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Learnings from Team Teaching Across Two Contiguous Seminars_combined - DE Oracle
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An Online Learning Magazine for UMUC Faculty
Center for Support of Instruction
Learnings from Team Teaching Across Two Contiguous Seminars
Jane Ross
Professor and Director
Non UMUC
Published: March-April 2002
Category: » Online-pedagogy » Teaching-strategies
Click here for the entire article in PDF format
Summary
While team teaching a cohort section of University of Maryland University College's (UMUC) on-line MBA
program, the authors identified limitations in their students writing, research, and critical-thinking
abilities. Recognizing significant opportunities for student improvements, the writers addressed the
situation in three ways:
They explained to the students that performance expectations in UMUC's MBA program were high. In
addition, instructors in each of the remaining seminars of the program would expect to observe
continuous improvement.
1.
They provided prompt, extensive, and comprehensive individual feedback in response to all student
assignments. From early in the seminar, and whenever necessary, instructor feedback tended to
include considerable constructive comment designed to prevent and extinguish unproductive behaviors.
2.
They made a concentrated effort to use operant conditioning techniques of positive reinforcement
whenever students exhibited even the smallest improvement towards the expected performance.
3.
It should be noted that students were not altogether willing participants in this effort. Some of them
failed to understand that there was a problem. Some were reluctant to change. Some denied the
problem. And, for some, changing in the direction of the higher standards, which were being put into
place, appeared to require too great an effort. The authors listened to student complaints and
counseled the complainers but, nevertheless, persisted in their methods. Before long, however,
improvements began to be evident.
Although success was slow in coming, the professors felt rewarded when they saw overall improved
performance about two-thirds of the way through the seminar. At this juncture, they believed they had
succeeded in raising the "quality bar" for these students, and for the most part were getting the desired
student performance. However, they doubted the students' performance would be permanently shaped
so as to maintain these improved behaviors by the end of a single course.
Therefore, at this point, the authors requested of the MBA program director that they be appointed to
teach with this cohort section again in the next seminar. Both Doctors Ross and Blank were competent
to teach the new subject matter and wanted to see their "project" through. The program director
agreed with their request.
Through the next seminar the authors continued their positive reinforcement efforts and repeatedly
noted how the performance of this group of students progressed towards the higher expectations.
However, this new seminar brought its own challenges.
The purpose of this paper is to report what these authors did, how they did it, and the results of their
Learnings from Team Teaching Across Two Contiguous Seminars - DE Oracle
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efforts in hopes of providing information for other on-line instructors who expect, but may not be
getting, academic excellence from their students.1
1Although this case is about the students and their developmental progress, the authors believe that it
is important to note an essential element that impacts the instructors when they team-teach in the
on-line environment. Doctors Ross and Blank prepared to teach, and did teach, these two on-line
seminars using only on-line messages and six telephone calls. They never met face-to-face. They
learned to be a team, to do their own "team work," to evaluate what they were doing, and to effect
continuous improvement during each seminar.
About the Author(s)
Jane Ross, Ph.D. and Murray Blank, Ed.D.
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Learnings from Team Teaching Across Two Contiguous Seminars - DE Oracle
1
Learnings from Team Teaching Across Two Contiguous Seminars
Jane Ross, Ph.D. and Murray Blank, Ed.D.
ã 2002, Dr. Jane Ross and Dr. Murray Blank
Summary
While team teaching a cohort section of University of Maryland University College’s
(UMUC) on-line MBA program, the authors identified limitations in their students
writing, research, and critical-thinking abilities. Recognizing significant opportunities for
student improvements, the writers addressed the situation in three ways:
1. They explained to the students that performance expectations in UMUC's
MBA program were high. In addition, instructors in each of the remaining
seminars of the program would expect to observe continuous improvement.
2. They provided prompt, extensive, and comprehensive individual feedback in
response to all student assignments. From early in the seminar, and whenever
necessary, instructor feedback tended to include considerable constructive
comment designed to prevent and extinguish unproductive behaviors,
3. They made a concentrated effort to use operant conditioning techniques of
positive reinforcement whenever students exhibited even the smallest
improvement towards the expected performance.
It should be noted that students were not altogether willing participants in this effort.
Some of them failed to understand that there was a problem. Some were reluctant to
change. Some denied the problem. And, for some, changing in the direction of the higher
standards, which were being put into place, appeared to require too great an effort. The
2
authors listened to student complaints and counseled the complainers but, nevertheless,
persisted in their methods. Before long, however, improvements began to be evident
Although success was slow in coming, the professors felt rewarded when they saw
overall improved performance about two-thirds of the way through the seminar. At this
juncture, they believed they had succeeded in raising the “quality bar” for these students,
and for the most part were getting the desired student performance. However, they
doubted the students’ performance would be permanently shaped so as to maintain these
improved behaviors by the end of a single course.
Therefore, at this point, the authors requested of the MBA program director that they be
appointed to teach with this cohort section again in the next seminar. Both Doctors Ross
and Blank were competent to teach the new subject matter and wanted to see their
“project” through. The program director agreed with their request.
Through the next seminar the authors continued their positive reinforcement efforts and
repeatedly noted how the performance of this group of students progressed towards the
higher expectations. However, this new seminar brought its own challenges.
The purpose of this paper is to report what these authors did, how they did it, and the
results of their efforts in hopes of providing information for other on-line instructors who
expect, but may not be getting, academic excellence from their students.1
1 Although this case is about the students and their developmental progress, the authors believe that it is
important to note an essential element that impacts the instructors when they team-teach in the on-line
environment. Doctors Ross and Blank prepared to teach, and did teach, these two on-line seminars using
only on-line messages and six telephone calls. They never met face-to-face. They learned to be a team, to
do their own “team work,” to evaluate what they were doing, and to effect continuous improvement during
each seminar.
3
Problem
This six-credit seminar2 began with twenty-six students who had previously completed
the first two seminars3 in UMUC’s MBA program. After the initial few student activities,
the authors found that all the students shared similar problems, at least to some degree.
In summary, they found that these students:
· Did not answer the questions asked in the assignment; i.e., they were
responding “around the question,” but not addressing the specific question.
· Did only minimal research to address the questions of the assignments. The
authors continually provided feedback to the students indicating, “your
responses lack depth and breadth.”
· Either did not know how, or were reluctant to, “push back” against ideas in
the texts and/or to ideas and suggestions posed by the instructors. Instead,
students tended to accept the text information without question and parrot this
information back in their responses to the assignments. Appreciable levels of
critical thinking were not apparent.
· Did not demonstrate competence in their grammar, sentence construction, and
use of references. In general, their citations and reference lists did not
conform to APA guidelines.4
There was some evidence of student denial with respect to these problems which is borne
out in the examples below:
· A senior manager in a project engineering firm complained that the authors
were holding him and his work to standards beyond that which any of his
employers had ever expected.
· An individual with a doctorate in a science field who was returning to
academia for the management degree, which he hoped would assist him
advance his career, believed that his prior academic experience was sufficient
credential of his ability to write, research, and think critically. He argued that
2 “The Dynamics of Individuals and Groups at Work.”
3 A non-credit orientation seminar and the first for-credit seminar, “Management and Organizational
Processes.”
4 The published standard for UMUC's MBA program.
4
that his professors should accept his work as satisfactory, regardless of its inadequacies
in a managerial academic environment.
Three military officers also participated in this seminar. Each of them also had a
particular rationale/conviction about the acceptability of his skills and class performance:
· One believed that his rank (in a manner similar to that of the doctorally
prepared scientist discussed in the last paragraph) was sufficient.
· Another repeatedly provided similar answers each week to the assigned
question, “How would you apply to your job what you learned this week from
the reading in the text?” even though the subject matter of the reading differed
week-to-week.
· Another individual appeared to feel that his schedule and deployment should
excuse what Doctors Ross and Blank found to be sub-standard skills.
Early in the term, the authors decided that immediate action was necessary to defuse this
denial, so that the seminar could proceed, and proceed well. They suspected that, if
untended, the conditions could destroy the class. In addition, they noted and discussed the
fact that the five students posing the major challenges were males of relatively high
professional status. That is not to say that the female students did not exhibit some of the
same types of problems. In fact, they did. The authors agreed, however, that their
problems were not as extensive. In addition, the women seemed to accept the critical
feedback, and began demonstrating improvement almost immediately.
As the professors confronted this challenge, the need for clear program outcomes and
course learning objectives became increasingly apparent, as did the need to put corrective
actions into place. They concluded that by drawing on their combined backgrounds and
professional experience, they had significant expertise from which they could draw in
confronting their dilemma.
5
The male of this instructing team, Dr. Blank, agreed to conduct separate on-line
“counseling” sessions with each of the five male students who were demonstrating the
most problematic behavior. Dr. Blank was in a good position for this task, since he could
identify professionally with all five – along with previous military experience, he also
had extensive experience in industry as a middle manager, both before and after attaining
his own doctorate. Dr. Blank drafted separate email messages to each of these students,
which, prior to being sent, were reviewed by Dr. Ross to ensure that the tone was right
and the content clear. In these messages, he stressed the need for introspection and
acceptance of the feedback. In addition, he emphasized that past performance was not
sufficient for this program, nor could rank stand in the place of good work. The important
differences between each of these messages were the wording and the manner in which
they were presented. To illustrate, “it’s not so much what was said, but how it was said.”
Senior managers and military officers, doctorally prepared scientists, and junior military
officers expect messages to be communicated in the manner they have previously
experienced. Therefore, academic or military titles were used in these messages.5 While
these sessions alone did not eliminate the problems, they did identify related causes, open
channels of more transparent communication, and contribute to eliminating disruptive
online behaviors.
The Cause
The authors were concerned about the cause of these problems from the outset of the
course they taught together. They felt that mature MBA students with prior academic and
professional successes should be beyond these problems. Additionally, they believed the
6
academic socialization provided in the first for-credit seminar should have eliminated
any “left-over” behaviors from the students’ undergraduate lives. After about four weeks
into the course, and several written communications from the students, the writers
decided not to invest more energy in causal analysis, but to confront the issues and find
solutions.6
The Solution
The professors felt that standards could not be lowered regardless of student denial of
appropriate graduate level work. As a consequence, the instructors began to make their
feedback more extensive, including examples of appropriate work and partial assignment
rewrites to demonstrate correct assignment construction and writing form. As getting
high grades was of particular concern to these students, the professors on specific and
limited occasions offered students opportunity to rewrite and resubmit their assignment
responses for potentially better marks. As the improvement process developed, some
students “caught on” quickly and began to submit work of higher quality. This higher-level
work could now be used in peer education as examples from which others could
learn. On at least two occasions, the teachers posted especially well-written responses in
the online classroom for the other students to examine. In some instances, students who
were still struggling with their assignments were encouraged to consult with specified
5 Thereafter, both Doctors Ross and Blank addressed these students with their academic or military titles.
6 It seems appropriate to mention here, that Dr. Ross had earlier experience with another UMUC MBA
section. She had not found similar problems with that cohort. The authors considered that the problems
could be unique just to this cohort, or that the experience of an additional seminar may have matured the
previous section. Upon reflection, the authors now believe that every cohort has a different personality and
different characteristics. They adopted the term “cohort culture” as a convenient way of referring to these
variations. This cohort had a peculiar set of problems, and a reluctance to address them.
7
peers who had overcome a particular issue. Those students most in denial about the
quality of their work tended to refuse these various kinds of assistance.
The authors found that providing such comprehensive feedback was extremely time
consuming and labor intensive. Early on in their seminar, they divided between
themselves the tasks of marking student responses and providing feedback. But, to assure
that they were being consistent, they both read every student’s assignment. Frequently,
and especially for problematic papers, one of the instructors would request that the other
instructor review his or her feedback to an assignment for concurrence, or for the opening
up of other issues. When students requested further feedback on an assignment, the
instructors ensured that additional feedback was provided on a collaborative basis.
To reduce the instructor workload, the professors developed a fairly simple, but unique,
template (Figure 1). They used this template as the basis for their weekly feedback.
Although this template is simple, the authors found it helped them to identify for students
the elements of graduate level work. In turn, the template showed students how they
could learn more from their own interactions with individual assignments, the course and
the program. Other instructors could modify it to fit their particular situations.7
7 Another UMUC MBA faculty person, Dr. Rosemary Hartigan, simultaneously developed a similar
template, which the authors believe could be quite useful. Two versions – Dr. Hartigan’s original and one
modified by Dr. Blank – are attached.
8
Week: Six -Virtual Teams
Grade: 8.5 out of 10
1. Integrate learning from the current week with learnings from previous weeks.
You could have been more explicit in this regard. I can "intuit" you are doing this, but you
need to learn/show how to do this on “paper”.
4. Incorporate information learned from assigned literature
Well done. There might have been an opportunity to retrieve some thoughts from Lewin to
strengthen the breadth of your paper.
5. Incorporate information learned from literature beyond that which was assigned.
Yes, you did include several references beyond the text; however, I would caution you on
citing People and Popular Psychology as being terribly learned sources. I’d suggest that
you not forget some of the material you had in 601.
6. Built on your own opinions and did not automatically accept the authors’ points-of-view.
Push back.
You certainly indicated how you would handle situations based on authors’ ideas – Work
harder at “pushing back”. Try rereading your work for this week and assess for this point.
Think about whether you pretty much went along with what the authors had to say, or if
you went beyond to provide new and better insights.
Your style could use some lightening up – forget about the undergrad term papers and cut
loose with your own “creativity” – go further next time in developing what you expressed
in your email message.
7. Writing skills under control: Editing, Spelling, Grammar, Sentence Structure, etc.
Yes-and-no. Nice improvement in the spelling and editing. I suggest that you work on
your use of the passive voice. In business writing, if you use the active voice, your work
will be dramatically more forceful.
General comments: Nice work in general. Your “voice” is coming through better – but it still
sounds like some old “driving” teachers may be in the back of your car telling you how to
“drive your car”. Forget about those voices – Now you might want to try “spicing” up
your work with a little more immediacy. Think about ways you can make your accounts
more lively and interesting. Why not try adding some real-life reaction and talk?
Thanks again for nice work. Keep on raising your own quality bar.
Figure 1 – Sample of a Completed Feedback Template8
In addition to their use of an evaluation template and feedback messages, the instructors
added new feedback each week to their previous messages to maintain a continuous
“feedback stream.” In this way, they felt that both the students and the instructors had an
easy-to-follow record of what had preceded and the progress being made.9
As the course progressed, the writers found that by using the methods they had developed
within the course situation, they were making progress with these students. However, the
end of the seminar was fast approaching, and this required certain methodological and
8 The bolded information is the permanent template, while the non-bolded is typical feedback.
9 They did not continue this practice in their second seminar with this same cohort group. First, it was
somewhat unwieldy to accomplish in the on-line environment they were operating. In addition, it increased
the uploading time for the instructors and the downloading time for the students.
9
response-time adaptations. Although they continued their feedback efforts, they had to
dilute their overall effort somewhat to deal two situations: one, a student who was not
performing satisfactorily10 and required more of their time, and two, a substantial end-of-course
research assignment from each student which had to be read and graded. In order
to carry their improvement efforts further, the authors decided that they wanted to
continue with this cohort of students into the next seminar. Their program director
concurred, and they were assigned to remain with this group for the next seminar11.
Other Problems
During the second seminar, the authors experienced two new problems with these
students. The more major problem involved an undercurrent of student complaint about
the amount of work required in this course versus what they had experienced in previous
seminars. The second problem, involving team composition, was of the instructors’ own
making, and one that did not take on significance in the ways anticipated.12
10 Students must maintain their grades at least a
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Enhancing the Atmosphere of Your Online Classroom - Part II - DE Oracle
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An Online Learning Magazine for UMUC Faculty
Center for Support of Instruction
Enhancing the Atmosphere of Your Online Classroom - Part II
Michael Sweeney
Graduate School of Management and Technology
Published: March-April 2002
Category: » Online-pedagogy » Classroom-communication
Part I | Part II
Recap
In part one of this article I covered "Using your resources," "Your online persona," and "How to be a
great bartender" (don't ask, just read it). ;-). Here's part two.
How to avoid email hell - Keep it in the classroom
At the beginning of the semester, I give my students the following quiz:
If you are in a face-to-face class and have a mundane question regarding clarification of an
assignment, submission of homework, test dates, or the like, would you:
Ask the question in class so everyone else can benefit from the answer. or Make an
appointment with me to ask the question in private. *
* Be aware that, if you answer B, I can send mild electric shocks through your keyboard.
Most of my students get the point. Email, like the office appointment, is best reserved for private
conversations. Most class-related questions are properly asked in the classroom. You might want to set
up a special conference for questions. There are several potential benefits to keeping as many
questions as you can in the classroom.
Students can often answer each other's questions, giving the questioner a faster answer and helping
the instructor out. If I find that a cohort has answered a student's question, I usually chime in to give
my support or possibly some clarification and to thank the student who provided the answer. Other
students may have the same question and will benefit from seeing the question and answer in the
classroom. Keeping it in the classroom will save you time and will help you avoid the email "hell" I once
experienced when I logged on to find over 250 unanswered emails!
If you post some guidelines about email use and think that everyone will follow them; well …I have this
bridge for sale connecting the Upper and Lower Peninsulas of Michigan that I can let you can have for a
song. ;-)
Sometimes people just don't get it right away and have to be gently reminded. If someone sends you
an email asking a question that you feel would be more appropriately asked in class, consider putting
the question and your answer in a conference. After a while most people seem to catch on.
Let's give them something to talk about - Stimulating classroom participation
You probably already post discussion questions to stimulate classroom discussion. When possible, try to
avoid cut-and-dried definition-type questions and consider using questions that ask for an example or
Enhancing the Atmosphere of Your Online Classroom - Part II - DE Oracle
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an opinion.
I use article reviews as another discussion stimulator. For this assignment, I require students to read
articles in current periodicals related to the class and to post reviews of the articles. Each student is
required to post a minimum number of reviews. Students are also required to comment on the reviews
posted by their peers. I usually set up two separate conferences for this. One conference is dedicated
to student reservations for articles only. Upon selecting an article to review, a student first checks this
conference to ensure that no one else has already selected the article, and then makes a reservation.
The second conference is for completed reviews and comments on peers' reviews. Article reviews have
worked very well at stimulating discussions in my WebTycho classes.
Often, either before or after our face-to-face classes, we might engage in some "small talk" with our
students. Why not try the same online? Every week or so I post a "fun" question in the social area of
my WebTycho classes. Some examples include "Describe your workspace. Do you hook up to class
from your office or from your laptop in the bedroom while your spouse is watching TV?" or "Where was
your most unusual place for hooking up to class?" Another favorite is "What do you do for exercise, run
marathons or watch movie marathons on TV?" I've had a lot of fun with questions such as these. They
help me see my students more as people rather than a collection of email addresses.
Conclusion
Over these past two parts, I've attempted to give you a few ideas of things you might try in order to
give your WebTycho classroom a more human and personal feel. The more comfortable your students
are in your class, the more likely they are to learn. It is my sincere hope that the ideas I've outlined
here will be of some benefit to you. If you have any questions or comments on what I've presented,
please don't hesitate to contact me.
About the Author(s)
Michael Sweeney is an Adjunct Associate Professor at UMUC and the McCabe/UPS Chair in Economics, Business, and
Accounting at Hillsdale College.
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Enhancing the Atmosphere of Your Online Classroom - Part II - DE Oracl
Helpful Hints for Effective Online Teaching_ Pre-Class Preparation - DE Oracle
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An Online Learning Magazine for UMUC Faculty
Center for Support of Instruction
Helpful Hints for Effective Online Teaching: Pre-Class Preparation
CSI Staff
Staff Writer
Center for Support of Instruction
Published: November-December 2002
Category: » Online-pedagogy » Classroom-management
Faculty members who plan and prepare their materials ahead of time report that online classroom
set-up goes very quickly. They also report less anxiety at the beginning of the semester, even when
they agree to take on new or additional class sections. Please note that these suggestions are intended
as food for thought and do not replace specific guidelines and procedures provided by individual
academic units.
Getting Organized
Even before you're staffed for a class, contact your course manager to discuss existing class
materials. Ask to be put in touch with a faculty member who's already taught the course successfully
and request to shadow his/her class if possible. As a course manager who arranges for her faculty to
shadow a class fully one semester prior to teaching reports, "The new faculty member gets a feel for
the rhythm of an online course. Also, it allows the faculty member to see how students interact and
respond to online course material." There are many benefits to shadowing. A faculty member
remembered, "As a new faculty member, I gained tremendous insight from visiting a veteran's
completed classroom. I also benefited from his time and generosity. Whenever I had a question, the
veteran was able to offer suggestions based on his experience." Other departments take mentoring a
step further and include new faculty members in their virtual department meetings even before they've
taught for the university.
Also, ask your course manager for any standardized department materials, guides, or conventions
to be included in your class. For example, one department asks all faculty to name their administrative
conferences and cyber cafés consistently, so that students in the program know exactly what to expect
in those areas of the WebTycho classroom across the curriculum. The department also uses a template
for all their course content materials. Again, students appreciate this consistency and navigational
ease.
Verify with your course manager that you have the latest edition of the textbooks and all other course
materials including the Graduate School’s current syllabus and Read Me First document
(http://info.umuc.edu/de/faculty/rmf/) .
In addition, verify with your course manager class start and end dates as well as any holidays
scheduled during the semester.
Identify any areas of previously taught WebTycho classes that you want to import directly into your
new WebTycho classroom(s). When you import materials from a previous class, they will overwrite any
materials you've posted, so you need to use the import feature first.
Visit UMUC's Office of Information & Library Services (ILS) (http://www.umuc.edu/library/libservices
/faculty_ereserves.cfm) to arrange for reserved readings in your WebTycho classroom. For your
convenience, a direct link to the Electronic Reserve Request Form is also available in the Faculty
Helpful Hints for Effective Online Teaching: Pre-Class Preparation - DE Oracle
Center. In addition, when you import reserved readings, ILS is automatically notified so that the staff
can start the approval process for using the materials. For this reason, we encourage faculty to import
their reserved readings from previous classes.
For additional assistance, refer to the Beginning of Semester Checklist: School of Undergraduate
Studies | Graduate School.
Prepare Your Syllabus, Read Me First, and Lesson Guide/Assignment Schedule
When planning assignments, consider the overall number of deliverables required and the spacing
of those deliverables. Plan at least one deliverable due within the first two weeks of class. This serves
numerous purposes. As one faculty member told us, "An early assignment gets the students actively
participating in the course from the get-go, identifies any student problems using WebTycho's features,
and provides you with an early indication of your students' abilities." For example, at the beginning of
the semester, to help teams establish their group identities and dynamics with little consequence to
their grades, faculty may assign members to post a team web page due one week hence that counts
for 5% of the overall grade.
Plan carefully in order to manage the grading load at the end of the semester. Avoid assigning any
due dates on holidays. Be very clear about how and where students should submit assignments and
about your late assignment policy.
Once you’ve determined the deliverables, assign percentages to each graded assignment. Make
interaction a priority for students in your online classroom by assigning 10-30% of the grade to class
participation.
Avoid duplication of information as it can lead to confusion among the students. For example, items
addressed in the syllabus don't need to be addressed again in your Read Me First.
Upon preparing your syllabus, Read Me First, and lesson guide/assignment schedule, allow them to sit
overnight. Proofread and correct errors prior to posting.
In sum, the primary message from seasoned faculty to their online colleagues is "You can't be too
prepared." We hope you find these "best practices" useful and we want to thank our experienced
faculty members for their valuable insights. You may also be interested in "Setting Up Your
WebTycho Classroom "
Other articles in this series
Helpful Hints for Effective Online Teaching: Introduction
Setting Up Your WebTycho Classroom
Managing the Online Classroom
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