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of workshop on Studying Student Engagement
I've put the spreadsheets on this page, too.
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Course 1: things look fine to me, so I
might not change anything next time I offered the
course.
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Course 2: seem to be some problems with
students wanting to do assignment B, though not serious.
Is there something that assignments A, C and D have in
common that I forgot when designing assignment B for
this course? If this is the middle of the course, I
might use that conjecture when designing upcoming
assignments
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Course 3: This is the way many courses
look to many faculty, and they might conclude that
students 5 and 6 are doomed because they don't want to
do anything. I'd also wonder if they students lacked
some prerequisite skill or had some other (solvable)
problem that was interfering with everything I was
asking them to do in the course.
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Course 4: This was something like the
situation that my friend Jon Dorbolo faced when teaching
Introduction to Philosophy." At first glance, the data
simply told him that every assignment was
failing to motivate a majority of the students. It was
only when he looked more closely at the data that he
realized there was a pattern. His students' perspectives
on life were influencing which philosophers they enjoyed
reading. His most important goal in teaching the course
were to teach students skills of close reading and the
rudiments of philosophical discourse, along with
encouraging them to like philosophy. So, next term, he
gave students a choice of assignments, so that they
could pick one that they most wanted to do. To see what
that evolving course had become by 2005,
click here.
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COURSE 1
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Activity A
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Activity B
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Activity C
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Activity D
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Student 1
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Student 2
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Student 3
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Student 4
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Student 5
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Student 6
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COURSE
2
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Activity A
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Activity B
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Activity C
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Activity D
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Student 1
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Student 2
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Student 3
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Student 4
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Student 5
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Student 6
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COURSE 3
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Activity A
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Activity B
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Activity C
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Activity D
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Student 1
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Student 2
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Student 3
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Student 4
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Student 5
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Student 6
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COURSE 4
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Activity A
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Activity B
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Activity C
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Activity D
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Student 1
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Student 2
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Student 3
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Student 4
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Student 5
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Student 6
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Student 7
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Student 8
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page
- Steve Ehrmann |
