Teaching In Pajamas

  • 16 Aug 2010 /  online teaching

    I have defended ABC College many times on this blog, despite the fact that many of my colleagues have been unhappy with them. I have never before felt micromanaged and I have never felt pressure to give good grades (common complaints that I have heard).  I have not been upset by the feedback deadlines and I have generally enjoyed working with the students.  My earlier blog posts on this school have been positive.

    I just finished two classes with ABC College this past Sunday and I think these will be the final two for me.  ABC has finally done something that goes beyond my personal educational philosophy for adult students.  I have always felt that the late policy was fair at ABC College, this time I feel it has really hurt a student.

    The usual late policy at ABC College is that students can turn work in up to four days late and they incur a 10% penalty every day the assignment is late.  On the fifth day, the grade becomes a zero.  For the final assignment of the class, there is a no late assignment rule.  If a student does have an emergency during class, I have been able to accept late work without penalty based upon my own discretion.  With proper documentation, I have always accepted the late work.  I have seen plenty of true emergencies, a daughter who was murdered, a kidnapped grandchild, pre-mature births, accidents and illnesses.  Most of the students were able to recover, both personally and as a student.  ABC College never questioned my discretion before.

    The final assignment in my critical thinking class is worth 25% of the grade.  Four days before the final assignment was due, I got a frantic phone call from one of my student’s sister.  Bob had been mowing the lawn and had a heart attack.  He was rushed to the hospital and was in critical care, without the ability to call or email. Bob ’s sister said he was very worried about his assignment for my class.  I told her to to tell Bob not to worry, I would take care of everything.

    I decided to give Bob an Incomplete in the class and was starting to work on the paperwork.  The policy is that the student and instructor are to agree to the terms of the Incomplete in the contract and it is to be posted to the classroom.  Since Bob could not get to the classroom, I emailed the faculty support team for guidance.  The response made me sick!  Here it is, with the name of the counselor changed:

    “My name is John Smith and I am responding on behalf of the ABC Faculty Assist Team. Thank you for your email! An incomplete cannot be offered without it being mutually-agreed upon and documented in the Classroom. It is an unfortunate situation for the student. I would submit an Early Alert to notify Bob’s Academic Counselor. “

    This story does have a happy ending for Bob.  Bob’s assignment was almost complete, the family was able to get it to me on-time, and Bob did pass the class.

    The story has an unhappy ending for me.  I am now very upset with the policy at ABC College and horribly put-off by the “unfortunate situation for the student” comment.  I turned down the next assignment for the college and I do not see myself teaching there again.  A school that advertises flexibility for busy students attracts adult learners.  Adult learners have things happen, just like any other student.  I just cannot work in an environment that does not have the compassion for real issues in student’s lives. A documented medical emergency should not be an issue for the student.  I gladly would have worked with Bob on an incomplete for the course. My moral values will not allow me to continue my relationship with this online school.

    Shame on you ABC College!  I thought you were better than that, I guess everyone else was right about you after all.


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  • 05 May 2010 /  online teaching

    I missed a deadline last week.  I teach at ABC College, a proprietary school that is well-known for strict faculty grading deadlines, and I missed one.  I was aware of what I was doing and was willing to accept the consequences.  I had 48 hours to return feedback on assignments in two sections of the same class, and the deadline fell while I had a sinus infection.  I could have tried to get the grading completed, but I chose rest and pain medications.  I did get the grading done the next day and I know it was better feedback than I could have provided in the given timeline.

    After missing the deadline, I woke expecting some sort of fall-out.  I had heard many rumors in my online newsgroup and from friends that those grade columns are monitored and negative feedback would come if I missed a grading deadline.  I opened my email with some sense of dread-nothing there.  I checked the classroom-again nothing.  I went through the rest of the day waiting for some sort of reprimand and went to bed that night to silence.  I have been waiting ever since for lightening to strike, and it never has.

    I am now wondering if the rumors may be false.  Has this school gotten a bad reputation without cause?  Is the image of micro-managing adjunct faculty really wrong?  It could be.  My guess is that the classroom grade postings are not really monitored to the hour, but are checked on if there is a student complaint.  I have always gotten feedback in on-time, and this instance was only one-day late, so maybe the students were not upset.  I have just moved forward with my work and so have the students. This one slip may be a non-issue, but I still am on edge and waiting for the other shoe to drop.

    I know many online instructors dislike this school because of the grading and feedback deadlines.  I am really not that opposed to the deadlines.  The work needs to be returned to the students in a timely manner so that they can see the feedback and incorporate the changes in their next assignments.  The students are required to turn their work in on-time or they are penalized.  I am fine with having the same standards for my feedback. I should be leading by example in the classroom, not take liberties just because I am the faculty member.  I also have to admit that the deadlines keep me on-task and prevent procrastination. When I juggle so many classes, it helps to have set deadlines to help prioritize the workload.

    Are the rumors untrue?  Is ABC college really not watching every faculty member’s move?  I have often gone against the group views with my opinions of this school.  Am I just lucky and managed to not get caught?  Or do I have a good track record and the micro-managers are busy watching other faculty members?  I would like to think that ABC College treats their faculty better than the popular opinion.  I would also like to think my long period of service and  teaching record is making me less of a target for ABC College to micromanage.

    I know a warning could still be forth-coming.  I have not had a peer-review in quite a few months, so one of these two sections could be picked.  The reviewer could notice the late grade posting and it could could come to light.  I am willing to take the the feedback and any reprimand that come my way.  I do have to admit that I am still looking over my shoulder; the waiting is the hard part.  Maybe it would have been easier to have been caught and know the consequences.

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  • 21 Apr 2010 /  online teaching

    My first experience with online learning was in July 2003 as a student. This was before the emergence of online social networking as we know it today.  We were not Linked In and we were not finding all of our long-lost classmates and cousins on Facebook. Students and faculty got to know each other in online classes through the Bio Threads that were always posted the first day. These threads were a great way to put a little humanity into the virtual world where we were learning. Now that I teach online, I see these bio threads in a whole new light.  Yes, most students have Facebook and they are exchanging their information about those  sites in class, but I still rely heavily on the Bio threads.  I too have a Facebook account, but I am just not comfortable having students as friends.

    I require posts in the Bio thread for all my online classes, the reasons for this are two-fold.  Posting a Bio gets the students immersed in the platform from the first day.  I can see if anyone is having trouble with a proper post, is not using spell-check, or is reverting to text language over proper English.  I can provide feedback on these issues before there are any graded assignments. I also require bios because I feel a need to get to know my students and the information they post in the bio is often very helpful to me when engaging them in class.

    When reading the students bios, I find find information that can help me bring the students into classroom conversations better. Students often post where they work, marital status, talk about children and tell us why they are going to school. This information is a gold mine for me when I am trying to keep online discussions going. When we are talking about strong versus valid arguments, I can find my students with sales experience and engage them in talking about the sales pitches they use.  We can then dissect as a class whether they are doing better with a sound or a valid argument.  When we are talking about deductive versus inductive logic, I can bring in the parents of young children to talk about recent requests for treats or toys.  Most young children present very simple deductive logic that is easy for us to analyze. Students love to talk about themselves and their families, so the bio can help me ask direct questions and bring out material that will enhance the classroom.

    The bios can also help me see warning signs of potential problems that could come up in class.  When I learn a student is six months pregnant, I know there is a chance of an early delivery or complications that might keep the student from class.  I also hear about ill parents, single parents, people working two jobs, and unemployment in the bios.  All these can be clues to problems that may later arise in the class.

    I print out very little from the online classroom to keep by my side as I am teaching.  One thing I always print out is the class roster and on that document I write out the nuggets from the bios that I find useful.  I keep this with me as a I interact in the discussion boards and as I grade.  There is so much to assist in both those efforts from the demographic and biographical information.

    I have noticed that the bios are getting briefer these days and I am starting to wonder if I need to be joining the students Facebook pages to learn more to assist me with my teaching.  I have never accepted a friend request from a current student, as I feel strange sharing my personal life in that way.  I am not a heavy Facebook user and I do not complain about work (or students) on my page,  I just feel that the family picture I share with my relatives are not something I want to share with the students. I am interested in hearing experiences from other faculty members about students as Facebook friends.  Please let me know if you have found it to be helpful or intrusive.  I am wondering if those nuggets of information that help me be a better educator are now lurking in the Facebook profiles of my students, not the classroom bio threads. It is a new world with social networking, maybe I need to embrace it in my teaching.

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  • 02 Apr 2010 /  computers, online teaching

    I am one of those people, I use a Mac. My schools and online students do not know this, as I am mainstream about most things loaded on it.  I use Safari, but have Firefox loaded for certain application.  I use the MS Office 2008 for Mac, so student papers do not come back in some strange format. I always ask schools about the compatibility of their online platforms with the Mac, and no issues have come.  I am a Mac and I am proud of it!

    I started teaching a synchronous class last week with students from all over the United States coming together for 5 hours of weekly research methods. The system the school uses is Saba Centra, a very easy to use web-conferencing platform with all sorts of instructional capabilities.  We have a white board, application sharing, web camera sharing, remote computer control, and great mark-up tools. The classes can be recorded so that students can play back areas where they want to re-visit concepts or view it if they miss the live class. You can learn more at: http://www.saba.com/products/centra/

    When I agreed to this job on January, I asked about my Mac usage.  I was told it would be OK if my system was a newer one.  After a quick check of my “About this Macbook” screen, I jumped on the opportunity to teach the class.  I attended training at a local campus and used the school’s PC to learn the program.  It was intuitive and easy to use, so I did not stress too much about my upcoming class after training.

    In order to view Word documents and PowerPoint slide shows within the Saba platform (this is important so you can still see the class tools), the documents and PowerPoint presentations need to be loaded before class into the agenda.  There is a great agenda builder tool to assist with this. The tool uploads your presentation, turns it into a web-friendly file format, and places it into the agenda so you can easily scroll through the slides.

    My class starts at 5:00 p.m..  Last week on class day, I went to load my agenda early in the morning so that I could have it ready to go. I loaded my 52 slide presentation into the agenda and then went to test my classroom. The camera worked, my voice-over-IP was set up, and then I checked my agenda.  To my horror, it was blank.  The presentation was there in the agenda, but there were not any slides.  I figured I must have done something wrong, so I went to re-load the slides into the agenda.  When I checked again, still nothing.  I went and watched the agenda builder tutorial and found a step was not popping up to my computer-this must be the problem-so I called IT support at the school and was told I should call Saba Centra support.

    I was sure glad I tried this early in the day, because Saba support was on EST and they close many hours before my class started. When I called Saba and explained I was using a Mac, I was told I would have to be transfered to a Level 2 specialist.  I started thinking to myself, oh no, now the Mac is going to be a problem.  The nice gentleman at Level 2 support was able to talk me through the issue, I needed to convert my slides into .jpeg’s before I could load them to Saba Centra on the Mac.  I figured this would be no big deal, thanked him, and then set off to load the slides. It worked, but not nearly as slick as the PC load.  When I used the PC, I was able to pull up huge presentations in a matter of a minute.  With the Mac, I could not seem to get an entire presentation into one jpeg, so I had to convert 52 times and load 52 slides.  I finally found something that my trusty Mac was just not that good at.

    I have been wanting a new desktop computer.  Having two computers (or at a minimum, two screens) is the best way to teach online.  You can have the online grade book and the document you are grading at the same time and work in both. I broke down and bought a PC this weekend.  I loaded this week’s class on the PC, but I will teach from the MacBook. I guess now I am a Mac and a PC.

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  • 18 Mar 2010 /  online teaching

    I have a friend who teaches online at over 10 institutions and I was shocked when she told me that she does not give out her phone number and does not think online students need access to their instructors that way. I have never thought twice about giving out my phone number.  Sometimes, a quick 60 seconds on the phone can save countless emails and posts to clear up an assignment or grade issue.  We all try to communicate very well through written words online, however, sometimes communication breaks down due to many factors.  Yes, I have my phone number in the classroom, on my signature line for my posts and in my email signature line.

    The big question is which phone number should we give out?  I actually still have a land line at home-I know, shocking.  I rarely use it anymore, but when I do, it is for friends and family.  I would feel it is a violation of my personal space  to give my home phone number out to students.  I took the stance during my first online class that I would give out my cell phone number. There were many advantages to the cell phone.  I was working as a recruiter for a University and spent weeks on the road, so my cell phone was with me all the time.  I did quickly re-assess this stance after two weeks teaching online when I had a call at 2:30am come in from a student.  Granted, the student in no way expected me to answer, she was leaving a message.  My solution, a second cell phone number!

    I have teenagers, so it is imperative to leave a phone for emergencies next to my bed.  The kids always call the cell phone, so I sleep with it close by.  I leave it on almost every night since I am usually in bed before the kids get home. You can imagine the fear and shock when that 2:30 call came in from the student! That weekend, I went to my cell phone carrier and purchased another line just for the students.  They offer a family share plan, so this only runs $10.00 more a month and I share the minutes with my non-work cell phone. I do not need fancy features, just the ability to talk, so I was able to use the promotional free phone.   Now, I can give my students my phone number and not worry about calls late at night and during family time.  All I need to do is turn the teaching phone off. The student gets my voice mail and I can return the call during my working time.

    There are other options that will work just as well as having a second cell phone.  Many people use Skype and online messaging services (many of which offer voice service now as well). The disadvantage to these is that the student needs to have the same service as you in order to talk.  If you like the idea of a second phone number without having a second cell phone, you can always purchase a Magic Jack, http://www.magicjack.com/5/index.asp  These handy devices run just a few dollars a month and give you a new phone number that runs off you high-speed internet connection.  Any of these computer-based solutions will allow an online instructor to turn off the phone when calls are not wanted.

    I find that I do not get that many unexpected calls from students.  Most students will post a message and ask me to call them or ask me to set a time for a call.  When I do get unexpected calls, they often are from students who had an emergency and cannot get to the computer or from students who really do not understand an assignment and time is running out. If I get many calls on the same thing, I find it is usually an error on my part in a posting (like forgetting to turn on a discussion board thread), so the student calls are actually a good early alert system.

    We have so much technology at out disposal today that will assist us in taking student calls, so online educators can be creative and find the best option to be available.  I like the two cell phone option, I just sometimes hate how heavy my purse is getting.

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  • 11 Mar 2010 /  online teaching

    I teach at a brick and mortar University one night a week and all the buzz in the break room has been about what everyone is doing for Spring Break next week.  I listen enviously, as I know I will be busy grading huge assignments while others are taking in Spring Training baseball. I will be responding to posts on the discussion boards while people are sleeping in. I do not know about anyone else, but the online schools I teach at do not observe any holidays during the year, much less take a week off in the Spring.  My schools do give two weeks off at the end of the year, but otherwise it is a straight through push.

    Remember your college years?  Didn’t it feel like Spring Break was just for you?  The wonderful University you were attending knew that you were getting stir crazy and having a week in Daytona Beach would turn you into a better student upon your return.  Yes, the world was all about us when we were students.  Now that I am a faculty member, I know that Spring Break was really created to give  the faculty and a well needed rest between winter break and summer vacation.  After all, a burned out faculty member is not a good instructor. The faculty members need time off from teaching to research, prepare, and rest.

    It has been 10 weeks of straight teaching for me and I am beginning to feel burn-out coming. I usually teach seven days a week, so that does not help matters.  Avoiding burn-out is one of the biggest challenges I face when teaching online.  I try to schedule mini-breaks on Saturday and Sunday to spend time with my family, but sometimes that is not enough.  I know I am burned out when I start feeling like typing “have you considered applying at McDonald’s” on papers.  When that point arrives, I have to walk away for awhile.  It is times like that I really envy my counterparts who are exclusively working for brick and mortar institutions. Traditional instructors do not have to adhere to answering questions within 24 hours and other deadlines placed on faculty by most online institutions.

    I have at least 30 more weeks straight of teaching scheduled.  Many of my schools have a week of between the five, eight or nine week terms, however, they all seem to be on different schedules.  A hazard of teaching at multiple schools is finding yourself in perpetual teaching mode. Trying to schedule a week break can result in lost classes and lost income. I just have not figured out how to give myself a break yet.  If anyone has any suggestions on how you have done it, please let me know! I would like to hear if you have taken time off and been able to resume a busy schedule upon your return.

    Last year, I taught for 49 weeks straight.  It was my first year at that pace and I survived. I was very tired by year-end and I told myself I would slow down in 2010.  Somehow, I have not kept that promise to myself.  I have been nervous about the economy, I have been scared that the teaching will dry up, so I do not hesitate to click “accept” on every  teaching solicitation that comes in.

    Last year, my husband and I took a short vacation, but online teaching went with me.  Every evening, it was a rush to get back to the hotel for an hour or two online to catch up with my classes.  I did not like that I did not really get a break, but the change of scenery and time alone with my husband did help recharge me. One of the great things about teaching online is that you can work virtually anywhere.  One of the bad things about teaching online is that you can work virtually anywhere.  How does one find a good balance?

    Yes, teaching from home has many perks! We can set our own times to work during the day, we can avoid commutes, we can wear shirts with holes and duck slippers.   I would not give up my online teaching… I just really miss Spring Break.

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  • When we were students, we spent time researching the schools we wanted to attend.  We looked at the reputation, ranking, degree choices, cost and alignment to our personal goals.  We shopped around and we found the school that fit best.  I chose traditional schools with an aviation emphasis for my aviation degrees, and an online school for my Ph.D. in Educational Leadership.  I did not make these choices quickly, and I have never regretted them.  I am sure all of you did the same and feel the same about your alma maters. Why then does it seem that people are not that selective about schools when it come to teaching online for them?

    I belong to a Yahoo Newsgroup titled “Online Teaching Jobs: Make a Living Teaching Online.” I just checked and there are 5018 members in this group, 47 new members in the last seven days. The group shares tips on schools that are hiring, offers advice to people about applying to schools, laments over plagiarism and excuses in the online classroom and provides a social outlet for people who dress up for work in duck slippers. Come join us if you want to learn more.

    I have noticed a trend when reading the threads on the Newsgroup: people are so desperate for work that they take an online teaching job anywhere that offers. This may be a symptom of our poor economy, but is it fair to our students? Shouldn’t we as faculty interview the school and make sure it is a good match for our teaching philosophy and expectations, just like we did when we searching for our own graduate school?

    This past weekend someone on the Newsgroup asked a simple question, “what school do you least like teaching for and why?” The first reply came back within minutes stating that it was ABC College, because you are micromanaged and all the students come from a certain place (this was a  derogatory remark I won’t repeat). The group has been buzzing about this every since, some people agree with the writer of the comment, while others were offended.

    I teach for ABC College and I am happy I do.  I chose to teach there, even though I already was teaching thesis and doctoral-level courses at other schools.  I wanted to be able to make a difference in the lives of students who were taking the steps to better themselves.  Yes, some of the students are very poor learners at this college.  Yes, I fail many students at this college.  No, I am not micro-managed, as I know there are deadlines that I need to meet.  These remedial students need structure and feedback to succeed and the instructor needs to have feedback deadlines to help them improve.  I went into ABC College with my eyes wide open and I have enjoyed it ever since.  I interviewed them while they were interviewing me.  It was a good match and I took the teaching job. I am approaching 18 months of constant teaching for ABC College, and I am not ready to give it up.

    I have some students who are such a joy to watch learn and grow.  I just finished two classes at ABC College on Sunday and I am giving out many different grades.  I have A, B, C, D and F students; I also have Katie (not her real name).  Katie started the class with abominable grammar, awful spelling, and no idea what a capital letter or how to use punctuation.  I worked with Katie on every assignment—correcting her grammar, teaching her to use the entire keyboard, and working with her study skills. For many weeks Katie continued to struggle and fail the class, but her work improved every week.  By midpoint in the class, Katie started to blossom.  I watched her continue to improve and I cheered her along every week. Katie ended up passing my class with a D. Not everybody would be proud of Katie, but I am.  If an A could have been given for improvement, Katie earned it.  Katie can succeed if she continues to grow the basic skills I have been teaching her. I made a difference to Katie and she is the reason I teach for ABC College.

    ABC College is a good match for me, though it may not be for you. If you don’t have a good fit with an online school, don’t take the job.

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  • 11 Feb 2010 /  online teaching

    Teaching online can provide a great deal of flexibility in a workday.  You can teach anywhere and anytime; all you need is a computer and an Internet connection.  Many online adjunct faculty find the flexibility to be one of the biggest benefits of the job, and some are willing to accept lower pay in exchange for the flexibility. Staying home and earning a paycheck is an attractive proposition, so attractive, that many people are trying very hard to get into the online teaching job market.  There is one drawback to staying home and teaching-people who do not think you are working.

    I will admit when you see me at 10:30am, still in my sweat pants and duck slippers, cat on my lap, sipping coffee, and tapping away on my MacBook, it may not look like I am working.  However, one look at my screen will show windows full of student papers, discussion questions and statistics assignments.

    The list of non-believers in my world is long.  My teenagers are always needing things from Mom, clothes washed, feeding a forgotten pet, a ride, money, or food.  I am home, I should have time-right? My husband is also guilty.  Since I am home anyway, can I iron a shirt, find a birthday gift for his dad, run an errand, and water the seeds that he just planted? Neighbors have been known to ask if I can feed Fluffy or walk Fido since I am not at work.  I am even a favorite stop for a local church lady who has figured out that the corner house has a daytime occupant.

    I have tried various techniques to show others that I am working, some have been more successful than others.  I tried literally wearing a hat, when it was on, I was working.  The “nice hat” comments from my fashionista daughter and her friends proved too distracting. Moving the car down the street to the the park and sneaking back home on foot is rather successful until the phone rings with a student question or the dog wants out. I have benefitted from the walks to and from the car with some well-needed exercise. An occasional trick that works well is keeping the blinds closed, staying in pajamas, and working from bed; throwing in a few coughs and sneezes for good measure. Fear of catching the flu keeps the family away.  Use this trick sparingly, as the family may insist on a doctor visit.

    Two necessities of teaching online are a notebook computer and a wireless Internet provider. I personally find the $60.00 I pay monthly for my Verizon Wireless USB Modem to be the best money I spend. With this handy device, I really can work anywhere. I have yet to find a place without coverage (my husband did lose coverage in Denali National Park, but the rest of Alaska was connected). With my handy mobile office, I really can work anywhere.  When the house becomes busy and noisy, I escape to a park bench, the library, or a local coffee shop.  I now spend so much time at the coffee shop that people think I like the coffee and I receive many gift cards for the shop on holidays. Most of my coffee shop visits are now at no cost to me.  When I head to another location, I can say “I am going to work” and mean it.

    The one problem with working in public is curious strangers.  People will often ask me what I am doing or what I a working on.  If I mention that I am teaching online, people often ask about how it is to be an online student, tell me stories of their own online learning experiences, or ask for advice on online schools or online teaching jobs. There is a whole new set of distractions and people not thinking of it as working when I am out of the house. I still find that the change of scenery is good and I often get more accomomplished in public than at home, even with the distractions.

    Strangers too  can misunderstand that I am working when they see me working on the computer.  On a recent visit to my favorite coffee shop, an older woman I sat down next to asked me what I was doing, Rather than open the door for a conversation, I just mentioned that I was working.  ”In that case Dear, could you please refill my coffee?” was her response….

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  • 03 Feb 2010 /  online teaching

    It is February, another year is ticking away.  In February, I start two more online classes and have a month of overlap until some of my January classes end in March.  This is one of the hazards of online teaching, schools with start dates all over the board. When managed properly, staggered start and end dates can be used to the instructor’s advantage.  In general, the busiest week in the online classroom is week 1, especially if it is some of the student’s first experience with an online class or a new University. The other busy week is the week after class ends, grading week, especially if you teach writing intensive classes. Smart scheduling permits an adjunct to teach 6 classes and be in varying stages of each class at the same time. The busy periods can be spaced out and provide for a less stressful teaching experience. Smart scheduling does not always happen, especially when trying to piece together teaching at three schools to make a living.

    When piecing together my spring schedule, I really thought I had it under control. I started two classes before the year ended, had winter break, picked up two more classes the second week of January, two more the first week of February and two more the first week of March.  My classes that began in December end the third week of February.  I have spaced my classes well for the first week madness and the week after that is always full of grading. I am holding a six class load that stays steady through May. There will be paychecks until summer. I was quite proud of myself with how well this was working out!  Then I realized my fatal mistake….

    I teach research methods, qualitative research methods, and I require proposal chapter assignments at varying intervals throughout the course.  I am trying to instill the value of good time management to my students and get then into the habit of working a little every day to write large pieces of research.  I had a large section of research methods that started in January, so Chapter 1 and a summary of research methodology are due in week 4.  I was busy checking into my new classrooms and answering questions last night and then I checked into my research methods BlackBoard dropbox and found 15 documents, 15 proposals, waiting for me.   Every student had their work in before the deadline (I think this is a first).  Surprise, it’s week 4 in one research methods class and week 1 in two more doctoral-level research classes. This week is going to have hours of grading, refining research questions, and explaining errors in methodology.  So much for smart scheduling.

    Could I have avoided the high workload I have created this week? Probably.  Would I have avoided the high workload? Probably not.  If I had seen the scheduling error, I probably would have proceeded as planned.  I have a system that works well in my research methods classes, so it would not be in the student’s best interest to change the due dates.  Why should the students suffer for my errors in judgement regarding my workload?  My job is to help the students succeed, not put them at a disadvantage for my convenience. Could I have turned down the new classes I started this week? Yes.  Would I have turned down the new classes?  Probably not.  Like any other adjunct, those teaching online are always trying to keep the calendar full so the stomachs can stay full and I am not a fan of ramen noodles.

    It is the second day of the week, so far, so good.  I have divided my work up, set my schedule, made my plans. As long there are no surprises this week, no unexpected events, I will get through it.  The research methods students will get the constructive feedback they deserve, the students in the new classes will have the direction needed to move forward, and I will start preparing my other two classes for their final projects.

    People have asked me if I ever get bored or lonely sitting home alone for hours while teaching online.  I am sure for those who have never been an online student or an online instructor, it would appear to be to be a solitary profession. For me, this is a career full of diversity, interaction, challenge and variety. The benefits may not include health insurance, but I can wear fuzzy duck slippers to work.  It really doesn’t get any better than this!

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  • 26 Jan 2010 /  online teaching

    The first full week of January was a big one for me. I was rested and recovered after two full weeks off from all my teaching, I was teaching my favorite classes, and I became a Grandmother for the first time. Due to the magic of teaching online, I was able to be there through 17 hours of labor and not miss a beat at work. I am not sure I am proud to say that.

    The first call from my son came in at 1am telling me they were thinking it was baby day. By the second call at 4 a.m., it was pretty probable it was the day. The parents-to-be headed to the hospital and I told them I would be there soon.

    Like every trip I make, I packed my Verizon card, my MacBook, and my USB drive collection. The hospital was less than 10 minutes from home, but having given  birth myself a couple of times, I knew this was going to be a long day. I arrived around 8 a.m., took some time with the anxious parents-to-be and then settled into the waiting room with my computer.  To my amazement, when I logged on, I found four wireless networks available for my use at the hospital.  My first thought was here is another location I could come to for Internet if mine goes down at home.  My second thought was that I would be able to work should I ever end up sick and in the hospital.  My third thought was that I have issues, big issues! Why was I so worried about work on this special day in my life?

    Was the intent for online faculty to really be able to teach anywhere? Are we really supposed to be online while we are sick? Should we be checking into class on our vacations? The answer to that question depends on the school you teach for.  I know I have taught through severe illness for a for-profit that has strict feedback deadlines.  I also taught for that same school through my last vacation with my husband.  If the faculty are really teaching through illness, vacations, and family events, do we lose all empathy for our students personal issues and illnesses? Do we grade fairly in those circumstances?

    I work for three different universities, so I have three different policies to follow. I have one employer with very strict late policies that must be followed. Work is docked 10% per day and cannot be turned in more than four days late. In some ways I really like the policy.  I am not the bad guy, the university is.  There is no room for arguments, for either the students or faculty.  The faculty too are held to strict deadlines on feedback.

    The other two universities allow me to set my own policies. I try to be fair to the students in these policies, but I also try to be fair to myself.  I, like I am sure all other  faculty, prefer work is turned in on-time.  I feel that my grading is much more fair if I am doing all of it at one time.  That way the entire class gets rested grading, tired grading, or whatever the current emotional, state I am in.  If we are  honest with ourselves, we know we grade differently depending on many different factors.  If students submit late work, I am grading it in a different state and it is less fair.

    At the schools where I can set my own late polices, I am probably less sympathetic to students who turn in late work due to illness or family issues since I myself work through these issues.  Is it fair to reflect my personal work ethics onto students and expect them to work through illnesses and issues? I am not sure of the answer.

    Back to my grandson’s birthday;  I spent the entire day at the hospital.  I took shifts in the birthing room and the waiting room. While in the waiting room, I graded papers and updated weekly grades.  I finished all my grading at 5:00pm and took my computer out to the car.  Little man was born at 5:45 and I was one of the first to hold him after his parents, I was there for my family.  My student’s grades were finished before my deadline, I was there for my students.  For some reason, my students seemed very satisfied with their scores. This was a good day.

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