To ban or not to ban laptops?


Some folks want to ban laptops from their classrooms, and others are okay with laptops.

This is a perennially annoying discussion in higher ed today.  But I think it’s an important issue because it has the potential to really affect learning.

What do I do? Here’s the language in my syllabus for this semester: Continue reading

16 things to consider as you assemble your syllabus

  1. Do you tell students how long it will take for you to respond to emails?
  2. Do you have clear-cut consequences for academic misconduct such as cheating and plagiarism? Do you know exactly what you plan to do when you find misconduct? (Here is how I deal with it.)
  3. Is your course designed to minimize the probability of cheating?
  4. Are you offering extra credit? If you are, do all students have equal opportunity to get the extra points, considering that different students have different schedules outside of class time? (Maybe extra credit isn’t a good idea.)
  5. Have you ever changed the date of an exam from the one on the syllabus? Be sure to put in print whether or not an exam date is a firm promise or just a guesstimate; students schedule around these dates.
  6. Is your grading scheme designed so that it is unambiguous, fair, and minimizes student stress (and in general make your life easier) ?
  7. Do you have a very clear-cut policy on laptops and phones? Many people have phone addiction issues and the learning environment is ruined if you don’t deal with it respectfully.
  8. Are you okay with students using earlier editions of the textbook, and is this on the syllabus? Students often ask or wonder because current editions are so expensive and typically are very similar to previous editions.
  9. If a student misses a class that has an assignment turned in or a quiz or exam, does the student know exactly what will happen? Is it possible to design your grading scheme so that accidentally missing a class will not be a personal disaster for the students? Could you design an assignment policy so that nobody will feel compelled to invent a dead grandparent?
  10. Do you include participation points? If so, are these points administered in an unbiased and transparent way so that the students will be able know their exact score at the end of the semester without having to guess? If not, your participation policy is too subjective and unfair.
  11. When students turn in written assignments, will they know the specific criteria upon which these will be evaluated? If you have expectations for writing, could you put the criteria for the rubric in your syllabus. Grading writing without a rubric is unfair to students as they won’t know what you are expecting in the written assignment before doing the work.
  12. You’re going to get grade disputes, even if you say that you do not entertain grade appeals. Do you have a clear policy about grade appeals on your syllabus? Do your policies and practices deter unreasonable appeals?
  13. Is it possible to assign grades to students not based on scores that they earn on assignments, but instead on what competencies they are able to show by the end of the semester?
  14. Some students really love getting their grades through the course management system (Blackboard/WebCT/Moodle/whatever). Do you specify in your syllabus how you use the online course system?
  15. Do any disabled students — including those with a learning disability — know that you’re prepared to provide accommodations for them? Some students can be anxious that faculty might not be receptive and going beyond institutionally required boilerplate can be helpful.
  16. Is there anything in your syllabus that would look bad on the internet? It’s now a very small world.



*Note: now that buzzfeed is starting to gain the appearance of something like journalism once in a while, I’ve decided that the title of this piece of writing is journalistic enough for today.