Issue link: http://ncumarketing.uberflip.com/i/1361239
1. As students accept their courses, I add them to an organization spreadsheet. I include their start date and due dates for each week of their classes. I use a color-coded scheme for assignments that need to be graded, have already been graded, are late with a requested extension, or late without a requested extension. This allows me to see if a student is struggling with due dates at a glance. I also make notes about AIVs, extensions, preferred names (especially important if a student still legally has a dead name that doesn't match their gender identity), or other helpful notes to myself. With the number of students in different courses and weeks, I have found I can't rely on my memory. One of the first things I do when I get ready to grade is open my spreadsheet. 2. I try to have a Zoom meeting or phone call with each student during Week 1 of their course. This isn't always possible, but really helps to make that personal connection with the student. I put notes in my spreadsheet of things I need to remember about the student. Then, when grading or meeting with a student again later on, I can view my notes. Hopefully, this helps students feel valued and like I am more of a mentor to them rather than just someone who grades and corrects their assignments. 3. I use the Quick Eval tool to sort student submissions by date. This way, I can grade the assignments turned in the earliest, first. I will hold off grading late assignments to later in the week, often finishing those up on Friday. 4. I try to grade Week 1 assignments first, followed by Week 8 assignments. Week 1 feedback is very important to get them off on the right foot and quickly correct any common errors they are making (file names, APA style, etc.). Students are often waiting anxiously for their final grades in the course, so Week 8 assignments come next. My goal is to have all Week 1 and Week 8 assignments graded on Mondays if at all possible. 5. Video feedback. I make liberal use of Kaltura Capture to create both videos with my face and videos with screencasting in addition to written feedback. Once you get the hang of it, it is a huge time saver. For example, when students repeatedly have APA style errors, I will make the corrections on the document in a screencast "right in front of them." I talk through the errors and explain the corrections I am making, as I make them. Many students have told me this is very helpful. If students are struggling with using a tool, such as Word for Windows Track Changes or creating a hanging indent, screen casting is a great way to create a step-by-step video for them to refer to. It's also nice for students to hear my voice and see my face from time to time. Many of these strategies I have adapted from ideas shared by fellow faculty. I encourage all new (or even seasoned) faculty to talk with your colleagues and see if you can incorporate a few ideas that might make your grading and organization easier and more fulfilling! 8