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List of Flashlight CATs
l Flashlight Evaluation
Handbook Table of Contents
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Almost all courses have rules and norms
(expectations, often unspoken, about how students and
faculty are to behave): about what happens when an
assignment is late or a test is missed, about talking in
class, about cell phones in class, about how quickly a
faculty member will respond to student email, about whether
and how quickly a student will respond to email, and so on.
How do students learn about these rules?
Do they follow them? Why should they? Should a
class be a model of efficient autocracy, and what would
students learn from that? Or, in some ways, should the class
be a model of democracy in order to teach students something
else? Do people follow rules better in autocracies or
democracies?
Pat Nellis, a professor at Valencia
Community College, helps set and enforce course rules and
regulations by having students discuss, debate and vote on
them at the beginning of the term using Flashlight Online
for the secret ballot. He uses public debate and
secret ballots to help assure that, if there’s a rule,
students follow it because they had the opportunity to vote
on it. This kind of rule-making teaches students about the
strengths and weaknesses of democracy in ways that go beyond
what high school civics can teach..
Here's an
example of one of Pat's early Flashlight Online ballots on
class rules.
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