Course expectations statements should give students all of the basic information they need to maximize their opportunities for success in the course. Information should include how to contact your instructor, when chats are held and whether or not they are mandatory in either live or archived form, whether late work is accepted and what penalties pertain to loss of points for late assignments, the grading scale and what 'categories' will be used in scoring (e.g., demonstration of critical thinking about the topics, quality of writing, use of references), guidelines about netiquette, whether there is a group project and any policies related to its completion, the importance of academic integrity, use of course and outside materials, etc. None of these things should be a mystery at which students must guess and should be available to students as soon as they are granted access to the online environment for the course.
I may have forgotten some things. Are there other elements you typically include in a statement of course expectations?
Debra,
Your expressed perspective is right on target. The additional 'elements' to which I could best direct you would be the contributions of educators throughout this particular forum thread. Some of theses ideas (from across the country) are very good and open up new ways to help students succeed. Thank you for your contribution to this discussion.
Dr. S. David Vaillancourt
I think the important elements for a good faculty expectation statement should include:
1.Provide reminder that the instructor is there to help with not only learning but to answer any questions.
2. That online learning is great thing and a great way to learn and advance.
3. Be timily with assignments and do not get behind. If one does, contact the instructore--soon than later!
4. Provide instructor background and experience so student has an understanding that the instructor is quatlified./
I think the faculty should detail the expectatiosn and let the students know that the instructor is there to help them meet those expectations. I always let my students know I want them to succed and I will do all I can to help them reach their objectives.
francis,
Letting the student know the teacher is there to assist is an important role.
Dr. S. David Vaillancourt
Adding value is just as important in education as it is in the marketplace. Expectations help the students immensely when correlated with the outcomes: this adds value.
Gene Parker
In my online courses I post several "bite sized" messages and this allows the student to return to the home page and easily find the topic they are unsure of. If I put the messages into one large post it is less likely they will read it. I also utilize clip art or color to draw their attention to the messages on topics such as attendance, office time, expectations for writing assignments, discussion requirements and any other "graded" areas that should provide clarity to the student.
I also create a Live Chat for the student to listen to me explaining how to maneuver the classroom just in case they aren't sure after the orientation.
Gene ,
Well stated. Thank you for your contribution.
Dr. S. David Vaillancourt
Debbie,
Well done. Thank you for contributing your practices.
Dr. S. David Vaillancourt
I feel that it is important that students post their discussion questions on time. In addition, students should submit their assignments on time per the instructions. Also, students should feel comfortable approaching the instructor for questions and further clarification.
To me faculty expectations are the same as rules of engagement. Clearly written faculty expectations minimize frustrations on the part of students and the faculty.
I think that important elements must include: 1) Grade determination scheme (grading rubric), 2) Assignments deadlines and consequences of late assignments, 3) Quality of work expected, 4) Consequences for plagiarism, 5) Manner of communication in any discussions board platform, 6) Assignments make up, 7) How to resolve any disagreement with the faculty, and 8) How, when, and mode of communication with the faculty.
Augustine,
Great perspective. I like the metaphor. Thanks for your contribution.
Dr. S. David Vaillancourt
Office hours, Grade turn around, email timing.
Communication needs to be understood from day 1
Posting a bio in the announcements allows the instructor to share their education and experiences with the class thereby allowing an opportunity for the students to connect with the instructor.
Also the announcement should include the instructor’s hours of availability as well as contact info. In addition to tech support if the student encounters assistance.
Jeremy,
The foundational components of your class communications are critical. Each teacher has their own style and use of the communication channels in a class. Students need to be aware from the beginning.
Dr. S. David Vaillancourt
Monica,
Very good. These are all very helpful in creating a successful class atmosphere.
Dr. S. David Vaillancourt
Faculty Expectations should include:
Response times for discussions
Response times for student questions (via email or discussion areas)
Grading deadlines and feedback expectations
Presence in the classroom
Handling of incompletes
Handling of academic honesty issues
Requirements for live chats (times, duration, content)
There are many more items, but these are some of the important ones.
Kurt
I think it is important to state what you expect of the student. Basically it is your set of rules that you would like the student to follow. I think giving them a set of guidelines lets them know how to follow along the course.
I think that the idea of a faculty expectation statement is a good one--I have done something similiar in the past. Elements of such a statement should include references to:
1. meeting course objectives (what the school/instructor wants to see to ensure they have understanding/mastery)
2. how the course can help the student in their program of study/career
3. how to best spend one's time (is the focus on studying for exams or listening/retaining information from lectures?)
4. what to do with instructor/peer feedback (view and tuck away or actively use to help with future assignments)
However, my belief is that a written statement can really become lost in all of the other "statements" that we bombard students with. So my belief is to provide this information in various ways (e.g. post in the course expectations, briefly discuss during the first lecture, re-visit it at the mid-way point of the course, then evaluate "how we did" at the end of course survey). I believe that approaching this topic in different ways and at different points in the course help a student see that even if their expectations are somehow disappointed--you did your part throughout to help them understand.
Phyllis,
They have to know what the expectations, requirements and polices are for the course and they need to know this right up front. If they don't they will spend more time trying to figure things out than focusing on the content.
Gary
Gary Meers, Ed.D.
