My FHEA application was submitted at the end of August. I'm not sure exactly how long I have to wait to hear the outcome - it seems to be many weeks if not several months. I'll also get detailed feedback regarding the outcome whatever the outcome - outlining strengths amd weaknesses and, if I need to revise and resubmit (it's not a given I'll be awrded FHEA status), what I need to do to meet the required standard.
I still haven't heard back about my journal paper - I was expecting to hear back about the copy-editing process. I'm getting anxious and have started spiralling. Have I missed an email? Have I deleted something? Autism is a mixed bag - I produced a journal article because I have excellent obsession skills, I am now spiralling precisely because of those advanced fixation skills.
Anyway we are now in September. I'm going to be given a list of my students soon. I've also been given a shed-load of tutorials. I was expecting to do fewer normal tutorials and take on at least one of the new 'study skills' tutorials, but it doesn't look like that is going to happen now. It looks like I've been given only regular tutorials. Whatever. At least I have so many tutorials I can only assume that I will get all the tutor groups I was expecting.
I'm thinking about how I onboard my students this month. I'm particularly concerned about what happened last year. Having two groups for SM123 it's really clear to me when differences between the two groups arise as I am the common denominator. Last year I had one group that seemed very much like my previous groups, but my other group was much, much less engaged. They didn't want to engage with each other in the forum, they didn't want to engage with the group work project, they didn't want to attend the tutorials. Which would have been fine, but their average score was significantly lower than my more average group. Of course there were outstanding individuals in both groups, but the overall dynamic was very different and the overall outcome was disappointing.
Now of course students have any number of legitimate reasons to not do these things and success is possible without doing any of these things. My best ever student never did any of those things either. I only knew of her what could be gleaned from her TMAs. But while exceptional students can thrive in isolation, I'm not sure it's best for the typical student. Heck, I'm not sure even with my autism I would thrive working in such a way.
I'm just wondering how to communicate with the students the importance of really engaging with materials to get the best results. I'm thinking I have to communicate this early on, but I'm also worried about info dumping all over them so they permanently turn off from me and don't bother to read my emails and other reminders. Gosh are my weekly/fortnightly emails even worth it. Perhaps they're overwhelming and I should put everything in the tutor groups.
Summer holidays 6: Getting ready for next year
My FHEA application was submitted at the end of August. I'm not sure exactly how long I have to wait to hear the outcome - it seems to be many weeks if not several months. I'll also get detailed feedback regarding the outcome whatever the outcome - outlining strengths amd weaknesses and, if I need to revise and resubmit (it's not a given I'll be awrded FHEA status), what I need to do to meet the required standard.
I still haven't heard back about my journal paper - I was expecting to hear back about the copy-editing process. I'm getting anxious and have started spiralling. Have I missed an email? Have I deleted something? Autism is a mixed bag - I produced a journal article because I have excellent obsession skills, I am now spiralling precisely because of those advanced fixation skills.
Anyway we are now in September. I'm going to be given a list of my students soon. I've also been given a shed-load of tutorials. I was expecting to do fewer normal tutorials and take on at least one of the new 'study skills' tutorials, but it doesn't look like that is going to happen now. It looks like I've been given only regular tutorials. Whatever. At least I have so many tutorials I can only assume that I will get all the tutor groups I was expecting.
I'm thinking about how I onboard my students this month. I'm particularly concerned about what happened last year. Having two groups for SM123 it's really clear to me when differences between the two groups arise as I am the common denominator. Last year I had one group that seemed very much like my previous groups, but my other group was much, much less engaged. They didn't want to engage with each other in the forum, they didn't want to engage with the group work project, they didn't want to attend the tutorials. Which would have been fine, but their average score was significantly lower than my more average group. Of course there were outstanding individuals in both groups, but the overall dynamic was very different and the overall outcome was disappointing.
Now of course students have any number of legitimate reasons to not do these things and success is possible without doing any of these things. My best ever student never did any of those things either. I only knew of her what could be gleaned from her TMAs. But while exceptional students can thrive in isolation, I'm not sure it's best for the typical student. Heck, I'm not sure even with my autism I would thrive working in such a way.
There's research finding that undergraduate grades are directly related to the volume of reading materials read by the student. Older readers of this blog may remember that students on University Challenge would introduce themselves: My name is Kate and I'm reading .... Not studying, reading.
I'm just wondering how to communicate with the students the importance of really engaging with materials to get the best results. I'm thinking I have to communicate this early on, but I'm also worried about info dumping all over them so they permanently turn off from me and don't bother to read my emails and other reminders. Gosh are my weekly/fortnightly emails even worth it. Perhaps they're overwhelming and I should put everything in the tutor groups.