Continuing a practice I most recently iterated at the end of the May 2018 session at DeVry University in San Antonio, and following closely the patterns established in previous practice, comments below offer impressions of class performance among students enrolled in ENGL 062: Introduction to Reading and Writing during the July 2018 session at that institution. After a brief outline of the course and selected statistics about it, impressions and implications for further teaching are discussed.
Students enrolled in ENGL 062: Introduction to Reading and Writing during the July 2018 session were asked to complete a number of assignments in quick succession. Many, and the weightiest, related to the overall course project; others were homework meant to practice skills used in the workplace and in later stages of the course project. Those assignments and their prescribed point-values are below, with relative weights shown in the figure below:
- Homework (a developed paragraph, a summary and response, and two essays in two versions each)- 370/1,000 points
- My Reading Lab (reading skills and reading level assessments)- 300/1,000 points
- Discussion Posts (three posts in each of two graded discussion threads weekly)- 280/1,000 points
- Reflection on Progress and Plan for Improvement- 50/1,000 points
As before, most assignments were assessed by means of rubrics provided by the institution. Some few were assessed on a percentile basis from standardized testing conducted as part of University-wide course requirements.
The section met on Thursdays from 1800-2150 in Room 107 of the San Antonio campus of DeVry University. Enrollment was low–only two students as the class began, dropping to one before the class ended–so presentation of students’ statistics is inappropriate; there are insufficient numbers to allow either anonymity or the extraction of useful data.
Teaching so small a class had its benefits, certainly. I’ve got a fair amount of experience as a tutor, so I was able to operate the class as a sort of extended tutorial, though my tutorials are usually more responsive and flexible than a prescribed assignment sequence allows. I do have to note that the relatively low workload made for an easier time of things for me, and I am not ungrateful–particularly given that the next session looks like it will ask quite a bit of me (I’m only teaching one class, but it has 28 students in it as I write this–and it’s a wholly online composition course). In all, it catered to my strengths, and I feel I did a good job of it this time around.
I still appreciate having had the chance to teach again, and I once again look forward to having others in the new session and in sessions yet to come.