4 useful tips for print based instructors
Image: “”Studying for class”” by jakebouma. Courtesy Flickr
Some of you are almost full swing into preparations for the fall term. There are a few things you may want to remember when starting off with a section of students in a print based course. Here goes:
- Contact your students right after the add drop period (which is Sept. 19th this year) and introduce yourself. This can be as simple as a group email sent via the FSC. This helps establish a connection with students whose main connection with you will be via email or telephone. It also gives you the opportunity to specify any particular requirements for assignment submission or contact with you. If you are one of other instructors teaching distance sections of the same course in the same term, early contact with your students provides reinforcement that you are their instructor (in case they picked up a course package for the wrong section of the course). This can help clear up any misunderstandings before a problem arises. Waiting until after the add/drop period will help you avoid contacting students who will drop the course and missing students who register late.
- Consider preparing a schedule for students who want to accelerate their assignment submissions to complete the course early. If you are teaching a course that runs over a single term or multiple terms (for 11 month courses), you will likely receive requests to accelerate from students. It is helpful (and easier on you) to be prepared with a schedule to offer those students should you permit the acceleration. Students usually ask to accelerate courses for student loan purposes. They need to complete the course within the session it starts and (for three credit courses) within the term it starts.
- Prepare a spreadsheet for tracking student assignment/exam grades and comments and make this easily accessible for your retrieval. Sometimes, unexpected events (illnesses, etc) occur and instructors need to pass records on to another instructor for a time. It will be less stressful to you (and a new person coming in) if these records are accessible and up to date.
- Follow up with students who are late with assignments or you you haven’t heard from for some time. This is particularly importnat for students who are approaching the halfway point in the course (or later) and are at risk of receiving a failed grade because they are not keeping up with the demands of the course. Intervening early can sometimes result in some advising support that may help a student make a proactive decision.
For more tips, guidelines and key contact information, check out these resources:
Download Tips for DE Instructors: Print Courses (PDF)
DE Instructor’s Guide