California State University, Dominguez Hills
University of Wisconsin, Parkside
Latest update: June 13, 1999
Faculty on the Site.
These short statements of my perception of your learning are what grew from my review of all the records and our experiences in class. In a cooperative learning world, in which our objective is to help each other gain critical insights, what should matter, instead of "grades" is such a report. Learning that I can tell you I have seen, either directly or through some of your work, and that you can confiirm. That is learning accountability.
As we gain skill at this, a paragraph of recommendation should be your goal for the end of each course, each semester. If you were to realize that this is how I will end the course, and you were to want the best possible recommendation of your learning, we could interactively check our respective records all semester, and the recommendations could be detailed and helpful to all who want to know about your learning.
Visit Letters of Recommendation for clues on how to do this.
It was a pleasure teaching you. I hope that some of you will visit me, or e-mail me and begin to let me know how these recommendations could better reflect your learning. I apologize that there is no order to the numbers; that is because you were listed alphabetically on my roll sheet. jeanne
Worked with strong group, good discussion, good initiative in applying theory to practice. Work turned in consistently over time, and careful checking to be sure that I had the work. Leadership within the group, and an excellent project on that is now up on the site for sharing with the community. Already listed in the author index for the site. Excellent work.
Intense motivation. Visible transfer of theory to other areas of learning and transfer to practice. Brought narrative to me for shared interpretation of theoretical fit. Consistent reporting of work in progress and valid sharing. Work with strong discussion group. Invited to edit materials for the site.
Work with strong discussion group. Excellent way to input for me, since we managed to spend relatively little discussion time together. This works to extend the value of classroom instruction. Good project, designated for inclusion on site, and records show that specific permission requested to post your materials. Good work.
Work with at least two strong discussion groups. Good writing on exercises. Active participation in classroom discussions and solid applications to a variety of incidents in present experiences. Good work.
Good and consistent work with groups, sometimes small, sometimes larger, across semester, beginning in February. Part of group that had some difficulty with links and successfully corrected them. Good project, planned for site.
No record of work.
Wonderful work, particularly in adaptation to higher education while maintaining your own personal aversion to convergent production. Continuous effort to stay in contact and up to date. Excellent coping with the Internet, with minimal expression of frustration. I thank you for not howling at me that lab assistants could not help with the e-mail. You made it work, just as you made higher education work for you. Records show patience in guiding and helping others, and excellent skills in writing. Hope that you and your group will help me edit some of your work for the site.
Unusual group project. Problem with links corrected, and more will need to be added during editing for the site. Turned in work consistently across semester with group. Consistent participation in class.
No record of work.
One early submission seems to have been individual. then a later very well done exercise from a group. Missing exercises must be made up. No project.
Few missing exercises. Work with strong discussion group, good writing, material that should be edited for site. Active participation in class.
Good discussions, especially in exercises 7 and 8. Consistent submission of exercises from March and April. No reported group work. Project submitted with good links, but no substantive input.
Solid group work with good writing. Material being edited for inclusion on site. Work consistently done over entire semester. Minor exception: some very early exercises missing. If you have them, you might want to let me know, so I can correct the records.
Good writing and good group work. Consistent work turned in throughout semester with multiple submissions to guarantee my receipt of work when computer systems were down. Good job.
No recorded work.
Strong group work, multiple submissions when e-mail system questionable, good writing, good links. Material being edited for site.
My records show that you turned in all the exercises, and that some of them were already in by March, that you worked with a group, that your group did the project on the men's perspective, that with some development could go up on the site. I do not have any direct record of your effective access and use the site, or of any special writing that let me see your application of the material to your world. I did consider, however, that there were numerable resubmissions, indicating that you were taking care to see that I had your work recorded, and I do see that you can manage e-mail effectively.
Some good answers, good writing. But some important exercises missing, no group work, no project recorded.
No recorded work.
Good group work. Showed leadership within group, and contributed effectively to class discussions. Some exercises missing, but good wording and creative responses on most, particularly those near end of course. Project missing from records. Please correct.
Solid group work reported from February on. Multiple submissions to guarantee my receipt of work in separate e-mail systems went down. Editing some of work for inclusion on site.
Very good writing. Consistent submissions over semester. Multiple submissions to guarantee receipt of all work. No group work, a real disadvantage for the class. Some of this material shoud be edited for the site.
Very good individual work - no work with groups. Again, a loss for the class. Editing some material for posting to the site. Consistent submissions dating from February, with multiple submissions when e-mail system down.
Some exercises missing. Good work with groups, but circumstances prevented continuous work with these groups. No project submitted, but outstanding class participation.
Despite a largely individualized approach, strong group work. Leader in group. Group project needed link correction; e-mail was promptly answered and links corrected, establishing that the group, or at the very least, its leader, knew how to retrace Internet searches effectively.
Strong group. Consistent submissions over course, with multiple submissions when system down. Very good discussion in final project, editing for site.
No recorded submissions.
Amazing learning displayed. Complete changeover from computer phobia to a comfort with e-mailing, with navigating the site, and with venturing onto the Internet. Worked well with many students in mastering both hardware and software. In terms of substantive coverage, class participation was consistent and impassioned. Constant application of theory to the real world, and issues long pondered.
Outstanding leadership of strong group which functioned well throughout semester. Good work consistently submitted, thought out in their own words. Considerable attention paid to translating the concepts and theories of the class to the practical worlds in which they lived and planned to work. Careful and disciplined work.
Consistent submissions from early in semester. Group work, and project show effort to put concepts into own words. Shared work with student group over e-mail in addition to face to face sharing.
Good strong group. Domestic violence project with many and good links. Work done consistently throughout semester. Editing for inclusion of work on site.
Early work done as individual. Then joined group that produced very good work. Consistent.
Early work done mostly with one other individual. Good work. But as they joined a larger group, more of their own work became evident. Clear that they took over a tutorial role and guided others. They needed earlier feedback, but I could not manage with so many student papers accepted at national conference. They worked through their own anxieties and helped others. They did a lot to convince me that individual talents and skills can be effectively measured by interactive discourse, even when all work may be submitted by group. The individual accomplishment is not lost. Good work.
Consistently turned in work with a group. Written work good. Turned in project, which, with links corrected and expanded, should be uploaded to site. Some tutoring, and sharing with others.
Consistent and disciplined effort with submissions. Solid work with classroom groups, though little other work with class groups. That was a loss for the class that I ascribe to time constraints. Several projects produced and shared, as part of the real world groups with which this student interacts. Gave a whole new sense of community outreach to our site and to our course.
Intensely motivated, well disciplined. Good group work, and good sharing with others as opportunity presented itself in class. Labelling project, links corrected, in process of editing for site.
Dedicated attendance despite job barriers. Good and consistently submitted work, shared with other students, though not submitted as group work. A separate e-mail telling me of the sharing helped considerably in my attempt to put group work patterns together. Good work, good project. Should be up on site soon.
Stayed in touch throughout semester that presented numerous barriers. Learned to use the computer effectively for e-mail and to access material from the site. Granted extra time to complete the exercises.
Missing early exercises. Later attached to a group and consistently submitted good group work. Record of e-mail ability, but no other record of ability to competently access material from Web.
Rare attendance, upon which student showed both motivation and intensity. But no recorded submissions.
Continuing contribution to site. Good writing. Internal motivation and creative approach to topics. Now work with groups, which I count as a loss for the class. Time constraints, again.
Continuous submission of group work since early March. Labelling project, links being corrected for site. Good work.
Good contributions to class discussion. Solid group work, sharing with more than one group. Good flexibility in cooperative work. Excellent links on project, being edited for site.
Solid and consistent group work over the semester. This made it possible to survive the job barriers that occurred in mid-semester. Excellent project, and good evidence of continuing contribution to group even when job taks prevented presence in occasional classes. Another case in which our students effectively engaged in community outreach.
All work submitted consistently over semester, with groups. Labelling project. Working on editing material to put up on site.
Consistent group submission, dating from February. Good links on race and justice, editing for site. Good group work, also editing for site. Good contributions to class discussions.
Consistent submission of work, individually. Some work in need of correction, but good effort. No project recorded.
Consistent group submissions, February, March, April. Exercises done well. Problems with links in project, corrections attempted..
Frequently present. No submissions recorded. No effective measure of learning.
Worked effectively with group during early part of semester. Missed class because of a conference. Turned the conference material into a relevant project submission for the class. Again, building real community outreach.
Consistent and well written work over semester as part of a strong group. Domestic violence project to appear on site. Excellent discussion, individual, to be edited for site.
Labelling project, links corrected. Strong group submissions over semester. Good discussion, editing for site.
Strong work submitted with group and individually from February on. Editing some of discourse for site. Faithfully kept hardcopy of submissions, so that when e-mail system was down, was able to verify her work, and calmly did so. Mature reaction to crisis. Good work.
No recorded measure of learning.
No recorded measure of learning.
Excellent project with sites on bullying. Being prepared for site. Some work with group, but individual work needs correction. Some records missing of most recent exercises. Please resubmit for records.
No recorded measure of learning.
Turned work in both individually and in group. Some of the work being edited to put on site. Good contributions to class discussions. Good attendance.
Intense motivation. Good translation of concepts to the real world. Learning very evident through oral and behavioral measures. But written work missing. Perhaps it could be submitted late to complete the records and raise your grade.
Exrcises submitted with group, consistently from March. Project being corrected for effective linking, to be included on site.
Good contribution to class discussions. Good discussion in final exercises, being edited for site. No recorded group work. Some early exercises not recorded. Perhaps you should resubmit them for the records and for a grade change.
Inconsistent record of exercises, with several missing. No record of project. No record of group work.
Consistent and strong record of exercise submissions, starting in February. Good written work, some being edited now for site. Already published on site. Continues to submit work. Excellent student.
Individual submissions consistent from April across the semester. Final project on girl delinquents being edited for site. Couple of most recent exercises missing. Please resubmit for records.