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October 19, 2011
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Karen Carr - Setting High Expectations for Student Performance
OfflineMost students desire and expect to be challenged and mentored as they proceed through their academic programs of study. Setting high standards for student performance translates into a stimulating learning environment in which students demonstrate their ability to comprehend subject matter, think critically, integrate supportive source material, and apply concepts in practical ways.
In my experience as college level educator for the past 11 years, I have found most students desire and expect to be challenged and mentored as they proceed through their academic programs of study. Setting high standards for student performance (assignments, CLC team involvement, and DQ participation) translates into a stimulating learning environment in which students demonstrate their ability to comprehend subject matter, think critically, integrate supportive source material, and apply concepts in practical ways.
In our weekly discussion forums, I like to use a variety of techniques to keep discussions moving forward. In addition to raising questions and sharing my insights, I weave in reference to relevant article titles to our weekly topics (as well as source links to reliable websites). I am passionate about research and encourage students to develop a sense of curiosity to learn more about different perspectives on issues and concepts beyond classroom lecture and text materials. In the first few weeks of the 8 week session, I reinforce to students GCU provides them with access to a wealth of information via library online databases and Student Success writing resources!
In the process of grading individual papers and team projects, I provide feedback (via the Comment feature, summary notes, and rubrics) with the intent of offering guidance and direction that will help to enhance content and formatting aspects on future assignments. Each week as I review prior week assignment feedback along with the current assignment, it is great to see students make incremental progress in areas that may have needed refinement or improvement.
One of my most memorable graduate school management professors and mentors set very high standards for her students. When candidly asked by one student why she set her standards so high, she replied: "I want you to stretch your minds and continually strive for excellence in the quality of your work. For me to expect mediocre work would be insulting to all of you."
Faculty Spotlight:
In January of 2000, Karen began her career in education by teaching management and computer information system courses for the Maricopa Community College system in Arizona, specifically at the Glendale and Paradise Valley Community College campuses. Karen started teaching courses for GCU as an adjunct professor in the fall of 2002. She held a full time faculty position with the Ken Blanchard College of Business from August 2004 through the May 2006. Due to her husband's relocation to Florida in the summer of 2006, she resigned from her fulltime faculty position. She maintained her relationship with KBCOB by teaching online courses (management, organizational behavior, information systems, leadership, and business communications). Karen also teaches online courses for Ottawa University.
In addition to teaching campus based and online courses, Karen has Web enhanced ground courses, developed online course modules/lectures, acted as a faculty peer reviewer and mentor, and served on GCU's HLC and ACBSP Teaching Effectiveness/Assessment committees.
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