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The Tricky Business of Grading Participation

By On June 13, 2012 · 7 Comments

In our teaching roles as graduate students, we often are called on to assess students’ participation in classroom activities like discussion; often, this evaluation assumes the form of assigning an actual grade to such effort.

As I look back on my graduate school career (yes, I successfully defended my dissertation last month!), one constant stands [...]

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CC-licensed image // flicker user alika89

Powering through the Spring Slump

By On April 11, 2012 · Leave a Comment

At my institution, spring break is now a good three weeks behind us.  As the academic year lets out its last gasp of life, the natural world is teeming. At least, it is here in southern Indiana, where we’ve been blessed—er, cursed, depending on your tolerance to tree pollen—with an extremely early spring.

As [...]

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Image by flickr user evmaiden / Creative Commons licensed

First Day of Class Rituals

By On January 4, 2012 · 6 Comments

Because many of us are approaching a new semester, I’d like to reflect on “first day” rituals. As a section leader, instructor of record, or professor, how do you begin the first day of class, and why? This year, I’m the section leader and grader for an introductory American Studies course. Prior to this appointment, [...]

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Of Fart Machines, Tootsie Roll Pops, and Meeting with Students

By On November 9, 2011 · 5 Comments

This post was written by former Gradhacker author Trent M Kays

It’s the time of the semester when students start filing into my office to talk about their grades, course work, and other concerns. Students seem to be perpetually wondering how they’re doing in a course, and I’m always elated to talk to students, especially [...]

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Helping Students (and Yourself) Cope with Stress

By On October 5, 2011 · 7 Comments

It’s that time of the semester: stress-inducing mid-term approaching time. It’s always about five to six weeks into the semester that I start getting frantic questions or queries from students about all sorts of things. I’ve learned to take the barrage of questions and concerns in stride. Many of my students seem to only [...]

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