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I hope to have more insight in writing through this program.

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I hope that I am able to develop professional relationships and develop feedback skills, as well as better develop my response to feedback myself

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I like that what we are redesigning asynchronous assignments. I look forward to having a sound, research-based approach to redeveloping assignments across my courses.

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I worked with student partners earlier, it was a great experience and I am hoping a similar one here. I hope, the student partners will review the material worked on and share their thoughts/concerns from the student side and help me have the better designed assignments. It is helpful that we will hear their voices immediately  while designing the assignment,  and their review after it is completed, so working together with the student partners all the way along will be very important and helpful I believe.

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I worked with student partners earlier, it was a great experience and I am hoping a similar one here. I hope, the student partners will review the material worked on and share their thoughts/concerns from the student side and help me have the better designed assignments. It is helpful that we will hear their voices immediately  while designing the assignment,  and their review after it is completed, so working together with the student partners all the way along will be very important and helpful I believe.

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Students here are engaged, but students in my classes are a huge mix of engaged and unengaged.

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I want to give helpful feedback but I also concern about how to give honest feedback without any misunderstood.

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I look forward to having someone take a fresh look at assignments I created three years ago on my own. I will be teaching the course in the fall, and this will allow me to get started on its redevelopment.

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I would like to see effort put in on both sides - even though we all are so busy, I just hope that the faculty give as much thought and time into the work as we do and vise versa.

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so much to do, only one of me.

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What is too much? What is not enough?

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I am feeling some anxiety about how to meet both student and professor needs while developing an assignment

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Finding a good trade-off between creativity and detailed rubrics in assignments

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I really crave feedback and collaboration, esp. with students, but also I get nervous because I am so very sensitive about feedback and sometimes get blocked or too focused on negativity.

See also: I avoid my teaching evaluations because I sometimes can't do the emotional labor!

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Wait, we don't have that power dynamic here?

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Wait, we don't have that power dynamic here?

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Hope - too get a better understanding of the perspective of students.  Concerns (rather than fears) ... (1) How to get their trust (2) How to engage with student partners with students without necessarily overwhelming them with (academic/disciplinary) issues.

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Hope - too get a better understanding of the perspective of students.  Concerns (rather than fears) ... (1) How to get their trust (2) How to engage with student partners with students without necessarily overwhelming them with (academic/disciplinary) issues.

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Concerns

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I hope it enables me to maintain pedagogical relevance.

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Develop good relationship with professors during and after the program.

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I hope to get honest feedback on how accessible and clear my writing assignment instructions are. But, I am also curious to hear what other forms of information/modes of communicating writing skills might be helpful. It's clear that we need to TALK about writing with our students.

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No, not going to happen. We don't even know the same hip-hop groups.

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Just having another set of eyes and views on how things look and are going.

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Concerned that the suggestions will make my assignments significantly more time consuming and difficult to implement/grade

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Concerned that the suggestions will make my assignments significantly more time consuming and difficult to implement/grade

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Convincing an otherwise rigid leadership that this is appropriate even when it runs counter to their perspective of what good teaching looks like.

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Trying to figure out set times to be able to assist the faculty to the best of my abilities.

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This is hard to do when students are IN your class, ya know?

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This is hard to do when students are IN your class, ya know?

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I appreciate the idea of students as partners because I am hopeful that it removes (some) of complex power dynamics that otherwise inherently exist in a classroom. (For example, I try to create a community and remind students of their expertise, but still gotta grade their work...which makes it unbalanced, yeah?)

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I'm a little worried that there might be some disconnect/mental hurdles between how different academic disciplines function, especially when thinking about writing expectations and how they vary between them.

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I'm looking forward to connecting with more UMSL students and learning from them. I always find that fun and joyful.

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I'm looking forward to connecting with more UMSL students and learning from them. I always find that fun and joyful.

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I hope to make an impactful change regarding how transparency in writing assignments or assignments in general.

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I hope that I can help faculty develop their assignments better

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I hope to not seem like too much of an old fart

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I hope to not seem like too much of an old fart

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I hope to learn more about challenges students face while reading writing assignments.

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To combine perspectives to create practical and enjoyable assignments that students find fulfilling and useful.

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My hopes and concerns are two sides of the same coin. I hope my status as faculty will not be a source of reticence for student honesty and feedback.

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My hopes and concerns are two sides of the same coin. I hope my status as faculty will not be a source of reticence for student honesty and feedback.

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I hope working with the students helps us build empathy and understanding of both perspectives.

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I really look forward to listening closely to students because I very much worry that I get too focused on my own experiences and don't think about students varied experiences as much I should.

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worried about current workload and ability to engage fully in the process. 

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worried about current workload and ability to engage fully in the process. 

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I hope the collaboration allows me to make my class writing assignments more accessible and meaningful to the typical student.

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I hope that faculty and students can have fun together as we all discuss these issues. I feel like this can be both good/hard work, but also very collaborative and enjoyable.

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I hope for feedback on what is and is not clear in my writing.

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I hope for feedback on what is and is not clear in my writing.

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Links to all faculty reflection documents 

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What questions do you have?

About building partnership?

About your student partner’s role?

Anything else?

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Check out this presentation designed by Erin Whitteck.

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Accountability Groups TiLT Faculty Advocate Program

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TiLT Faculty Advocate Program Synchronous Session #2

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Please let us know how we can support you in achieving your goals in this program and feel prepared to advocate in your context. All of your answers are anonymous.