1. Establishing Course Guidelines and Expectations that Improve Student Success and Satisfaction Gloria J. Howell, M.S.Ed.

2. This is a reversible figure Use something to get your students’ attention at the beginning of class

3. Back in the “olden days” Our students would make an appointment with us would come by the office called us “Dr.” or “Professor” now just email us with a “yo” or “hey”

4. yo prof, sup? i had 2 miss class yday cos my BFF & my GF came 2 town hope this is OK BTW u can check my FB pg 2 c pics so u can c i really was w/ them omg we had fun rofl did i miss anything important can u send me the notes so i no what 2 do b4 next class mhm ill be there Thx TTYL To: gloria.howell@college.edu From: party.animal@aol.com Re: heygloria.howell@college.eduparty.animal@aol.com

5. Times have changed

6. Essential “E” Strategy Educate ourselves

7. They want to be successful but aren’t quite sure how

8. They are willing to work hard As long as they get something in return

9. You’re special! They have been told over and over

10. Essential “E” Strategy Educate ourselves Entice them

11. Learn their names Make it your goal to know all of their names by Week 3 of the semester

12. Did you know… Most people do not have a bad memory when it comes to remembering names…. They have bad listening skills!

13. Memory / Conversation starter activity Use images! It helps our memory Use this with your students

14. Memory / Conversation starter activity Name plate House Kids playing Work glove Airplane Tennis rackets for wings Light bulb

15. Other ways to learn names History of a name New buddies Add a name Weekly quizzes Seating charts

16. More ways to connect Get signatures Stand up / sit down Balloon challenge Ask me anything 3 truths and a lie

17. Feeling connected is related to success

18. TWWA..……TAWWA Teach While Walking Around Take Attendance While Walking Around

19. Grab their attention At the beginning of every class Even in your online classes

20. Add Spark and Teach Critical Thinking Power point  4x4 / 50 word rule + images  “Did you know…”  History.com  FunnySign.com  Urban Legends Fact or fiction contest Use noise makers and props Use music Attention!

21. In Microsoft Word Insert Picture Clip Art

22. “SEARCH FOR” box

26. On this day in history… Hank Aaron of the Atlanta Braves hit his 715th career home run breaking Babe Ruth's legendary record April 8, 1974

28. Share pictures of yourself

29. Especially when you do something fun

30. This is my “grand” cat, Splash!

31. More ideas to add spark & connect Tell stories Take them down the road Use teasers and hooks Ask questions / repeat their answers Intersperse videos, funny images Metaphors, analogies

32. Did you know…during a lecture Adult learners attention span is 15-20 minutes Best attention span is at the beginning Attention spans to 3-4 minutes by the end

33. Get them moving Change the furniture Stand up / sit down Agree / disagree Informal debate Go outside Take candy Newsprint & markers Sit on the floor Stand on a chair

34. Telling is Not Teaching

35. Hearing is Not Learning

36. Essential “E” Strategy Educate ourselves Entice them Expectations

37. It’s not all fun and games

38. Syllabus / Course Requirements You must decide what you want how you want it when you want it consequences Be Specific

39. Class policies – specific expectations Due dates Missed exams Attendance Tardiness Gentle reminders

40. Be creative with assignments Avatar Project Talk show host Develop game YouTube video Runshe’s Séance Decide your objectives / Give specific guidelines

41. Essential “E” Strategy Educate ourselves Entice them Expectations Evaluation

42. Give feedback “Not concise” “I don’t see that you addressed….” “It would have been better if you…” “I would have liked it if you….” “What I would have done differently is…”

43. Why did you give me this grade?

44. Rubrics Dimension / Capability Proficient Performance 3 pts Standard Performance 2 pts Basic Performance 1 pt Non-Performance 0 pt Score Course conceptsAnalyzes and synthesizes relevant course concepts Summarizes and applies relevant course concepts Mentions course concepts Does not explain course concepts 1. Specificity and supportProvides clear, constructive examples from observed and real- life experiences Provides some examples from observed and real-life experiences Provides minimal examples from observed and real-life experiences Does not provide examples 2. ThoughtfulnessComments are articulate and show a high level or thought Comments are communicative and show some thought Comments are restrained and show minimal thought Comments show no thought 3. Responses to peersResponds to peers, relating discussion to relevant course concepts and consistently extends the dialogue through providing substantive feedback Responds to peers without necessarily relating discussion to the relevant course concepts and provides acceptable feedback Responds to peers without relating discussion to any relevant course concepts and/or provides minimal feedback Does not respond to peers 4. 5.

45. Checklist: Critical Analysis Essay _____I. Introduction (10 points) Introduces the title and author of the article Presents a clear central theme / thesis _____II. Short summary (10 points) Gives a very brief summary of the article Previews your argument _____III. Body (50 points) Accurately communicates purpose and intent Arguments are clearly identified

46. More tips Info Sheet / addendum Point values Word count Submission format “How-to” list Where to focus Examples

47. No more excuses Consequences Follow through no matter what No exceptions

48. Stop burning out Up front time No more excuses Just follow through Refer to syllabus Firm but fair Their failure is not your failure

49. You are teaching responsibility

50. Student quotes

51. Essential “E” Strategy Educate ourselves Entice them Expectations Evaluation Empathy

52. Many students have travelled great distances to attend our schools Their backgrounds and customs may seem strange to us English is their second language Diversity is everywhere

53. Some of our students grew up in poverty and in drug and crime infested neighborhoods are first generation students with little or no support from home to attend college

54. Some of our students became parents as teenagers have caretaking responsibilities have debilitating illnesses

55. Some have already witnessed the tragedy of war

56. They don’t need us for the content… They need us for the relationship

57. Our students want to be challenged rewarded respected They need clear expectations guidelines reminders

58. Our students need us to connect with them talk to them listen to what they say allow them to show off praise them for what they do

59. Our students want us to understand them see them as special

60. Our students want us to be a first-rate role model

61. Essential “E” Strategy Educate ourselves Entice them Expectations Evaluation Empathy Ethics

62. Leadership it is not what we do but who we are and how we live our lives

63. How do you live your life?

64. Can You Do It? Self-Assessment Are you organized? Do you get to class early? Do you know all of their names by week 3? Do you help your students meet your expectations? Do you relentlessly follow through with your own policies and class rules? Are you excited about what you teach? Can you account for every point you deduct on a paper, project, or essay? Do you ask your students for feedback about your teaching? Do you make changes based on what your students like and dislike? Do you use a variety of activities and change activities every 20-30 minutes?

65. Scoring key 1-3 yeses – Check the resources to learn more and then start making changes in what you do 4-6 yeses – You are on your way to getting them to do what you want. With a little additional refinement, you will have them doing what you want 7-10 yeses – You are doing it! Your students probably do what you want

66. Essential “E” Strategy Educate ourselves Entice them Expectations Evaluation Empathy Ethics Evaluation of you

67. Do you ask for feedback? College end-of-semester evaluations Design your own eval Have a meeting and ask them RateMyProfessors.com

68. Our students need us to have our act together be organized, flexible know what we want

69. Our students want us to have high moral standards follow through with what we say we will do care enough to make it fun

70. That’s how to get your students to do what you want Gloria J. Howell, M.S.Ed.