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Student Well-Being & Course-Related Stress: Student Perspectives - Shared screen with speaker view
Center for Educational Innovation
34:20
Welcome! You will find all the resources for today’s presentation at the following link: z.umn.edu/wellbeing-resources. We will begin shortly.
Center for Educational Innovation
37:53
Welcome! You will find all the resources for today’s presentation at the following link: z.umn.edu/wellbeing-resources. We will begin shortly.
Center for Educational Innovation
43:31
Welcome! You will find all the resources for today’s presentation at the following link: z.umn.edu/wellbeing-resources. We will begin shortly.
Center for Educational Innovation
44:24
Welcome! You will find all the resources for today’s presentation at the following link: z.umn.edu/wellbeing-resources. We will begin shortly.
Ting Huang
46:22
Hello, All
michellehirschboeck
46:34
Good morning!
Sharon Ling
46:36
Hello everyone!
Connor McDermott
46:41
Good morning, everyone!
bolgrien
46:41
Good morning!
Lauren H Wilson
46:56
Good morning!
Laura Wiesner
47:05
Hi everyone!
Alexandre
47:10
good morning! 🌞
ykartosh
47:28
Good morning, everyone!
alexa032
47:36
Hi all - happy to field questions along the way, and I’ll let the presenters know when there are questions to address
Kristi
48:10
change dates of exams or throw out the worst homework
michellehirschboeck
48:12
Deadline flexibility
jmruen
48:16
Make expectations clear
ykartosh
48:17
Talk about clear expectations about the course
lruhrold
48:18
Offer flexible deadlines
Laura Wiesner
48:18
I would guess students mentioned giving clear expectations and being flexible with due dates
James A Ondrey
48:19
Work in groups.
agavrilo
48:23
good planning
Alyssa Bonnac
48:25
Be available for office hours / meetings
vaidakazlauskaite
48:27
Having clear expectations of how to succeed in the course
Laura Wiesner
48:28
Also getting to know the student personally
Mackenzie Callaway
48:32
Completion assignments
Lindsey K
48:35
Have a clear syllabus at the beginning of the course
Sharon Ling
48:35
Having a grading rubric
Connor McDermott
48:35
Office hours are a common technique used by professors to allow for one-on-one time or small group time with students to help field questions and reduce stress.
Catalina
48:35
Be flexible with duedates
Lauren H Wilson
48:37
clear instructions
Alexandre
48:37
clear grading standard
William Moy
48:43
Give clear expectations
ykartosh
48:53
Talk about how to reach out when there is a question/problem
cavandongen
48:54
Give clear structure and information about what is expected in the course. In advance
Traci
49:00
clear instructions and rubrics
alexa032
53:23
As you’re thinking about students, the EffectiveU site (noting for undergrads key skills for academic and personal well-being) includes a page on managing stress/enhancing well-being: http://effectiveu.umn.edu/manage-your-stress
Laura Wiesner
56:56
I’m curious if students wanted all the details of all assignments up front? Or if that was overwhelming and a short description/schedule up front was enough?
alexa032
59:42
A variety of things can help students know details “up front” - one approach is to include short descriptions of assignments in the syllabus, noting overall aim, key stages, mode of feedback/evaluation, and weight in overall grading scheme, and then linking to a fuller assignment description that includes aims, audience, purpose, tasks, skills expects; this longer assignment description is a good place to include criteria for grading (rubric, feedback processes).
alexa032
01:00:59
Part of the balance is to share an overview from the start so that students gain a big picture of assignments as part of the syllabus where they can also learn about supports for learning - those you provide in the structure of the course, and those on campus that you recommend.
alexa032
01:01:47
Then to provide the individual assignment details via a separate document and/or assignment page in Canvas.
Laura Wiesner
01:02:29
That’s great - thank you!
alexa032
01:03:04
You’re welcome, Laura; I’m looking for a couple of examples I can link to and share here.
Center for Educational Innovation
01:03:32
You can find the workbook in the resource folder: z.umn.edu/wellbeing-resources
Alexandre
01:04:24
1- clear syllabus
walsh912
01:04:37
weekly bulletin board or email reminder about assignments for the week (reinforcing what they get through the syllabus and assignment guidance at the start of the semester.
Mackenzie Callaway
01:05:05
I think coming 10 min early or staying a few minutes after class can help with instrusctor approachability
Alexandre
01:05:15
2- talk personally and privately with those students with very low grades
Catalina
01:06:12
Write a reminder of the assigment by email - canvas. Clear description of the assigments.
Lauren H Wilson
01:07:00
Be present and attentive in office hours/ offering aditional office hours before large papers are due.
Kent
01:07:01
During in process critiques, discuss what I will be looking for as I evaluate a drawing. To confirm that they understand what aspects of a quality drawing I’ll be looking for.
Ting Huang
01:07:30
I echo. The reminder could be sent before and immediately before the assignment. As well as after assignment is due.
Laura Wiesner
01:07:57
When it comes to reminders - is there research or findings about an appropriate balance? On the one hand, I want to help them learn to regulate their own behavior…. On the other, I want to help them meet expectations.
Ting Huang
01:07:57
Reminding something is past due—Better later than never.
alexa032
01:08:32
One thing also to remember is that students are often still using their (successful) high school “learning to learn” (or metacognitive) skills, and will need coaching and practice in order to gain higher level skills and strategies for conducting work in a new area of study.
Jessica
01:09:31
Not necessarily the research but the balance between having intensive reminders vs cultivating their own sense of responsibility/systems of organization
lruhrold
01:09:39
When it comes to office hours and discussing works in progress—beginning the conversation by discussing what is going well in the project/what the student is happy with. Reinforcing what the student is doing right. Building confidence in the student as they are learning.
Julia Van Etten
01:13:31
Thank you, Ting. Helpful example!!
Ting Huang
01:13:40
Thank you!
alexa032
01:15:11
For To Jessica’s question - a common practice in the leadership minor is to have students complete a short writing as part of responding to a new assignment that’s been shared in class, and throughout the span of the assignment, they update and reflect on changers to their plan. (I’ll look for a link to that example.) Mainly the reminders advice is to set out a weekly plan for updating students - perhaps an email or Canvas reminder or a section of a Canvas page or module - to let them know what’s coming up in the next week. The key thing for reminders seems to be that the teacher establish a general pattern for how the course will operate, and within that to have a pattern/mode for regular communication/updating
Alexandre
01:15:34
possibility of make up exam
ykartosh
01:15:34
Deadlines?
James A Ondrey
01:15:36
Allowing them to use an open book for exams.
Kristi
01:15:44
I know for me, I had a teacher that allowed you to turn in 2 assignments 48 hours after the deadline without penalty, this was nice because it took pressure of weeks that were loaded with work
Lauren H Wilson
01:15:46
Ability to choose when large assignments are due from a list of possible dates
William Moy
01:15:56
Open Book Exams
michellehirschboeck
01:16:03
Assignment format?
Lindsey K
01:16:04
If there are other sections they can attend one on another day
Catalina
01:16:05
Flexibility with duedates
Sharon Ling
01:16:08
allowing make up exams in certain cases
ykartosh
01:16:14
Options about taking different types of exams/assessment to test their knowledge
Julia Van Etten
01:16:15
Hey, confused. Thought we were talking about workload.
Mackenzie Callaway
01:16:24
dropping an assignment or quiz grade
Jessica
01:20:03
Ilene, I’d love to see the link to that assignment!
alexa032
01:21:06
To ​lruhrold​'s earlier point and this discussion about office hours - that pattern of talking about what's working/going well is most frequently noted as a solid starting place, following up with the "what could work better" query is a chance to build on that base, as are questions that focus on getting students to think about "what might happen if..." Through out the discussion, it's important for students to be taking notes - provide paper/pencil if they don't have a computer or supplies handy; and to have the office conversation end with a minute where you each write out ideas for next steps.
alexa032
01:22:23
Here’s a link to the Sample Syllabus Examples I noted earlier, each written in a mode referred to as “learning syllabus” - https://drive.google.com/open?id=10rj9sB7eVCTo04lM9iyQVl31jkcUbUc4
Center for Educational Innovation
01:23:02
Reminder: you can find this webinar’s workbook at z.umn.edu/wellbeing-resources
cavandongen
01:23:37
Going to give weekly quizzes and will drop the lowest grade. No single exam or final. Will consider an extra credit option.
Jessica
01:23:59
We have a lot of group assignments - so perhaps offering 1 flexible deadline per group, per project.
Kent
01:24:15
Check in with students as a project develops to see if we’d like to extend a deadline. Consider the possibility of extending a deadline.
lruhrold
01:24:16
Alexa032—can you say a bit more about the "what might happen if..." line of query. What does this draw student’s attention towards?
Mackenzie Callaway
01:24:36
I like the idea of having an assignment given early, due by the end of the semester so students can complete at their own pace and turn in whenever is convenient (like a journal assignment)
michellehirschboeck
01:24:39
One thing that helps me think about balancing assignments is using backwards course design: thinking about learning objectives, and then mapping a way to get there
Catalina
01:25:05
Students have the posibility to improve their assigments.
skeene
01:25:27
By dividing my course schedule into thirds (approximately 5 weeks each), I can see how many points and available/earned during each third. This way it isn’t too front heavy or end heavy. I also get grades back to students within 7-10 days so they can improve on the next assignment and always know where they stand (students have a deadline, so should we).
agavrilo
01:25:34
help students do the backward planning of a project
vaidakazlauskaite
01:26:26
How about letting students choose- taking an exam or writing a paper (have both options available)? Gives students some autonomy
alexa032
01:31:40
Back to the conversation Jessica launched about deadlines that then wove into coaching their deeper learning. Here’s the prompt from a leadership minor activity that followed up students reading, saying back how they understood, and asking questions about a team-based assignment (this became a Doc running agenda that they updated at each team session): Create Schedules and Timelines (3 points)Include a separate page that outlines a tentative plan of future meeting dates to complete the project. You must move beyond simply listing assignment deadlines and broad ideas of what you may be working on at those meetings to begin setting out what and why of your planning, and to consider what roles will be shared across the project.
Mackenzie Callaway
01:39:01
I apologize for going a little off topic here, but I'm curious if anyone has any tips on engaging other faculty and stakeholders. How do we as faculty help show others that these practices are important and worth the effort to adopt? I'm thinking about this especially in the context of promoting student mental health and well-being
alexa032
01:40:47
vaidakazlauskaite - that “choice” factor is a huge one in terms of motivation, and choosing the means for communicating a research-based product can be quite enriching for the student, for peers, and for teachers. Setting out content criteria (audience, purpose, main tasks and aims/objectives) and mode/media parameters (length of video, audio, slides) can make such an approach work for students and teachers. One smaller level choice option is to have students sign up for what day they submit a major assignment - draft or final; we can’t read everything in a night and they are juggling multiple assignments, so it can be a win for both to have some assignments come in on each of several days can help both.
skeene
01:41:29
Mackenzie, it could be framed as a way to reduce student conflict. This page offers some of the same strategies covered in this webinar but seems to speak more to those motivated by reducing student complaints: http://www.sos.umn.edu/course_complaints
michellehirschboeck
01:42:30
I love the idea of inviting students to write exam questions
Lindsey K
01:42:43
Allow students to see where they make mistakes on exams or assignments and they can earn back some points if they revise their answers.
Sharon Ling
01:42:58
Having a practice test so that student are more prepared
Kent
01:43:00
Instructional Strategy - incorporate concrete demonstrations of drawing assignments - in real time with the media that students will be using.
Laura Wiesner
01:43:44
I love the opportunity for revision - will consider doing this on quizzes as well. Perhaps with a low quiz score, I student could follow up with a brief reflection to write about the concepts that didn’t click the first time.
Jessica
01:44:43
Does anyone have suggestions on how to keep track of all these individualized grading options or avoid going onto a time warp trying to follow up with everything? I want to do them all and It sounds overwhelming! :)
alexa032
01:45:36
Laura - there’s a line of writing “out there” that urges building in reflection as part of exam/quiz follow up - here’s a doc that follow’s up Sue’s comment about asking for specific reflection: https://drive.google.com/file/d/1NGFzUE9LTtXtsLUoLwLyou1WiNWtV7hP/view?usp=sharing
Center for Educational Innovation
01:46:43
Thank you! Please take a moment to take this brief survey regarding your experience with this webinar: z.umn.edu/wellbeing-evalYour feedback is much appreciated!
Julia Van Etten
01:47:24
Thank you Deb and Sue. Well-facilitated, and very valuable content!
Janelle M Nivens
01:47:24
I will add the resources discussed in the chat in the follow-up email.
Laura Wiesner
01:47:28
Thank you!
Nimo Yusuf
01:47:38
Thank you!
alexa032
01:47:38
Jessica - a handful of faculty on the St. Paul campus have set up google calendars for students to use in signing up for due dates and conversation. They love it. It gets shared to the class, and they note only open times. A computer tech assigned to your college should be able to trouble shoot that with you.
Kristi
01:47:39
Thank you!
christine
01:47:49
Thank you!
Sharon Ling
01:47:54
Thank you!
michellehirschboeck
01:48:00
Thank you; this was helpful!
Jessica
01:48:09
Oooh I’ve used an Appt Google Calendar for one to ones but not for deadlines
Catalina
01:48:31
Thank you!!
ykartosh
01:49:10
Thank you :)