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Hi. Some time ago we (online faculty) created our own mandatory DQs. This capability has been taken away from us, and now the DQs are pre-determined for us.
It seems to me in return for this, the people who created these DQs ought to provide us with suggested replies. Some of these DQs are awful and I have no idea what the writer is looking for.
I am proposing this in general, for all courses, rather than me just asking for a reply on one particular DQ.
I am currently teaching a lower level EDU course. In the first week, one of the assignments is to be sure that students are obtaining a fingerprint clearance card. Do all students need an Arizona fingerprint clearance card or a fingerprint clearance card from the state in which they will be working? Thank you for your time!
I am currently teaching two courses and in one of my courses, a student called me at 11pm Eastern Standard time. I was preparing for bed so that I can go to work the next day. I have posted my office hours numerous times in the loudcloud classroom. So when I answered the call of the student, I did mention to her the current time and I reminded her of my office hours. But she was so upset and anxious that she didn't care that it was 11pm at night and she became very rude and told me that I have my education degree and that she is trying to get hers and that she would not call me again and would just call the dean or her advisor the next time. The student had been in contact with me via the classroom prior to this particular night, but she does not like the fact that I have 24hours to respond to her messages. She wants an immediate response. What should I do in a situation such as this. I have never had a student to become so disrespectful towards me on the phone. I had thought about submitting a facutly ticket as a backup for myself.
I have experienced the same problem... calls late at night, calls at 4am... Also I find that students often post the same question in the individual forum, in the question for instructor forum, by email and if I've not replied within say an hour, they call. I have tried to solve this problem by being very clear in my announcements about the 24 hours to respond. I also ask that students not pose their question in multiple places. That has helped a little bit but thus far, I still get the calls at inappropriate times. I am unable to shut my phone off at night because I am a school principal in my other job and if there is a break in at the school, the alarm company and the police contact me. One other issue is that the student with a question will often contact their adviser stating that I have not replied to a question. The adviser emails a faculty specialist, the faculty specialist email me and I look into the situation and find that by the time the communication moves through the system, I already took care of the issue -and within 24 hours of the initial question.
That being said, I do realize that we are here to serve our students and the university has a duty to provide good service to the student. However, I think sometimes those involved on the peripheral need to have the courage to explain the expectations to a complaining student and not just leave it to the adjunct to make the situation go away.
As I said, I am a school principal in my other job and I understand about dealing with complaints but I also know that when we reinforce poor behaviors for the sake of customer service, we really are not serving the student in the best manner. We are training them for future jobs and future bosses are not going to like those who create situations like what Tashana and I have described. As a current school principal teaching future teachers, I know what I am writing about here in regards to the expectations of future bosses.
I would suggest a venue for online instructors to make suggestions beyond just the end of course surveys. For example, the Questions for Instructor forum title is confusing for the students... it really is a public forum for all to see. Why not call it that? That is just one example of something that could easily be improved with some input from those using the system daily.
I have a student in my EDU-450 course who is overly negative and feels the need to verbally voice his gripes with GCU, my grading procedures, and previous instructors. I have tried my best to listen to his concerns and stay positive while standing my ground regarding my grading procedures and the university's name. However, I feel like this is a student that needs to be referred to someone (not quite sure who)...even if it's simply to have his voice heard by the university. Who might I refer this student to? Or perhaps there are some strategies that I can use to reduce this? I'm usually able to help a student see the brighter side of things, but I am having an extremely difficult time with this student, and any assistance would be greatly appreciated.
Thank you so much for your help!
I would recommend that the student contact their academic counselor as it sounds like this would be the person who could help address thier concerns. The student can call the general number and then asked to be connected to their individual counselor. Here is the contact information:
E-mail: academicrecords .edu
I am teaching a class (SPE226)that requires the students to do a practicum. Many of the students can not find a school, because it is summertime. Also, they are asking can they use previous field expereinces to meet the requirments. I am not sure what to tell them. The have to observe students with special needs I know there are not many places for them to go.I adviced them to check some daycare centers and summer camps, but I know the setting will be different Any advise will be appreciated.
If the students are having issues locating a school or have other questions, they can contact the Office of Field Experince: http://www.gcu.edu/College-of-Education/Clinical-Practice/Contact-Field-Experience.php
This site will list the Teacher Education Specialists for the students' respective regions. Hope this helps.
Hello all -- Here's an oddity. I have a student who has organized a public facebook group for her fellow GCU students to join, the link to which she frequently shares in the discussion forum. I finally decided to check it out and found a public forum where students post rather disparaging comments about GCU faculty (myself included, of course), courses, workload, etc. There were also some supportive comments between peers as well. This is public space, and the student is technically doing no wrong, any recommendations for if I should address the facebook page in our course space? With the student directly? Ignore it entirely?? Just curious what my colleagues might do!
Thank you for your question. I have forwarded your question to the faculty service department to see what GCU's policy is regarding this matter. Once I have a response I will post it to this forum. I apologize for the delay.
I will be teaching EDU 213 starting July 22 and I want to access a past EDU 213 course in LoudCloud from Dec. 2012 in order to archive some of my notes, announcements, et. al. However, Tech support informed me that Faculty Services/Specialists could give me access to my past LoudCloud courses.
This course and session is no longer viewable on my homepage and/or my classroom homepage.
Can you direct me to my past courses in LoudCloud farther back than the previous session please?
You may want to contact Faculty Serviecs directly. Here is the contact info:
Hope this helps,
I have a student who was unable to submit her Benchmark assignment in the last week of class. She says she had technical difficulties and was unable to submit this big point-earning assignment before the class ended and, thus, the classroom locked. She has ticket # from tech support. Her assignment was "Auto Graded" and given a zero score and Published in the LoudCloud classroom.
She contacted her academic advisor about it, and was told by her academic advisor that I, the instructor, had the power to unlock the classroom and allow her to submit her last assignment late. Last time I checked, I do not have that capability or authority to do this. This was after I suggested she seek the advice of her advisor.
I would like to respond to the student asap since final grades are due this week.
How do I unlock the classroom for the student and/or should I accept the assignment late if I can unlock it?
EED 364 Instructor
It is your call as to whether or not accept the assignment. The student may have a ticket number, but technical issues are not always an acceptable excuse for late work. You should till be able to let the student submit. You will need to un-publish the assignment by using the edit function. The student should be able to submit, once you grade the assignment, you will need to submit a grade change for the student the FRC. I hope this helps.
How can I reassign a CLC assignment in LoudCloud?
I was told by technical support that in Loud Cloud reassigning a CLC was not possible. This has been a huge issue in my class as CLC papers that are not submitted through Turnitin cannot be reassigned and then submitted through TII. If you learn anything different, I would appreciate hearing about it. This has been a problem for me since my courses changed to LC.
I had this same question, Thanks for answering Jane. I'm noticing that some of my questions are not being answered in this forum.
Do laptops hinders classroom learning?
Abstract - Laptops are commonplace in university classrooms. In light of cognitive psychology theory on costs associated with multitasking, we examined the effects of in-class laptop use on student learning in a simulated classroom. We found that participants who multitasked on a laptop during a lecture scored lower on a test compared to those who did not multitask, and participants who were in direct view of a multitasking peer scored lower on a test compared to those who were not. The results demonstrate that multitasking on a laptop poses a significant distraction to both users and fellow students and can be detrimental to comprehension of lecture content (Sana, Weston and Cepeda, 2012)
Reference: Sana, F., Weston, T., & Cepeda, N. J. (2012). Laptop multitasking hinders classroom learning for both users and nearby peers. Computers & Education. Retrieved from http://www.sciencedirect.com/science/article/pii/S0360131512002254
I just filed my very first CIRs, one for academic dishonesty and the other for disrespect and abusive behaviors. I did not realize that in filing the CIRs I would be placed under investigation. The CIR stimulated an investigation of my classrroom activities and all my EOCS, none of which were awful, though not perfect. Although told by faculty support, the investigation had nothing to do with the CIR, I cant help but think otherwise.Am I confused or is thia how GCU faculty are treated routinely?
I have not heard about a situation like this before. I am not the expert however and you might want to follow up with Online Faculty Training and Development. They at least might be able to point you in the ight direct to have your question answered. Contact information listed below.
I have a question regarding student athletes. I have had them in my classes before and have never had to grant extensions on academic work due to their schedules. Recently I have had a member of the track team notify me of the need for an extension for assignment due dates for an online class because she is competing and "trying to win a title" and therefore feels she should be given an extension on submitting her assignments. She is participating in the classroom during the week as expected. I have not granted the extension at this point citing the need for fairness for all students (any one of them can make a case for extensions based upon other activities they are involved in) and the need for student athletes to seek a balanced approach to their academic and athletic commitments. I could not find anything in the University materials that pertains to this issue and am seeking some guidance on this from others.
What do you all do if you suspect that someone other than your student wrote and submitted a paper? The langauge of the paper is very academic/scholarly and not the siudent"s usual mode of speaking in DQs or IF. When questioned the student became hostile and defensive, as I asked for clarity/explanation of missing citations or deliberately wrong citations and references( from source in TII). Someone else's name appears as the owner of the template/document when 'saved as" is used. Any suggestions? I HOPE that I am WRONG! Sooz
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