and that teacher who rewards an average performance with a mark of distinction is false to “A the trust of his or her students.” Of course, in addition to mental and physical effort, faith and spiritual effort is also required, but as Harold B. Lee (1971) said, no one think that “Let ‘learning by faith’ contemplates an easy or lazy way to gain knowledge and ripen it into wisdom.” We want graduates who are fully committed, life-long learners, not the kind of Latter-day Saints Brigham Young lamented we were becoming, who wished learn how to secure their way “to through this world as easily and as comfortably as possible” (as cited in Nibley, 1976). Possible Practices Survey students to discover what they did to be successful in the course; share the “A” results with the next class Allow revisions or resubmissions on major assignments Only with prior approval and conferencing Grade doesn’t automatically improve just for there has to be serious “revising”; improvement Discuss with students how they use time Do not offer extra credit If offer extra credit—only for students with all work turned in and on time—it’s extra credit, not replacement credit for worked not done Resist grade inflation to help students recalibrate their work” gauge “hard Set and maintain high expectations and reward achievement accurately Remember that work” does not simply mean work” “hard “more WOW, YOUR STUDENTS TAKE A colleague of mine has a Doonesbury comic strip taped to his door: DOONESBURY © 1985 G. B. Trudeau. Reprinted with permission of UNIVERSAL UCLICK. All rights reserved. • The professor is finally resigned to failure in getting his students to engage with the course material. But in the eyes of the students, the professor is just a content provider—a talking Wikipedia article. When I first read the comic, I was jealous. I stepped into my office, grabbed
and that “A teacher who rewards an average performance with a mark of distinction is false to the trust of his or her students.” Of course, in addition to mental and physical effort, faith and spiritual effort is also required, but as Harold B. Lee (1971) said, “Let no one think that ‘learning by faith’ contemplates an easy or lazy way to gain knowledge and ripen it into wisdom.” We want graduates who are fully committed, life-long learners, not the kind of Latter-day Saints Brigham Young lamented we were becoming, who wished “to learn how to secure their way through this world as easily and as comfortably as possible” (as cited in Nibley, 1976). Possible Practices Survey “A” students to discover what they did to be successful in the course; share the results with the next class Allow revisions or resubmissions on major assignments Only with prior approval and conferencing Grade doesn’t automatically improve just for “revising”; there has to be serious improvement Discuss with students how they use time Do not offer extra credit If offer extra credit—only for students with all work turned in and on time—it’s extra credit, not replacement credit for worked not done Resist grade inflation to help students recalibrate their “hard work” gauge Set and maintain high expectations and reward achievement accurately Remember that “hard work” does not simply mean “more work” WOW, YOUR STUDENTS TAKE A colleague of mine has a Doonesbury comic strip taped to his door: • DOONESBURY © 1985 G. B. Trudeau. Reprinted with permission of UNIVERSAL UCLICK. All rights reserved. The professor is finally resigned to failure in getting his students to engage with the course material. But in the eyes of the students, the professor is just a content provider—a talking Wikipedia article. When I first read the comic, I was jealous. I stepped into my office, grabbed