1. Evaluating Student Work And Providing Feedback ALISE/WISEPhiladelphia January 8, 2008

2. Ellen Detlefsen Associate Professor, School of Information SciencesAssociate Professor, School of Information Sciences Training Program Faculty, Department of Biomedical Informatics, School of MedicineTraining Program Faculty, Department of Biomedical Informatics, School of Medicine Chief, Information Dissemination Unit, NIMH ACISR/Late Life Mood Disorders Center, School of MedicineChief, Information Dissemination Unit, NIMH ACISR/Late Life Mood Disorders Center, School of Medicine University of Pittsburgh - 135 N. Bellefield Avenue, Pittsburgh PA 15260University of Pittsburgh - 135 N. Bellefield Avenue, Pittsburgh PA 15260 ellen@sis.pitt.edu / detlefseneg@upmc.eduellen@sis.pitt.edu / detlefseneg@upmc.eduellen@sis.pitt.edudetlefseneg@upmc.eduellen@sis.pitt.edudetlefseneg@upmc.edu

3. My “blended” courses With mixed enrollment of students who are F2F, Fast/Track, and WISE participantsWith mixed enrollment of students who are F2F, Fast/Track, and WISE participants LIS 2586 Health Sciences Information Sources & ServicesLIS 2586 Health Sciences Information Sources & Services LIS 2587 Applications of Medical InformaticsLIS 2587 Applications of Medical Informatics LIS 2970 Information Sources, Services, & Technology for an Aging WorldLIS 2970 Information Sources, Services, & Technology for an Aging World

4. My expectations for myself are to be readily accessible in person and by emailto be readily accessible in person and by email to keep my syllabi up-to-date, using very current examples from medical practiceto keep my syllabi up-to-date, using very current examples from medical practice to maintain a sense of humorto maintain a sense of humor to remember that my students are adults with lives outside the classroom and computerto remember that my students are adults with lives outside the classroom and computer to value diversity and inclusionto value diversity and inclusion

5. Avoiding a “chilly classroom” I value equality of opportunity, human dignity, and racial/ethnic/cultural diversity. Be assured that I will promote a safe and conducive environment for learning....If there is something I can do to make the class more hospitable, please let me know. [credit to a Women’s Studies colleague]I value equality of opportunity, human dignity, and racial/ethnic/cultural diversity. Be assured that I will promote a safe and conducive environment for learning....If there is something I can do to make the class more hospitable, please let me know. [credit to a Women’s Studies colleague] Gender-inclusive language is required in all course work. The use of respectful language in any situation is not a matter of political correctness but one of simple courtesy [credit to Arlene Taylor]Gender-inclusive language is required in all course work. The use of respectful language in any situation is not a matter of political correctness but one of simple courtesy [credit to Arlene Taylor]

6. In working with students I have always tried toI have always tried to encourage independent and critical thinkingencourage independent and critical thinking promote professional communication skills through assignments that mimic real world job taskspromote professional communication skills through assignments that mimic real world job tasks –Memoranda –Reviews –Reflection papers –Structured abstracts –Group assignments –Poster sessions –“Publishable” papers for a specific journal NO term papersNO term papers NO examsNO exams

7. From my syllabi…. A Note on Grading: My grading practices are grounded in the pragmatic notion that, in a professional school, the instruction should be provided in a manner that prepares students to enter the profession with enthusiasm for the field and a realistic skill set for their first professional position.A Note on Grading: My grading practices are grounded in the pragmatic notion that, in a professional school, the instruction should be provided in a manner that prepares students to enter the profession with enthusiasm for the field and a realistic skill set for their first professional position. In real terms, this means that I grade student work with a professional metric that emphases meeting expectations rather than achieving a certain numerical score or letter gradeIn real terms, this means that I grade student work with a professional metric that emphases meeting expectations rather than achieving a certain numerical score or letter grade

8. The grading metric ++ = Extra Credit (++ = Extra Credit (extra-ordinary work) √+ = Excellent (outstanding insight into subject matter; exceptional clarity of presentation) √ = Good (fulfills all course requirements; competent treatment of subject matter; clear presentation) √- = Fair ( partial understanding of subject matter; presentation does not conform to instructions or is hard to follow) √-- = Poor (poor understanding of subject matter; confusing presentation; assigned work is partly incomplete) ø = Fail (lack of basic understanding of subject matter; assigned work is not turned in)

9. Pearls for practice? Bury tasks in the slides and videoBury tasks in the slides and video Students must “find” the clue in order to earn extra credit or do a follow-up activityStudents must “find” the clue in order to earn extra credit or do a follow-up activity Use a People’s Choice awardUse a People’s Choice award Have students review each other’s work and “vote” for their favorite reviewHave students review each other’s work and “vote” for their favorite review Answer email within 24 hoursAnswer email within 24 hours Keep electronic “office hours”Keep electronic “office hours” Send an email memo twice each termSend an email memo twice each term Provide students with summary of work to date, with hints for improvementProvide students with summary of work to date, with hints for improvement