Campus Connection

Faculty member teaching strategy applauded on ‘The Chronicle of Higher Education’ blog

A teaching strategy used by Tony Docan-Morgan, professor of Communication Studies, was recently highlighted in a post on ‘The Chronicle of Higher Education’ blog, Vitae. The article, “ISO: A Better Way to Evaluate Student Participation,” applauded Docan-Morgan’s “participation logs,” student logs of their own participation. Author David Gooblar, a lecturer at the University of Iowa, saw Docan-Morgan’s logs as a great strategy for not only more accurately measuring student participation, but also encouraging it. For the participation logs, students write about their participation in group work and their activity level in class in an online document throughout the semester in addition to the faculty member observing it. It allows students to be more aware of their participation and for faculty members to gain a more comprehensive view of a student participation. Furthermore, Gooblar says the logs challenge students to reflect on their behavior and think about what makes a meaningful contribution. “Remember, learning depends on a student’s active engagement in the classroom,” writes Gooblar. “By requiring students to spend time reflecting on their contributions to various class activities, the participation log has the added benefit of emphasizing the significance of those contributions.” Docan-Morgan says Gooblar likely learned about his participation logs via an article he wrote in the journal “Assessment Update: Progress, Practices, and Trends in Higher Education.” He also shared the idea with the campus community at last year’s Annual Conference on Teaching and Learning. The 18th Annual Conference on Teaching and Learning will be from 8 a.m.-12:15 p.m. Tuesday, Aug. 30, on the third floor of Centennial Hall. Learn more about the annual conference. Inspiration for participation Docan-Morgan came up with the idea for participation logs because he wanted to encourage students to participate, provide them with clear expectations about participation and allow them to reflect and improve it. He also knew how difficult assessing small group participation in large classes was. But the logs go beyond measuring participation, he adds. They also allow him to revisit and clarify course material at mid-semester and revise classroom discussion questions and activities for the future. “Reading and reflecting on students’ self-assessments has also improved my skill as a facilitator of classroom discussions and activities,” he says. “I am more sensitive to and aware of students’ voices in my classes, and better equipped to respond to and synthesize student contributions.” Promotion of Docan-Morgan’s participation logs complements his professional scholarship. He studies how interpersonal relationships change due to verbal and nonverbal communication. He also does pedagogical scholarship focused on creation and promotion of student and instructor success resources. “It is professionally and personally meaningful to know that other instructors find my work useful and can apply it in the classroom,” says Docan-Morgan.