I agree with Nadia, and would add one thing: I have found that it is a
relatively easy thing to say to a student who wants to argue that there is
an appeals process (I might add that I have an individual appeals process
and that students rarely use it -- my appeals process requires that the
student defend their answer; I do not allow them to "argue the question').
I used to dread these meetings, but found that an individual meeting
allowed me to get a clearer sense of what the issue was (test anxiety,
issues with study processes, fundamental misunderstandings of the text, or
a desire to argue each question). I could then proceed from there with
recommendations for the student.
The other advantage I find in this process is that I can establish a
relationship with students that reinforces what I want them to believe
about me and our institution.
John Ludlum
Communication and Leadership Studies
Otterbein University
On Thu, Feb 14, 2013 at 10:08 AM, Anderson, Nadia [ARCH] <
[log in to unmask]> wrote:
> Tony,
>
> I completely agree with the most recent comments. I've had similar
> experiences with international students, especially those coming from
> systems where memorization is a typical learning method. The idea of
> critical thinking and discussion-based learning can be really new for these
> students. I have also had non-international students who do not have good
> reading skills - they may be reading very superficially and haven't
> developed a way of identifying key ideas and concepts.
>
> If they just want to knit-pick the questions and the RAT process, I also
> agree with Mary that it's good to end the discussion quickly. In such
> cases, I do try to again explain why we are doing this is class. Some
> students, however, seem to refuse to accept the process no matter how many
> times it is explained to them or how well their classmates are engaging it.
> Thankfully, these are the exceptions!
>
> Nadia
>
> Nadia M. Anderson
> Assistant Professor, Architecture
> Extension Specialist
> Iowa State University
>
> 515-294-0339
> [log in to unmask]
>
> On Feb 14, 2013, at 8:53 AM, Mary Mccord <[log in to unmask]> wrote:
>
> Hi Tony,
> I have had this happen with International students or students where
> English is a second language. Some of them truly wish to understand the
> material better, and did not understand how the team and class reached a
> decision, because the discussion went too quickly for them to capture the
> information. For these students, a one-on-one meeting can be a rich and
> in-depth discussion of the material. For others, I've discovered during
> our one-on-one session that the student has a closed mind to learning and
> is nagging for more points. After giving some basic tips about how to
> study and take my RATs, I end those sessions. I reiterate to both types of
> students that the purpose of the IRAT is to prepare for hands-on material
> done later in class, and my RATs are a low percentage of the overall class
> grade.
> Mary McCord
>
> On Thu, Feb 14, 2013 at 7:42 AM, Anthony Mento <[log in to unmask]> wrote:
>
>> Hello,
>>
>>
>> i have a student who has done very poorly on his first two IRATs; his
>> team however has done a very good job.
>>
>> He wants me to go over his individual IRAT responses. I hesitated to do
>> this, telling him he went over each question with his team on the TRAT on
>> which they received immediate feedback.
>>
>> I wonder how you have treated this issue?
>>
>> Thanks,
>>
>> Tony Mento
>>
>
>
>
> --
> Dr. Mary McCord
> Professor and Coordinator, Entrepreneurship and Social Enterprise
> Servant, StartUp Center and experience entrepreneurship (e2 )
> Harmon College of Business and Professional Studies, Management Department
> Dockery 405 G
> Warrensburg, MO 64093
> office 660-422-2857
> fax 660-543-8465
> [log in to unmask]
>
>
>
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