Gayle wrote:
From: Gayle Porter <
gporter@CRAB.RUTGERS.EDU>
Instead
of three multiple choice exams and maybe one paper, I ask for 3 or 4 exams
(all with comprehensive component), a computer project in two stages, a team
project that requires an interview or presentation outside our class and then
two team presentations in class, plus a couple of small papers along the way.
Gayle - I really appreciated your comments to Sandi about classroom
assignments (and indeed your entire note which I have not reproduced,
assuming others could look it up if they can't remember it and assuming
people get irritated when postings are reproduced without editing)
And Everyone - still on this topic - I am a doctoral student teaching a
course on intro labor and collective bargaining to sr undergrads in the
spring. I taught it last spring but was not satisfied with the M/C - T/F
component of my exams and the research paper I had them do (ESPECIALLY since
I KNOW approximately 25% of the class lifted old papers from a resident file
somewhere or off the internet - but I couldn't prove it).
The test component I can 'fix' myself. The research paper I could either
have them hand in a draft which I would mark with comments which they would
then incorporate into their final paper, or drop the paper altogether. I
have been toying with the idea of having them interview a member of
management (preferrably in HR) and a union member (preferably shop steward)
(and preferably in the same company) instead of a library research paper.
Does anyone have ideas about what type of instructions to give them?? How
much lead time should I give them and what is your experience with undergrad
student procrastination. Should I let them find their own sources or try and
set them up with companies? (great idea, but my time is limited...) How to
weight the marking scheme - ? 50% for effort and 50% for content and 50% for
presentation ? (ok, so my math is not very good....) Any issues or traps I
should know about with this type of assignment? and etc.
Thanks. I would appreciate comments, which you can send to me directly, or
better yet - post - since others may benefit from your experience. It
doesn't have to be about a labor class, either - I suspect the advice on
this type of experiencial learning is pretty generic and others would find
useful. :)
Faye Wright,
Case Western Reserve University,
WSOM, Department of Labor and Human Resources Policy,
10900 Euclid Ave.
Cleveland, OH 44106
"Better to understand a little
Than to misunderstand a lot..."