In Their Own Words
Southern Connecticut State University
I took ACUE’s course more out of curiosity than anything else, to see what “advice” was being given. I felt confident in the techniques I already use and thought it would be nice to confirm that what I already do is research based.
But from the start of the program, I learned new techniques and became reacquainted with others that I put back into use. I adapted a Performance Prognosis Inventory to my class. I replaced my usual list of the day’s in-class work with a visual flowchart. I’m using a “Stop-Start-Continue” exercise to gather midsemester feedback. I turned my usual weighted grading system into a point-based and a portfolio-based version. I then posted the two versions in Blackboard with a survey to learn which one students preferred and why. They gave an excellent rationale for the point-based system, which is the one I now use. Finally, I’ve reworked my syllabus to better organize the semester and added a graphic to illustrate for my students the road to an A.
ACUE’s course helped me make these adjustments and align activities and assignments to my class outcomes. Going in I had the impression that ACUE’s course might fill a gap for new faculty, and particularly our adjuncts, who are brilliant in their subjects but may lack formal training in teaching. But now I feel that everyone will benefit as I did.
Reprinted with Permission from Change: The Magazine of Higher Learning