Tuesday, August 17, 2021

Comment on Joe Pitkin's blog post The School Down the Hill From the Ivory Tower

 I wrote a comment responding to my colleague Joe Pitkin's blog post The School Down the Hill From the Ivory Tower. In it he talks about the democratization of information through the internet, and the role community colleges play in higher education. Here is my comment, mainly so I can have it in an accessible spot for me to reference later. 

Thank you for sharing your thoughts Joe! I’m having similar ‘big’ thoughts about community colleges and higher education in general. You’re right, our commitment to providing a high-quality, personalized education to anyone who walks in our doors is our value proposition, and we need support from the state, administrators, and colleagues to do that. Too often I see people from other departments operate under a scarcity model of resources, that to get ‘mine’ I must take from ‘yours’. That isn’t going to get us anywhere.

Where I see the biggest opportunities for growth in higher education is the mismatch between the new role of educators and the instructional methods that have been brought over from that previous age. As information disseminators, sure, lecturing makes sense in that we are to convey information quickly and efficiently. But if our role isn’t to disseminate information, rather to guide students to grow their own understanding of the world and develop skills, then our instructional methods must change.

The part that really bums me out is the fear that many faculty display when asked to do something other than lecture. Yes, it is absolutely scary to do something new professionally, but we can’t keep lecturing. Besides not aligning to our new roles, too much research has been done to show lecturing isn’t an effective instructional method, along with the negative effects it can have on BIPOC and first generation students.

If we don’t adapt to this new role, using effective instructional methods and technologies, then the private market is going to eat our lunch, ala https://www.outlier.org/.

Thursday, August 5, 2021

Fall 2021: More on Standards Based Grading

I'm in a book club with some colleagues this summer, and we are reading Grading for Equity by Joe Feldman. I've been meaning to write summaries of my thoughts after our assigned readings, but may wait to do a full book review. We're at Chapter 10 and it feels a bit of a cliff hanger; including any assignments or activities in a student's grade other than assessments of their understanding is inequitable. Our (seemingly) natural response has been to reject this as we have learned that high stakes assessments likely do more harm than good, especially for BIPOC students. The author has alluded to some solutions, which we will dive into in Chapters 11 (Practices that support hope and a growth mindset) and 12 (Practices that 'life the veil'). 

During our last meeting standards based grading came up, and most people seemed interested but intimated. In previous posts I've mentioned how I am balancing flipping my classroom and creating a standards based grading scheme that I'll test out behind the scenes for AY 21-22. Two concerns people had were creating the standards and levels, and the logistics of both recording student's progress and allowing for retakes of assessments. 

Creating the standards can absolutely be a difficult task, but for most textbooks there are standards available. This is absolutely becoming a requirement of the job for many faculty, the ability to create and align standards, and it would be nice to see more institutional and department support be the norm for those efforts. It can take quite a while to do this for any course, especially for courses that have more than five faculty teaching those courses.

For corequisite courses this is a bit trickier as you have to identify prerequisite topics that support the course-level standards. This took our department many, many months (if not years) and not something to be taken lightly. If you are thinking of doing something similar the Dana Center has great resources and tools to support faculty in this effort.

I'm finding that the levels for standards isn't as difficult, mostly because I know the course material, and have experience teaching so I know what areas most students struggle with. For example, to create the following levels I started with the Proficient level as meeting the Learning Objective (LO). From there I went up to Expert and included an additional aspect of this LO that I like students to be able to do, but it isn't necessary. After that I went to Developing, knowing that students struggle with the idea that a function can be defined only by a set of points, and that verbal descriptions of functions can be challenging. Lastly for Novice I knew that students struggle with functions that are not continuous, but I couldn't use that word so I decided on "for functions that are defined for all x."

Learning ObjectivesExpertProficientDevelopingNovice
Determine the domain, range of a function.The student can identify the domain and range of a function graphically, tabularly, and by a description, and do so for applications.The student can identify the domain and range of a function graphically, tabularly, and by a description.The student can identify the domain and range of a function graphically, but may struggle doing so tabularly, and by a description.The student can identify the domain and range of functions graphically for functions that are defined for all x.

One thing that is really helping me get through writing these LOs and levels is the fact that I'm not going to be using them for grading this year, and I'll have time to refine them. I plan on using these LOs and standards to create my flipped materials and activities, but for AY 21-22 I won't use them for grades but will still record student progress as if I did. This would (hopefully) provide me feedback as to what standards should be adjusted or removed. I could also test sharing these levels with students, possibly using them for review exercises, editing any that students struggle with reading and understanding... In fact, creating a card sort from these would be pretty easy, save me time, provide good feedback, AND might help students review and understand terminology. 

The logistics aspect is absolutely a little difficult, and I plan on going back to the initial presentation I saw for ideas about how to share information about grades using these LOs and levels. One idea is to create a Canvas Group for each student. This way Canvas will generate a page for that group/student, and I can post their progress.

Another idea is to put it on the student. Give them a chart at the start of the term, explain how to fill it out, and make them responsible for them telling me what they need. Granted I'd have a spreadsheet of my own, but I would hope that by giving them the responsibility of maintaining a record of their progress AND grade the student would see how they are connected. 

In terms of assessments, my first thought is to copy Lewis and Ramos' plan; have a quiz where students can make their first attempt at showing mastery of the LOs for the week. After that have students try again. I'm resistant to using class time as I'll be flipping the course material and will likely need that time to help students. Using office hours sounds good, but maybe doing so in the classroom after class might be a better idea. (A colleague (Hi Hannah!) has been talking about having faculty volunteer time in a classroom to make a grassroots testing center. I like the idea but need to figure out the COVID-related logistics. It would certainly help me!)

I feel like I'm making good progress, but August is already here and I don't have ANY videos or activities made, and am only half-way through completing the LOs and levels. I feel like I have to make a solid effort towards flipping my class soon and get at least 50% of the videos and activities done in August or I might have to scrap it. I have previous homework assignments and materials I can use, but it'd be nice to have most of the course developed by then.


Tuesday, August 3, 2021

Fall 2021: Thinking about modalities

 A colleagues (If you're reading this, hi Allie!) has been asking some really good questions about how we'll return to campus, and what the experience of everyone teaching online might mean for our face-to-face (F2F) courses. In responding to one of her emails I started the following chart comparing different aspects of online, F2F, and flipped classes. I've since added a few more items. 

 

Online

F2F

Flipped

Timed Assessment Logistics

Range of times, online, could be submitted on paper, some auto-evaluated and some faculty evaluated.

Specific time and place, on paper, there could be some variation in questions among students, faculty evaluated.

Same as F2F

Timed Assessment Questions

By necessity of online honesty could be more conceptual, but likely includes computational questions.

More computational, but could shift towards more conceptual if more online assessments include them.

Same as F2F

Learning

Self-taught with reading, videos.

Through in-class lectures, activities.

Partially self-taught with readings and videos, more difficult topics in-class.

Online Discussions

Bread and butter of student and content presence

Almost nonexistent

Same as F2F

Activities

A good number of online classes use activities in groups or individually

About 1/3 of f2f instructors use group-based activities

Unknown

Homework

Required after learning, online discussions, and activities. Mostly auto-evaluated    

Required after in-class sessions. Some auto-evaluated, some faculty evaluated.

Required before, after, and during in-class session. Most auto-evaluated, some faculty evaluated. 

Projects

Used for some courses and summative assessments.

Very few use projects, possibly upper-level courses and stats.

Same as F2F


It does seem like every implementation of the flipped classroom is a bit different, but I stuck to the common elements; some instruction and/or homework before in-class sessions, doing some (if not all) homework during class, etc. One thread you'll see running throughout is the use of auto-evaluated or faculty evaluated assessment or homework questions. This is becoming a bigger theme for faculty to consider for various reasons. 

  • Auto-evaluated work is by definition evaluated by a computer and answers are generated by a computer, meaning students can use computers (Desmos, Photomath, etc.) to answer them. 
  • Most of the time the only feedback students get with auto-evaluated work is whether the student is right or wrong. Yes, some systems provide some feedback, but as far as I am aware no system can detect what error was made and provide specific feedback on how not to make that error. Faculty evaluated work on the other hand can provide specific feedback.
  • Faculty can save a huge amount of time using auto-evaluated work. 
To balance these concerns of academic honesty, feedback, and time savings it seems some middle ground should be established, like using these systems for specific functions like additional practice on computational skills.

In thinking through the feedback that online homework systems do provide, there is a trend towards using more general growth-mindset type feedback. Having seen some of these examples I worry that they appear tone deaf, and do more harm than good. If a student answers a question in correctly, seeing "Keep trying. We learn from mistakes." auto-generated by the system might not have the same effect as a human providing that feedback AND identifying what the mistake was and how to prevent it in the future. Another colleague is very interested in growth-mindset based feedback, and it seems clear that you have to do a lot of thinking about the student, their work, and what message would support the student to provide effective feedback. An automated message does not seem comparable. 

What do you think? Are online courses going to start resembling f2f courses? Are f2f courses going to start resembling online courses? What is your stance on auto-evaluated work or faculty evaluated work? I'd love to hear what you think. 

Tuesday, July 27, 2021

Planning for the Fall: Flipping my class and shadow grading

 In a previous post (Pre-Pre-(Pre?)-Planning: Fall 2021 - Standards based grading, flipped classroom, corequisite support, and maybe group work?) I discussed my plans for the summer. I just completed the course Flipped Plus Model taught by Jessica Bernards and Wendy Fresh, and my plans for my fall course have changed slightly. This course I am teaching is a corequisite support version of our 100-level business math class, and contains both prerequisite math topics, and success skill assignments. This will be the first time I have taught a face-to-face course since March of last year, and for various reasons 5/8 of the course (100-level math content) will be face-to-face, with the remaining 3/8 (prereq math topics and success skill assignments) online.

In that previous post I discussed standards based grading, and while it is something I'm still interested in I think I am going to focus for the month of August on 'flipping' my course. This is half inspired by Flipped Plus Model and the wealth of tools and thoughts the instructors shared during the workshop, a quarter inspired by a past colleague who used the method to great effect (Hi Joan if you're reading this!), and a quarter inspired by the fact that for this coreq course I have been using an adaptive homework system for the prerequisite content that I have not been entirely happy with. On this last point, I felt a little too 'locked in' to their content and while I had the option to ask for additional standards and materials I feel more comfortable creating my own content and changing it as needed.

So does this mean I'm going to drop the standards based grading component? For students, yes. For myself, no. To determine what videos to create I am going to continue creating my own student learning objectives (SLOs) for the course, delineate the expert, proficient, developing, and novice levels, and build my videos, lessons, activities, and homework around them. Below is an example of drafts of two SLOs and their levels. 

1.1 Find the equation of a line given information about its graph.

Expert - The student can find the equation of a line given a variety of information about its slope, if the line is parallel or perpendicular to other line(s) or points (individual or intercepts), or the graph of the line. 

Proficient - The student can find the equation of a line given a variety of information about its slope, if the line is parallel or perpendicular to other line(s) or points (individual or intercepts), or the graph of the line. Student may still struggle with finding the equation of vertical or horizontal lines.

Developing - The student can find the equation of a line given the graph of the line. Student struggles with finding the equation of the line given information about its slope, if the line is parallel or perpendicular to other line(s) or points (individual or intercepts). Student still struggles with finding the equation of vertical or horizontal lines.

Novice - The student can sometimes find the equation of a line given its graph. 

1.1 Graph a line given its equation, points, table, or other information.

Expert - The student can graph a line given its equation, points, table, or a verbal description of the line.

Proficient - The student can graph a line given its equation, points, or a table of values.

Developing - The student can graph a line given points, or a table of values, and can sometimes graph a line given its equation.

Novice - The student can sometimes graph a line given its equation, points, or a table of values.

By the end of August I hope to have all of these SLOs created (100-level and prereq topics), videos supporting them, learning assignments students should complete before class (part of the 'flip'), activities for the start of class to dial in the misconceptions or difficulties with the material, practice assignments (homework) for students to complete during and after class, and an alignment of learning assignments, activities, practice assignments, and homework to the SLOs. 

I'll use a conventional weighted grading system (25% final, 25% quizzes, 25% assignments, 15% activities, 10% success skills) BUT if I have the SLOs aligned to all of these assignments I could shadow grade them according to a standards based scheme. Doing this for a year would have a number of benefits;

  • I don't have to convince students of two new things I am doing; flipping and standards based grading. Having taught with POGIL in the past I am experienced with addressing student concerns proactively around new instructional methods, but I am still uncertain of the specific issues students will have with either of these systems. Doing one at a time I can fully address the concerns of one before moving on to the next. 
  • I can use the year's data to convince students next year that this grading method would either improve their grades, or not harm them. 
  • While a bit of extra work (two grading schemes) if I get all my materials prepped I can used that saved time towards this additional grading. I'm not entirely convinced that I have to grade throughout the term, I could do this additional grading at the end of the term. 
With the fall return I would like to have as much of my course 'figured out', and the Flipped Plus Model workshop absolutely helped with that. Below are slides from my first day presentation I've updated after the workshop, hopefully explaining to students what we'll be doing. 

[Figure 1: Flow chart and bulleted list of course assignments and activities meant to answer the question "How are we going to learn?"]


[Figure 2: A table showing the hours between 11:00 AM and 2:30 PM of Monday, Wednesday, and Friday, filled out with the various assignments and activities meant to answer the question "When are we going to learn?"]

So where is this going to break? What is going to happen to unravel all this careful planning? Could it be student resistance? I'm hoping by giving a good 4/9 of class time to homework students will be motivated to try to complete it in order to reduce their workload outside of class. Granted getting them to complete assignments an hour before class might be a bit of a challenge. This 'flipping' of when students complete their homework is entirely the point, but I will have to work a bit at selling it. 

I could also break during August, trying to get all this done with my other work. I'm still late on a few projects from Spring, which I hope to wrap up this week. Having the list of SLOs is going to be really helpful, that way I have a list of specific topics to address and I don't have to worry about what I'm creating videos on. I'm not terribly concerned with the how of creating videos, I've been using OBS for quite a while now and have a good idea of what I want to create.

The only thing I'm still struggling with is the recommendation from the Flipped Plus Model to create guided notes for my videos. If I use Google slides to create them, and use those slides to create the videos that will cut down quite a bit on production time. I guess my resistance is more a gut feeling about 'spoon feeding' students, and yet a number of my colleagues have successfully used similar guided notes. I suppose I'll just have to let my ego take a hit if it means supporting students. 

What am I not seeing? Where are things going to go wrong? Be my Karnak and help me find the weakness in this plan. 

Thursday, July 1, 2021

Pre-Pre-(Pre?)-Planning: Fall 2021 - Standards based grading, flipped classroom, corequisite support, and maybe group work?

After putting together a grant proposal and wanting to do something other than the list of tasks on my plate left over from last term, I thought I'd spend today prepping for my Fall 2021 course; face-to-face business math. I was really inspired by Matthew Lewis & Michal Ramos from Yakima Valley College, and their talk Thinking About Assessment and Grading Differently: Standards‑Based Grading in Precalculus at WAMATYC this year. Students can get so focused on points and grading, that they act as grades aren't related to understanding. In watching their talk I am hopeful that tying a student's grades directly to their understanding of specific learning objectives, they will be more motivated to do things that actually impact their grade.

This chart really hit home how standards based grading could be accomplished, which I have shared in a past blog post. 


In reviewing their materials it seems that I have a few choices to make. 

  • How should I assess the different levels of understanding?
    While they focused on online assessments (using WAMAP) being an online course, I'm thinking of moving some of them to face-to-face assessments. Their plan to have students complete the different levels of understanding of an objective sequentially (An Expert assessment doesn't open up until the Proficient assessment is 100%.) is well done in the system, and the questions themselves are great! Of the Expert questions I looked at, they included things like randomly generated values (a standard in WAMAP),  analyzing an incorrect answer, and short question path with 
    question parts that opened up based on previous responses. All of these things avoid the 'static' questions I see in so many online systems, and would help prevent sharing of solutions and cheating. 

    My current thought is to have a similar system in WAMAP where students can complete assignments (homework really) aligned to the Novice and Developing levels of each objective, and students can retake them as much as they want with no penalty. This is also a corequisite support course, so expanding these novice and developing levels to include prerequisite knowledge would seem appropriate. Expert and Proficient levels of objectives would be assessed through face-to-face weekly quizzes, and some other types of assignments, possibly projects, discussion forums, or something else, I'm not sure. I like to limit quizzes to 30 minutes, 5-6 questions, and at the low end this means that I'm limited to something like 25 objectives (5 questions per week * 10 weeks * 1/2 for the number of objectives (Expert and Proficient) I can assess) which seems doable. That leads me to...
  • What objectives are you going to focus on?
    Since assessments are directly related to objectives, I'm constrained by how many objectives to include. These would absolutely need to be student readable, so including vague or abstract objectives that 'cover' a lot of content would not be good.
  • How to handle retakes?
    Students are not going to get things right the first time, and I need to figure out when this is going to happen. Do I plan on some time at the end of class (10 min) where students can complete a question?
  • What will feedback look like?
    In focusing on the specific learning objective, and in creating thoughtful rubrics, I am hoping my feedback will be more targeted about the specific area of confusion. Obviously I'll keep providing process feedback, and discussing ways for students to improve their work. 
  • No due dates?
    Really? Am I going to be ok with that? In making the assessments the main way students can reach higher levels of each objective I'm hoping they nudge students into preparing for them. At the same time I need to be deliberate and focus their attention on completing their work on a regular basis. 
Because this is a corequisite support course I have a number of success skill assignments tied to different components of the course. The time management assignments are ok, but I feel students don't connect when they should complete their work. I'll be trying to work backwards from the assessments, to the assignments, to what they should be doing each day. I have other such assignments on growth mindset, deep versus shallow processing, etc. but I'm wondering if maybe I should focus on time management as the central skill, and bringing up other affective domain skills through it. For example, sure you block out time for homework, but what should you be doing (and not doing) during that time? If you're feeling unmotivated to complete your schedule, why, what are those unresolved feelings that are motivating your procrastination. 

The course includes eight hours of instruction (5 college-level, 3 pre-college level) but I am only meeting for five hours a week, with the other three being online. In flipping some of that material, especially the prerequisite pre-college material, I'm hoping to make sure students are prepared for class sessions. In not having due dates I'm a little concerned about students not completing the flipped instruction, how else am I going to get them to do it?

For now I feel like I have more questions than answers, but over the summer I'm hoping to dial in a course plan I can use for the year. Here is roughly what I'm thinking;

- July: Decide on course objectives, levels, rubrics, and create some of that material in WAMAP. 
- July 20, 22, 26: I am taking the Flipped Plus Model PCC continuing education course run by Wendy Fresh and Jessica Bernards.
- August: Create flipped instruction videos and linked class materials.
- September: Revisit Success Skill assignments, and decide what would be helpful to students. 

Given my other projects this feels manageable if I spend 10 hours a week on it.

Your thoughts on any of this? Something I'm not seeing or overlooking? Am I going overboard? Let me know in the comments. 

Monday, June 7, 2021

Time-Block Planning: Shit is off the rails

 It is the last week of the term and finals week is next week. Time blocking has devolved into lists; emails, projects, and my courses. This is last week's list and there is still stuff I'm trying to get done. 


Some reflection questions for my future self, because I can't get to them right now;

  • How did this happen?
  • What did you take on that you shouldn't have?
  • What reduction in quality will happen because of this? (In other words, there are consequences to signing up for so much.)
  • What seemed like a big deal but wasn't?
  • What questions can you ask for next time to reduce this level of overwhelm? Who can you ask for help? 



Monday, May 17, 2021

Time-Block Planning: backsliding and finding a foothold

Over the last few weeks I have not kept up with my time-block planning as much as I had hoped I would. During these last two weeks I tried using my Outlook calendar to manage my time, and for the most part it worked in that I got to my meetings on time, but I did fall behind on a few important projects. 

In thinking about why I didn't create a time-block plan I realized my family had a number of social plans the past two weekends. With the pandemic protocols loosening, and with my wife and I being fully vaccinated this week we'll have to go back to navigating fairly busy weekends. This is compounded by the fact that my wife's work schedule includes Fridays and Sundays. It seems likely that I will need to step up a bit more on the domestic chores through the Summer, so she will have time to work on her new business and freelance projects. This might be a good push to figure out more meals that can be prepped ahead of time, establish some task lists that I can get done quickly once I get a routine, and work with my child Jack to figure out how to put toys away.... Hey, a parent can dream. 

I took some time on Sunday night to create my time-block plan for the week, and as I was doing so I listened to a past Deep Work podcast. This was a really nice task as my mind was engaged with the podcast, my hands engaged with drawing out my plan, and if I needed to write anything down from the podcast my notebook was handy.

To plan my week I wrote a weekly overview with my personal plans, five work days with the full deep work schedule and lists, and two weekend days with just the dates. 

Weekly Schedule

Daily Schedule

After creating these 'blank' schedules I then reviewed my work Outlook calendar for meetings, appointments, or workshops, writing them in the relevant daily schedule. After that I looked at my ideal schedule and scheduled the remaining times, balancing meetings with moving forward on projects. I feel like there is some tension between my ideal schedule and the meetings I have to attend, but I think this is good as it pushes me to think about the meetings I have scheduled and if I need to go to them. This term I've cancelled a number of workshops or asked if I really needed to be at a meeting on the basis of not having enough time for my ideal schedule.

Daily Schedule Completed

Each pass of the schedule seems to address an important part of why I try to manage my time.
  • Drawing out schedules - Aside from enjoying the arts and crafts feel of taking a straight edge and drawing these schedules, it also gives me a minute to really process the upcoming days, as without this exercise I feel like time just slips away. 
  • Personal schedule - Allows me to address any personal commitments I have, my wife's work schedule, if my childcare provider cancels a day, any special meal prep I need to do (we plan meals with Google calendar and their shared shopping list site), and allows me to think up plans. 
  • Work schedule - There are a number of meetings I'm expected to attend based on my role as chairperson, in relation to projects I'm managing this term, and as different events come up. It also gives me a chance to look at the status of a variety of projects and see if any are lagging, and what, if any, updates I need to provide stakeholders. 
  • Ideal schedule - This is my quarterly plan for how I want to spend my time, but I've been iterating on it this term every month or so. I realized early that doing emails first thing in the morning was spinning out my days to focus just on emails and replies. Instead starting with a smallish focused project and not checking emails until 10 or 11 helps me start the day productively, which in turn makes me feel comfortable about spending time in my emails. It also helps me feel accomplished earlier in the day, to get that next ball rolling. 
In the past I would complete my daily schedule for the next five work days, but this week I decided to do that only for Monday and Tuesday. On Wednesday I am visiting my campus and am still sorting out what I'll be doing that day, and it seems likely the following days will be spent catching up on other tasks I wasn't able to get done then.

How do you manage your days? How do you determine if you need to go to a meeting or not?






Friday, May 7, 2021

Planning: Summer 2021

I'm thinking about what I want to do for the summer and have a few thoughts I want to share here and see if anyone has suggestions, ideas, or recommendations. My summer runs from Tuesday, June 22nd to Thursday, September 9th, a total of 79 days.
  • In my role as chairperson I am expected to spend 10 days over the summer working. Our Summer term is about eight weeks so I figure if I work the same day each week I can respond to emails, and move the ball on some smaller projects, like;
    • move department documents to our Teams site
    • move department leadership documents to a separate Teams site
    • think of how to facilitate the department in creating a mission statement with values that would support...
    • determine what committees, job functions, and roles are important to the math department in preparation for a conversation about how faculty want to use their service time to the college that reflects our department mission statement
    • create online homework for a professional-technical course we are working on this term
    • work with student services on a revision to our math placement process
    • review corequisite support data from the past few years
    • work with our institutional research group to build dashboards and determine other reporting needs
A highly respected colleague once told me that you only get 20% of your summer to-do list accomplished, so you think of the important things you want to focus on and not stress on the other stuff. Not sure what that 20% is from the list above, but I'm sure I'll know by the end of the summer.  
  • Read Grading for Equity by Joe Feldman with a group of colleagues from my department. 

  • On April 23rd I went to a WAMATYC virtual session Thinking About Assessment and Grading Differently: Standards-Based Grading in MATH& 141 and MATH& 142 by Matt Lewis and Michal Ramos from Yakima Valley College. In the session they shared that in earning a ESCALA Certificate in College Teaching and Learning in Hispanic Communities they wanted to revise their precalculus courses to use highly equitable classroom practices, including standards based grading. I've seen other implementations of standards based grading, competency based learning, and other schemes, but what set this one apart was their setup for measuring each learning objective (LO), and how they awarded grades. Each learning objective got its own rubric, for example this was their initial general rubric;


    In the presentation they shared that this general rubric wasn't great for every learning objective, and thus revised them for each objective. Here is an example of a specific LO;

    Students demonstrated their abilities for each LO through a variety of assignments, using WAMAP's internal objective tracking.

    The most unique part (to me anyway) was their use of these rubrics to determine a student's grade. These rubrics weren't just abstract things for faculty to worry and fret over, and students may or may not have thought much about, no! These rubrics mattered in a real and substantial way. 

    So students couldn't pass the course if they didn't at least try every topic, and couldn't get an A unless they were expert in at least 20 topics of the 24, with at most 4 topics being proficient. This is related to something I struggle with a lot, explaining to students how their grade is reflective of their understanding of the course material. With this scheme, I hope, the connection is made clear.

    From the data they presented it seemed clear that gaps in performance persisted, but the overall distribution of grades shifted to more A's and B's, AND student's subsequent performance in their next math course went up as compared to past students. 

    For the summer I would like to take my corequisite business math course and build this into the course for the Fall term. To do this I am going to have to change my homework system to WAMAP, build in the learning objectives into the course, develop assignments that align, and figure out how to show a student's current grade in our LMS, along with a host of other things I'm not aware of right now. (Feeling some very Around the World in Eighty Days vibes here where I know what I have to do, but unsure of exactly how I'll do it.) Each of these is a pretty big task, but for each I have either done this for another course, can leverage materials from past iterations of WAMAP material, or, over the summer, devote some deep work time to it.

    I should also note that I will be teaching this course face-to-face in the fall, and it is unlikely I'll be able to use many of my existing active learning group activities as we may still be social distancing. With the instructional upheaval I'm going to have to think about, it makes sense to make big changes to grading and assignments so that there is a coherent structure. I'd like to do some amount of flipping the prerequisite topics, this being a corequisite course we cover prerequisite topics as needed to prepare students for course-level material. 

  •  I'd really like the chance to do something that utilizes some old or skills I am trying to develop over the summer that is self-contained. A paid opportunity would be nice, but I am open to the right volunteer job. I'm looking on UpWork and will be posting something on LinkedIn at the end of the month about my availability, but I'd like to stretch and do something like;
    • A month long project designing a training course or materials for a corporate client.
    • Accuracy checking a K-12 or undergrad textbook. 
    • Help an edtech company make or test a product or service using Canvas' Python API.
    • Create a course, learning objectives, assignments, assessments, or other instructional design and curriculum development tasks in an LMS I don't have experience with. 
    • Volunteer for a non-profit to setup a Moodle instance, develop learning activities, and/or support tutors in using technology to meet students.

  • The POGIL Activity Clearninghouse has activities for review that I'd like to look at, and I'd like to submit some of my trigonometry activities. I think I have enough activities for a text, but I'm the only one who's used them and have had only a couple looked at by others. I'm just not sure what this would look like and am unsure if this is a months-long project or a years-long project. 

  • Home projects, the list that never seems to get shorter. 
    • repaint the interior of our house (master bedroom, living room, hallway, main bath, kitchen, parts of entryway)
    • test colors for exterior painting
    • back bathroom sink fixed
    • back porch drainage fixed
    • dog door installed to our back yard
    • landscape the remaining 25 ft. length of hellscape
    • replace a 30 ft. length of wooden fence
    • repair floors
    • tend to the vegetable garden
On reflection it seems that I could perform chair duties on Tuesdays, work on home projects in the morning and weekends, and during the heat of the day work on building my course for the fall and/or on an outside project. I would like to have my activities accepted by POGIL and printed as a text, and may need to fit that in when I can. We do have a few camping trips planned, so I'll have to think about fitting tasks around those.

What are your plans for the summer? Any projects you're thinking about but are unsure of how to start? Summer tasks you always mean to get to, but never manage to? Getting a COVID vaccine and living out of a backpack for a month or two?

Wednesday, May 5, 2021

Doing Good: Personal dictums that align to my values.

Over time I've learned that there are a number of personal and professional things I have a categorical responses to, that I hope align and support my values. These could be requests, offers, or a behavior I'll do in response to some action, social media post, etc. Many of these things make my life easier in that I don't have to think very hard about doing them, there's no debate about if I should, how I should, or other cognitively demanding weighing of social, personal, and professional factors. As I get older I am finding that weighing these factors is kind of stressful and taxing on me, so following these kinds of heuristics is really helpful. 

Here is my current list as I think of them;

Always share job postings I run across in my feeds on social media, and if I can think of someone who may be good for a job forward them the posting. 

One of my work study jobs was to help out at a student employment office and from that experience I gained a better appreciation of how hard it can be for people to find jobs. In sharing job opportunities with my networks my hope is that others who may not have heard about the job see it, apply, and get that job. 

In forwarding job postings to others my hope is that I'm acknowledging the potential in others, and for those of us who suffer from imposter syndrome to give some kind of encouragement and support. When I do forward job postings too many people respond with "Oh, I'm not qualified for that job." and I don't understand that response. My mom always said "Let them tell you no." meaning to apply for the job, even if you think you have little chance of getting it, and don't let your internal doubt get in the way. Sure, you might not get that job, but you could very well get the next job, or be thought of for a future position. 

Always pay for whatever my friend is making or doing. 

I've never understood asking your friends for free stuff from their business. If they're working at some giant retailer, that's a moral gray area for me, but when your friend is working with their own hands to create their own business, I don't get it. A corollary is to always like and share my friend's business posts.  

So what values do the two dictums above reflect? I'd like to think they reflect my belief in the potential of everyone to grow, and become the person they want to be. Not in any achievement-for-achievement's sake way, but for personal betterment, growth, and to make for a more successful community. I don't agree with prosperity theology, but I think there is a humanist equivalent where humans have agency over their own financial future and physical well-being, and that of others. That last part is what I believe we're addressing with BLM, Me Too, and other movements that are trying to address the systems some humans (that look a lot like me) have setup that negatively impact others. It's kind of hard to pull yourself by the bootstraps when someone has cut all of your bootstraps, let alone that expression doesn't make any sense by itself

 Never participate in reviews, trainings, or workshops of products where the host offers to pay me. 

I regularly get emails asking me to go to some event sponsored by a textbook publisher, technology company, or another institution where they offer a gift card, or to be entered into a drawing for a trip or some such thing. Sure, I might be missing out on padding my bank account, but if the thing they're selling is all that great I kind of doubt I need coaxing to check it out. 

The value here would be personal integrity, but valuing my time enough not to take these sale pitches.

Always take the meeting. 

Now, if some textbook publisher, technology company, or another institution reaches out to me specifically and wants to meet about a product, service, etc. I'll take it. Sure, they get some of my time, but I will usually try to ask questions of them to get a sense of what problems they're trying to solve, their approach, and if they might have something of interest to me. This also applies to job interviews, publication interviews, etc.

I get the feeling that some might think this dictum runs counter to valuing my time enough not to take a sales pitch, but I think of this more as an opportunity for two-way information flow. With those kinds of paid sales pitches all the information is one way, from the host to you. In a conversation I feel more confident in asking questions, gleaning information from the host, and sure learning about a new product that I might not have known before. The value I hope I'm expressing here is that I love learning. If I didn't, then why teach?

This post is a bit more navel-gazey than I thought I would write for this blog, but I'm becoming more worried about those of us in higher-education that are asked to perform administrative tasks without reflecting on our core values. If we are always buffeted about by endless emails, 2-4 hours tasks that crop out of no where, and the grind of grading then where do we let our values lead our actions?

Friday, April 30, 2021

TechTip: Accessing Your Clipboard

 I use copy and past quite a bit in my work just as every knowledge worker does. Recently I've been playing with Window's different copy and paste options and have hit on two that I am finding helpful. 

The first is pasting plain text instead of formated text using CTRL + SHIFT + V. An example of this is copying and pasting information from an Excel spreadsheet into an email. If I just used CTRL + C and CTRL + V I get something that looks like;



But if I use CTRL + C and CTRL + SHIFT + V I get this;

1 Objective 1 Section 3.1: Determine whether a relation represents a function.

2 Objective 2 Section 3.1: Find the value of a function.

1 Objective 3 Section 3.1: Determine whether a function is one-to-one.

1 Objective 4 Section 3.1: Use the vertical line test to identify functions. Graph the functions listed in the library of functions.


This is handy if I want to edit the information, or remove formatting.

The second thing I've been using is accessing the clipboard using WINDOWS + V. I regularly copy and paste the same feedback to students and having to keep going back to a separate file can get tedious. In copying a number of different pieces of feedback I can select the right feedback for an individual student. 

via GIPHY

This has saved me a lot of time going back and copying and pasting different bits of information. For example when I create and post a video to YouTube I generally embed the video in a course announcement, and need to copy and paste the video title, description, and embed code. In using WINDOWS + V and opening the clipboard I can copy all three pieces of this information in one window, and then paste all three separate pieces of information into the correct place in my announcement.

What simple hacks, functionality, or features of apps or programs do you use that not many other people know about? 

Tuesday, April 13, 2021

Making my work boring - AutoHotkey

 As someone who sits at their computer to work there are a number of things I have to type regularly and accurately. For example my Zoom link; I need to share it at least once a day with students, faculty, staff, and others. I currently have a password set for it, so it is long. Instead of using a clipboard manager (although recently I have found the clipboard manager (Windows + V) to be helpful) I was on the hunt for a text expander, a program that would replace a code with something longer.

I don't know how I came across it, but I found AutoHotkey and I've been testing a few automation tasks and text expander. Below is a gif of me typing out simple codes being replaced with text that I use regularly. 


Below is what I've come up with so far, mainly using the text expander functionality of AutoHotkey (AHK), but I am trying some hotkeys to open up the correct files and programs to get certain tasks done. 

#NoEnv  ; Recommended for performance and compatibility with future AutoHotkey releases.

; #Warn  ; Enable warnings to assist with detecting common errors.

SendMode Input  ; Recommended for new scripts due to its superior speed and reliability.

SetWorkingDir %A_ScriptDir%  ; Ensures a consistent starting directory.


These are my reminders of how to code a hot key. 

; # Windows key

; ! ALT

; ^ CTRL

; + SHIFT


For example the following code lets me hold down the CTRL button and u to open up the tasks in my Planning Workflow.  

^u::

Run, Notepad++.exe

Run, "C:\Users\Robert\OneDrive - Clark College\000_Organizing Documents\00_Workflows\2021 Spring Ideal Workflows"

return


I use a number of dashes for breaks between sections in an email and elsewhere, so typing three letter codes to get the same number of dashes saves a bit of time.  

::d10::----------

return


::d30::------------------------------

return


::wem::rweston@clark.edu

return


I just found this out in the last hour but by adding an asteriks between the two colons at the start indicates that AHK should replace the text as soon as you type the following code. 

:*:ques?::If you have ANY questions, please don't hesitate to let me know. Anywhere in Canvas click on Help on the left menu, click on Ask Your Instructor a Question, and send me your question.{enter}

return


:*:ssig::Best,{enter}Mr. Weston

return


:*:csig::Best,{enter}Robert

return


:*:zlink::https://us02web.zoom.us/my/robert.weston

return


::AYIQ:: click on Help on the left menu bar in Canvas and click on Ask Your Instructor a Question

return


I routinely use Google so this script allows me to hold down ALT + c to take whatever is in the current clipboard (CTRL + c) and enter it into a Google search.  

!c::

{

Send, ^c

Sleep 50

Run, http://www.google.com/search?q=%clipboard%

return

}


To quickly get my head into grading quizzes I created the following command, ALT + q will open the files and sites I use to grade quizzes. Granted I have to do a little navigating, but it does get me into the process of grading quizzes a bit quicker.  

^q::

{

;Open old feedback files.

Run, C:\Users\Robert\OneDrive - Clark College\01_MATH 104 Spring 2021\05_Quizzes\Old

Sleep 1000

;Open Canvas Quizzes to open Quiz

Run, firefox.exe https://clarkcollege.instructure.com/courses/2059881/quizzes

Sleep 5000

Send {Enter}

Sleep 2000

;Open Canvas Assignments for Quiz Work

Run, firefox.exe https://clarkcollege.instructure.com/courses/2059881/assignments

return

}


If you use AHK, or can think of ways to use such a program, I'd love to hear your ideas. 


Thursday, April 8, 2021

Making my work boring - Workflows

 

In listening to Cal Newport's Deep Work podcast and reading his book Deep Work, he has a point about making work boring so that we can free up cognitive space to be creative. In asking our brains to address the questions How am I going to do this? What needs to be done next? etc. we're wasting cognitive load on answering questions that have little to do with our actual work. 

To this end he suggests explicit workflows or processes for tasks you regularly complete. For this term I am slowly building these workflows, based on my ideal schedule for Spring 2021, below. 


In setting up my ideal schedule I think about what I want to spend time on, and when to NOT to schedule time. In being chairperson of my department there are a good number of days I have to focus my time and attention on something that comes up. This term I've added -0- to my schedule to be a placeholder for working on those emergent tasks.

From my ideal schedule I've been writing them in my journal (see The Time-Block Planner Feedback) and then adjusting my schedule as needed. Hopefully I'll be able to identify when my ideal schedule broke, and then create a new one for Fall 2021 with the lessons I've learned this term.

For each of those items in my ideal schedule I created the following text files to capture what I do during those times. 


A good number are blank, but over the break I thought about a few of them, below. Email is something Newport talks a LOT about, so I thought it would be good to solidify what I do first and make sure I only check email a few times a day. (I've since kept it open, but just mute the tab.)

This is how I grade quizzes, including my rubric. 


For office hours a good amount of the time students are not there, but I do need to take time to reach out to students. 

In doing this I keep feeling like I am programming myself, which on the surface seems to run counter to what academics would seem to prize; thinking about the world. Yet, what do I want to use my limited brain power on, the little or the big things?

It also feels nice to put these things down somewhere, knowing I can come back to them in the future and make them better. Maybe I learn enough AutoHotKey or Python to automate a good amount of what I do? Maybe I realize I dislike doing some of these tasks and find ways around them? Maybe I just iterate on them term over term, and come to a place of peace that I can't improve every task... Yet. 







Wednesday, April 7, 2021

"Making Teamwork Work" ideas to adapt

 In Inside Higher Ed, Steve Reifenberg discusses teamwork in Making Teamwork Work, and what faculty can do to improve how students work in teams. As a POGIL practitioner the People, Process, and Feedback elements are well worn paths to me, but there was a new route was offered. This quote really stuck out to me, emphasis mine;

In fact, a lot of evidence suggests that diverse teams can be more creative and perform better than homogeneous ones. But that diversity works only if the team members get to know one another and learn something about their teammates’ different vantage points and experiences and the benefits that they can bring to the project.

 I realize I haven't done a lot of that in recent memory, although my initial activities do have some personal questions. Maybe I should look at those first few activities to be intentional about students getting to know each other during that first week. 

Tuesday, April 6, 2021

The Time-Block Planner Feedback

 In this recent podcast episode, Dr. Cal Newport asked for feedback for his time-block planner. I purchased it at the end of last year to use over the Winter 2021 term. From that experience I bought a blank journal and created very similar organizational tools to the ones Dr. Newport has in his planner. I wrote and sent some feedback, but thought I'd share it here to describe what my planning process looks like. Here is what I sent him;

Dr. Newport,

In your recent Deep Questions podcast episode (Ep. 85: Are NFTs Frivolous or Fundamental?) you asked for feedback on your time-block planner. I used your planner over the Winter 2021 term to support my work as a math instructor and as the newly elected chairperson of the math department at Clark College in Vancouver, Washington. Over the term I attempted to use the planner consistently, but as with any new process I had mixed results.

For the Spring 2021 term I bought this journal from Baronfig to time-block plan. I was primarily attracted to the form factor at 7.5 in. by 5.5 in. and that it lay flat. With the previous time-block planner it felt fairly bulky, and I had to clip the left side of the planner to my desk to keep it laying flat. Working from home I didn't have to worry about carrying the previous planner in a bag, and worry about the additional weight it might add. I also tried writing in the previous planner in a chair with a table or desk and found it flimsy, and it slid around. The Baronfig journal is small enough that I could support writing in it with one hand, and it had a hard backing for additional support. 


With a blank planner I knew I had to organize the pages, and thought in drawing the tables and schedules I might be more motivated to use them. Using a blank planner also gave me the opportunity to add components I wanted in the previous time-block planner. 




The first page has a quarter plan (We are on 10 week quarters.) with major events. Excuse the coffee stain. 




I included a monthly schedule for finer gradation in tasks and events. 



In reviewing the time-block planner at the end of last term I realized I only organized the weekly overviews in terms of days, and therefore added this page before the first week. 


One thing I've been playing with are sticky notes for tasks that continue from day-to-day, or reminders I want to keep on a daily basis. 


You mentioned not having a full two-page spread for weekends, and I agree, it seemed like wasted space. So far I've just added the dates of the weekend days on each page, and am planning rough sketches of the day, and/or notes for when my mind wanders back to work. 



After having used this journal for a week and a day I am a little worried about having so many calendars to update and cross reference within the journal. Quarterly, monthly, weekly, daily feel just a tad much, so I may take out the monthly calendar.

Drawing the calendars, tables, and charts is a nice crafty task I do at night with some music on. Drafting in high school apparently left a mark on what I find meditative and calming. While asking users to draw their own schedules in a consumer product might be a step too far, adding in elements where users customize them for their needs may be useful.

I also looked at The Perfect Notebook (https://perfect-notebook.com/) for its modularity, but I'm still trying to sort out what I want in my journal and went the hand-written route this time. In the future I would like the option of doing a little up-front work to customize my planner, but then it's set and I don't have to worry about that part again. This might be a nice way to tie in quarterly reflections about the previous planner, what worked and what didn't, and then create your new planner with those lessons in mind. 

Thank you for sharing your organizational methods and your expertise. I have greatly benefited from both. 

Highest regards,

Robert Weston 

 

A Simple Path Forward: Trading digital clutter for physical simplicity.

I talked to my 'rabbi' the other day, a senior faculty member in the department, and we talked over his observation of my class. He ...