I make the course my own by adding various helps to that class in the announcements that relate to individual assignments . My Introductory statement to the class is filled with information the students need to pass the course. I do find however that students who are involved in a number of on line classes over several years realize there is a curriculum group that is involved. One of the issues that comes up that leads the students to believe the professor has not set up the course is when curriculum issues that are obvious errors appear there is no way to correct them . The students do not understand why that is the case.  

Hi Francis,

I use a video welcome for my classes (see the link below with message). This gives the students a look at who their instructor is going to be, and it tells them a little bit about me. It is a very cool and unique Welcoming Video.

I do a number of other things to personalize the class but I’d like to stay on the topic of visuals. The Loud Cloud software allows us to upload a picture of ourselves. It’s nice to see what the students look like and it also good for them to see our faces as well.

The problem is that the size of the pictures in the classroom are so small, that it’s very difficult to get a sense of the face that’s there. If anyone has influence with our IT department, they might suggest to the Loud Cloud software developers that they make this picture larger and accept a higher quality picture.

I worked for a software house, for many years. This is one of those requests that is so easy to fulfill. The code is already written for accepting a picture, all they have to do now is expand the parameters. This is the kind of thing that could be put out in the next “software patch.”

I think having a recognizable picture would dramatically improve the sense of community within the course room.

Tom Kramer

Video Welcome – Very Cool Pelicans

Expanding the screen helps. Turn up the volume.

Dr. Kramer Welcome

While I can see how the ideas suggested for spiritually encouraging students through prayer, Scripture, and personal communication relate to ownership of the online classroom, I differentiate that from ownership of the course. As an online instructor at GCU, I do not own the course that I teach, and I am honest with my students about that. I do not try to demonstrate that I have authorship of the course. However, I certainly do take ownership of the online classroom. One way I do this is by posting links to supplemental material in an effort to help them better understand the course material that has been provided for us. Another way is that I have written my own grading rubrics (because none were provided) and I include those in a pdf that reiterates the assignment instructions as those instructions appear in the GCU-provided/prepared syllabus. Something else I do is in my weekly announcements and discussion forum posts, I regularly reference the course lectures and reading material in conjunction with posting links to other resources pertinent to the topics being discussed. When instructors do this, it demonstrates that they have a command of the material (which is different from authorship) and also shows that they take ownership of their particular online classroom and are subject matter experts in their own right. 

It is always a pleasure to try to personalize the class.  I do that with scripture and prayer (prayer--usually on an individual basis as there always seems to be someone who is going through a crisis).  I try to make the scripture relevant to the week's lesson or relevant to a graduate student issue.  I also offer links to better materials than what is offered in class.  Oftentimes the class is woefully out of date.  I also share professional experiences that at least lets them know I haven't lived in an academic cave all of my life.  A real challenge is when the course developer has created something that LoudCloud doesn't support well and makes it incredibly non-student and non-instructor friendly.  Since complaining does not appear to have an effect, it can create a situation when the instructor has to take matters into his own hands for the benefit of the student.  I take the blame when the students see that there is a problem with the course.  I am sure that sometimes translates into lower satisfaction scores.  I always tell students I am glad they have chosen GCU, and then I try to make it the best experience possible.

Glenna,

You wrote/asked "You stated that you tell your students that you do not own the course. Please tell us more about that. How does that conversation come about and how do your students respond?"

My answer to that is that it sometimes depends upon questions/comments that arise in the discussion forum, the individual forum, or when giving feedback about assignments. In those cases, if necessary, I will point out to students that the material and assignments were developed by GCU and I explain why by telling them that various instructors teach multiple sections of the same course. 

However, I have proactively mentioned it on the first day of a class session. For example, I have posted the following under the first DQ: "I encourage you to visit the Class Wall to read my introduction and post a brief introduction of yourself. It would be very beneficial to your success in this course if you familiarize yourself with the GCU-prepared syllabus for the entire course, classroom policies, and Style Guide for formatting of outside sources used in any DQ replies and assignments. In addition, be sure to look at the instructor-created grading rubric for DQ replies and participation." Also, depending on the DQ, I have posted the following under more than one DQ throughout the course: "You may need to do some additional research in order to adequately respond to this GCU-supplied Discussion Question."

I have yet to hear any responses from the students regarding this. They haven't said anything positive or negative about me informing them that the lectures, assignments, and DQs were not created by me. There may have been a time or two when they responded with something like "Oh, I didn't realize that" but it's just treated as a matter of fact sort of thing and hasn't become a big deal for anybody as far as I am aware. 

Glenna, Mark, and Faculty:

In the sylllabus the University should disclose that this course has been deveoloped by a panel of expert in the field or actually give credit to the authors of the course, the students do not understand or follow my instrcutions that all papers will be written using APA formatting and not "professional quality". Have contacted GCU to make changes in several of the courses that I teach with no changes being made or I "do not see the issue". Faculty teaching the course  should have editing capability to the course content ie assignment folder, grading rubric especially. Many times the links are broken and the the links have not been checked before the courses have been built and sent to us to teach. It is especially difficiutlt when you have 25 new students in the master progragm and some do not have a computer and think all they need is a smart phone?

Dr. Lewis

Glenna, I have experienced many of the same concerns that have been posted throughout this discussion about authorship of the courses. When there is a question from a student about why they received the score they did on an assignment, it is usually in an attack attitude toward the instructor. The points they make about the assignment expectations are far less than the rubric that goes along with the assignment. I usually explain that in each assignment they are encouraged to read the rubric before beginning the assignment and before submitting the assignment. I also remind them that I include that in each week's overview. Because I am very skilled in writing and using rubrics, I have to explain that the rubric will break down in smaller components what is expected to meet the overall assignment. If they read it before and after completing it, they can make sure that they satisfy the rubric because that is what I use to score their papers. I, too, have to explain that I do not write the assignments with the rubrics, but I have to make the decisions based upon the what I am given. Their attitude is as if I have done something wrong until I calm them down with the facts. I post very detailed information to help students get through areas of the syllabus that need some work and has not been changed. I provide supplemenary materials and use my experiences that are related to the topics to enhance my feedback. In my evaluations, students often reference the fact that I have a wealth of knowledge and that they learned so much from the course. I take ownership for their learning in the classroom, but I do not take ownership for the written part of the course. I commend GCU all of the tie about the high quality program they have for future leaders in education.

I use the weekly faith integration CATS to connect with students' daily classroom expectations and the expectations of the COE dispositions or the GCU Doctrinal statement. I have received many responses telling me how they used the scripture in their daily work. It helped them to handle situations in a different manner that God would be please. I am empathetic with my students when they share difficulties with me. I pray for them and show mercy and compassion in helping them get through the situation and complete their course work. Of course, I rarely hear about these things in my course evaluations; however,I do what I have to do to please God.  I do get thank you's in the email for demonstrating understanding of their situations. I realize that building relationships with my students is important and I teach them to build trusting relationships with their staffs as future administrators.

Barbara Lee, Ed.D.

Glenna,

Please see two samples of CATS and Teacher and students interaction. I  post weekly faith integration CATS as well as weekly academic critical thinking CATS.

Barbara

Glenda - thanks for facilitating this discussion.  There are several ways in which I personalize the GCU-developed courses:

• I call each student prior to the first day of class to introduce myself and the course
• For each assignment I post "Tips for Success" which are derived from the assignment guidelines, the grading rubric, and my experience from teaching the course previously.
• Each week I post additional information and CATS
• Each week I post a weekly wrap-up and welcome to the upcoming week...these are headed with a scriptural verse
• When the students (or I) identify errors within the course, I contact Faculty Development requesting changes.  Sometimes these are addressed and sometimes not.  When they are not, I advise the students with my interpretation of the issue.

I find that the more often I teach a course, the easier it is to personalize it.  I teach at the graduate level and many students realize that the courses are GCU-developed...but many do not.  Either way, I consistently work to uphold GCU standards.

Dr. Stiefel

Glenda - I post CATS as an additional DQ question and will grant a substantive post for their response.  Typically about 60% of the students respond.  One of my strategies is to try and give a 'catchy' title.  For example about two-thirds of the way through an 8 week course I'll ask a simple question to be sure that they've mastered a basic concept.  This question is title "One Minute Question"... so they know it will not be time-consuming to respond.  

Like you I have tried posting CATS within the forum.  It probably had the same success rate, but it seems easier to provide a synopsis this way.

During my courses I am very available to my students...as you say, building relationships!  Thanks for your comments.

Dr. Karen Stiefel

Good morning Glenna and others,

First, this is such a wonderful topic, and reading all of your responses has opened up my eyes even more about individualizing the course for our students. 

I teach primarily online, and with that, it is more of a challenge to make the course our own. But, like others, I do a welcome video. YouTube allows you to make a channel, and so I create a video and add the link to my announcements. I then ask the students to reply to the link once they have viewed. This way I can call attention to certain features of the class they may miss by just reading the syllabus. Also, I have created a "TIPS FRIDAY" where EVERY Friday, I send out tips to help them with the assignment. Basically, this is just a verbalization of the rubric and maybe a sample template. Sometimes it is a video as well! I also frontload my class with how I grade and some sample APA papers. Again, a way to make it more personal and how I can empower them.

Next, the class becomes my own when the DQ's deal with application of ideas. This way, I can interject my own experiences or piggy back off the ones my students have. So, basically, I the class becomes authored more by me  throughout the course. 

FRONTLOADING EXPECTATIONS, TIPS FRIDAYS and SHARING EXPERIENCES...this all makes it more personal for the students.  

I love hearing your thoughts!

Also, THANK YOU for the reminder of bible verses interjected. I only do this once a week, but I do need to include more throughout the course. 

Blessings to you all!

Greetings, All,

I have been teaching a graduate ethics course online for a few years now.

After reviewing several responses, I find I am doing some of the same, including:

• Posting weekly TIPS for Successful Written Assignments, based upon how previous students have scored, in terms of missing or not missing questions or misdirection.
• Posting a CAT each week that should assist students with assimilating some of the weekly material
• Posting a comprehenisve weekly announcement
• Reporting issues with course content to Faculty Development; e.g., if no rubric has been provided, I will post a scoring guide.
• Checking daily for messages on the individual and questions for instructor forums; even if no message is showing up; the glitch has not yet been resolved!

Regards,

Donna Steckal, Ph.D.

What do you do if you are not savvy on some add on  videos or other high tech issues.  

Hi Susan and Glenna,

The fear of using technology is so common. You'd be surprised, however, how simple it can be if you have a few simple things. First, do you have a MAC? If so, there is an application called Photo Booth. I just recored myself on the computer in video form, save it to the desktop as a "movie," then upload it to YouTube. On YouTube, create an account/ channel, and you can then upload it to your channel to keep track of your videos. I make them public or private as needed. Then, you just put the link to your video in your announcements. This is ONE way. I know these directions are not thorough, but it gives you a quick overview of what I do. I'm SURE there are many more ways to do it more simply. 

The point is that you can do this...it is not hard as I have found through my own trial and error. Once you put your toe in, you can then immerse your foot! :-)

Ask for help too! This is the best way to learn.
God bless you!

I share course ownership through the unique and enhancing activities/articles I share with my classes.  I am an Environmental Biologist and teach Biology related labs/lectures, but BIO220 (Environmental Science) is a gen ed course; a blend of the natural and social sciences which evaluates/solves concerns of our natural worlds degradation, mainly from  the human component.  I utilize the courses materials to build up and branch out from!

I do outdoor labs that reinforce concepts from our current chapters, online research into today's most recent science related to our topics, and present not only impactful articles of today (AZ and global), but to share my own research from the field.  With so many topics, from GMO's to Climate change, class discussions and group cooperation is an essential element I encourage from the resources.  It all starts in my opinion, as a new GCU instructor and long time teacher, with front loading our students and ourselves for success.

Providing them with tools for success in writing, APA style, avoiding plagiarism, on campus and online resources/tutoring, LC help; while simultaneously bringing aspects from our own experience as an integration with the course content.  Students build trust and respect with instructors who invest in them, and develop a comfortable environment for achievement.

Front loading ourselves is just as important, and means getting to know all of your course materials and doing your own courses readings before the class does.  Being experts in our field means staying on top of what is happening in our subject around the world, and building our own materials on top of the materials we are told to utilize. We need to OWN our materials fully, and integrate them with our experiences for the full circle functionality required to teach proper comprehension.

I have really enjoyed reading all of these ideas!

One thing that I do is that at times I write an outline for our complex textbook with ideas about which are the crucial sections to spend time thinking about. My sense is that when students get pressed for time, a careful reading of the textbook is the first thing they skip. I have noticed that after I started doing this, answers on quizzes and tests improved.

Thank you for all your good ideas. 

                  Nancy James