Are some of these "large courses" led by a single lecturer who does all the
teaching and all the grading;
or are there "assistant" teachers by some name who do some of the
teaching/facilitating and grading?
At the school my daughter teaches at the course has some "sage from the
stage" lecturing; but the majority of the course is actually taught and
graded by other Masters students, like her. She is in anthropology, so I
don't know if this is how Management is also taught in such schools.
I think I will mention to my leadership that we should be focusing on our
faculty/student ratios in our marketing.
Conna Condon
----- Original Message -----
From: "Chris Seow" <
seow@btinternet.com>
To: <
MG-ED-DV@MAELSTROM.STJOHNS.EDU>
Sent: Sunday, December 29, 2002 6:29 AM
Subject: Large Groups - Students' Assessment: HOW?
Hello All:
I can empathize with John Milliken's particular dilemma; in addition, I
would welcome any insights or experiences on how to assess such large groups
of students, especially at MBA level with particular reference to a module
in "Operations Management".
More than happy to provide a summary of the contributions to the forum if
the descriptions are varied.
Regards and a Happy 2003 to you.
Chris Seow
-----Original Message-----
From: Management Education and Development Discussion
[mailto:
MG-ED-DV@MAELSTROM.STJOHNS.EDU] On Behalf Of Charles Wankel
Sent: 29 December 2002 13:11
To:
MG-ED-DV@MAELSTROM.STJOHNS.EDU
Subject: Re: Got publications?
From: John Milliken [mailto:
j.milliken@ulster.ac.uk]
Dear All,
Unfortunately many of us work in institutions driven by market forces
and
lecture groups of 200, 300 and above are commonplace. The senior
management are not concerned about the needs of students or staff -
simply
the head count for income.
My own lecture groups are 200+ so I have to use a range of strategies
for
the teaching and learning process to be effective. These include web
technology, multimedia lectures, problem based tutorials and assessment
based
on a hierarchy of learning. My criteria are that I must provide
adequate
scaffolding of my students' cognitive processes and assessment should
provide opportunity to demonstrate recall, comprehension and application
of
course concepts.
This requires considerable time commitment and energy but the
institution is
still only interested in numbers. The fact that I am using a 10 year
old
Apple Mac (borrowed from a colleague) to deliver lectures is a clear
indication of the institutional view.
Thank you to all contributors - it is a relief to know that there are
others
out there willing to share experiences.
Best wishes,
John M.