incompletes\nfor up to four quarters puts us in tension with federal policies and processes\nfor returning financial aid funds. As we look to make recommendations for\nchanging our current policy and processes, we ask that you consider only\nproviding students, to whom you know you will be awarding some type of credit,\nwith a thirty-day extension. This would not only remove any conflict with\nmeeting federal policies and processes, but also will not drag student\nincompletes out.  Particularly important is whether the student earns some\ntype of credit. If you will be awarding no credit, this credit must be\nposted by the college\u2019s evaluation due date, which is within two weeks of the\nend of the term. <\/strong>We will be in touch with you in the weeks ahead about\nrecommendations for shift these practices and policy. For now, please consider\nno more than 30 days for incompletes, and please document the credits that have\nbeen earned in the online record system at the end of the program. (Please speak\nto Karen Gaul or Amy Betz about this if you have questions).<\/p>\n\n\n\n

Timely\nenrollment communication<\/strong>.\nCommunicating with Registration about student attendance in the first ten days\nof the quarter is critically important. You can do this in three ways:<\/p>\n\n\n\n

  1. Submit your enrollment report by the end of week 1 (if not sooner). <\/li>
  2. Email Registration and Records by the end of week 2.<\/li>
  3. Submit a care report<\/a> . <\/li><\/ol>\n\n\n\n

    The unintended\nconsequences: Often we may hope that giving a student extra time to show up to\nclass may be a supportive gesture. Unfortunately, this is not the case.\n  If a student is not coming to class, and Registration does not hear\nabout it until much later (or possibly not until the next quarter of a\nmulti-quarter program), all sorts of unintended consequences may occur\nincluding:<\/p>\n\n\n\n