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For example, an instructor could inform the class, “as we start week 5, all of you should now have chosen your topics for the final essay. It’s a good idea to start outlining your ideas now for the rough draft that will be due at the end of week 6.”
Ko, S., Rossen, S. (2010). Teaching Online: A Practical Guide (p. 305-309). New York: Routledge.
Reinert-Alumni Library: LB 2395.7 .K67 2010
Keep course objectives, content demands, and learner skills in mind. Match the task to the situation. Team work is productive when the assigned tasks require higher level thinking skills. Tasks should require students to think critically, challenge each other’s assumptions, explore topics beyond their existing knowledge, and when possible, provide opportunities for creativity.
Touch base with your advisees frequently. Do not wait for advisees to initiate contact. Students often feel intimidated by faculty. Many students’ academic performance declines, or they discontinue college altogether, because they feel disconnected from peers, professors and administrators at the institution. Connectedness is strongly contextual and developed implicitly, often through apparently insignificant informal interactions.
You cannot assume that students will know or remember concepts and terms from prior courses. If you use a term for the first time, define it. If a term is not defined or defined poorly in the textbook, look at several textbooks to find the clearest definition and share it with the students.
Sorcinelli. M.D. (2005). IDEA Item #10: Explained course material clearly and concisely.
Consider sending a welcome back e-mail to new and returning advisees at the beginning of the term. Students are more likely to develop a positive relationship with academic advisors when they received some form of personalized communication from the advisor. Make notes to remember personalized information about each advisee (such as hobbies, family details, and so on) and mention them in your individualized communication with advisees.