volume #77, issue 6
monday, november 16, 2015
Music: a language that enables connection, facilitates healing
Adam Chartier is neither geek nor nerd, he’s “more of a hybrid”
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Craig, in his most Bondish film yet, should have slept on “Spectre”
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URW VIE
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Support small b usin e ss e s this holiday season
Delta chorale Hoping to hit high notes Lazette Parks sings with the Delta College Chorale as they work to prepare their Nov. 21 concert. The performance is being held to help raise funds for a trip to Germany and Austria this upcoming summer. The students will visit the places that composers lived and worked on the trip. Tickets are $10, and will begin at 8 p.m. in the lecture hall. (Delta Collegiate/Josephine Norris)
View the extended gallery online at www.DeltaCollegiate.com
Survivor wears resilience
scholarly authority End of semester surveys give students a dynamic voice on faculty and courses greg horner How serious do you take teacher evaluations? Rachel Atiemo-Obeng 27, Midland It depends on if I had issues. If I had issues, I take the time to address them. If it was a good experience and I don’t have anything negative, I mark “excellent.” If the teachers aren’t very good, I want them to read them and improve.
Robert Wietfeldt 36, Midland They would help a lot for getting the student’s input on whether the teacher is a really bad teacher... Not very much, because I usually just fill in the bubbles and that’s about it.
Celeste Uribe 18, Saginaw I think I take them pretty seriously. It’s best to give your honest answer so other people can know. I feel those things are done so other people and the professor themselves can know what to work on.
Darnell Barofield 46, Saginaw I take them serious… Overall it gives even the teacher time enough to evaluate himself from what the student wrote. Some teachers make themselves better off from them and some teachers feel like they didn’t do anything wrong as far as their lesson plan went or their attitude in class towards their students.
As the end of the semester approaches students are busy finishing up some final assignments, preparing for exams and getting ready for classes in the winter. But one thing they might not be thinking about is the student feedback forms given at the end of every class. How important are these feedback forms? And what impact do they have on students and faculty? “I think they’re kind of useless because I think a lot of students just check things randomly to get it done and get out of class,” says Mellissa Reimus, a Biology student. “But I think as long as students are honest about it -- which I don’t think a lot of them are -- it can be helpful to the professors.” For David Redman, the math and computer science division chair, the feedback forms are necessary to make sure that students and faculty are performing to Delta’s standards. “I want to know what students think about the services we provided in the math division and in general throughout the college.” The feedback forms aren’t designed solely for professors. Many of the questions included in the survey were added to have students evaluate themselves as well. “The students are supposed to be thinking about, ‘how was my performance in this class?’ ” says english division chair Denise Hill. “I know sometimes we say this is teacher feedback, but it’s student feedback and also student selfreflection.” The front of the form consists of a bubblesheet in which students can record their level of satisfaction with a course and its instructor, while the back of the sheet has room for students to write specific comments about what they felt a professor was doing right and wrong. While the bubble sheet is important for determining overall participation and satisfaction in a class, Hill and others agree that the most important part of the survey is the comments section. “I would say to my students – it’s nice to fill in the bubbles – but can you please take some time on the backside,” says Hill. “You can say things like, ‘this was an awful teacher’ but okay what was awful? I always hope and encourage my students to give me specific feedback.” There isn’t a set requirement for how professors should administer the student feedback forms.
DCGregHorner But typically professors will leave the room when filling the forms and have a student drop them off at public safety. David Peruski, dean of teaching and learning, says the ultimate aim of the college is to guarantee that students are allowed to anonymously submit their feedback and if any instructors were to violate that spirit of anonymity then they would hear about it. “I have heard of instructors staying in the room and putting the envelope right in front of them,” says Peruski. “I feel that that is wrong -- and I would talk to their division chair and make sure they intervene.” After completion the forms are taken for processing by OIT; they scan the bubble sheets and measures total student approval for each course. The written portions are taken to each division office and a faculty member types up student comments. These recordings are then compiled in a database where the instructor and division chair has access to them. The entire process takes several weeks, and it should be noted that professors don’t receive the forms until after grades are recorded. Instructors then read over their feedback forms and try to take away as much they can about their performance. Karen Wilson, a professor of economics, says she can’t wait to get her evaluation forms and see what students are saying about her methods. “Most of us who teach care a lot about what students are feeling about our classes,” says Wilson. “We get those student evaluations back and we pay a lot of attention to them and I pay a lot of attention to other’s evaluations too.” It is the responsibility of each division chair to review student evaluation forms to insure that their faculty are running a tight ship. Each division has its own methods of dealing with student feedback, but typically each chair is looking for signs of a pattern in a professor’s teaching. “You know there’s a pattern or a trend going on, if in any particular question, you see the same lower responses across classes,” says Marcia Moore, the division chair for the humanities.
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lindsey schibelhut
For Delta Alumnus Lou Kasischke, being able to climb Mount Everest was going to be the opportunity of a lifetime. However, due to failures in expedition leadership, May 10, 1996 would become a nightmare. Eight people would perish on the mountainside one of the worst tragedies in Everest’s history. On Monday, Nov. 9, Delta welcomed Kasischke as part of the President’s Speakers Series, to talk about his experience on Everest and what led him to “live a story he could tell.” “The frigid dry air burned inside me like cold fire. Four Mount Everest explorer and Delta alumnus Lou or five ragged breaths,” begins Kasischke answers questions during the Q&A portion of his presentation. Kasischke spoke about Kasischke, “Shift my weight his 1996 climb, where 8 climbers perished on and step. My fingers were the mountain, one of the most tragic events on Everest. (Delta Collegiate/Lindsey Schibelhut) white and stiff. Frostbite…I was 400 vertical feet from achieving my goal. The top of Mount Everest. Four or five breaths. Then step. Sheer will. Nothing could stop me…I looked at the climbers above me. I realized things had gone wrong. Very wrong. Climbers were still climbing up, but it was late.” Kasischke started his presentation reading excerpts from his memoir “After the Wind.” He then spoke candidly about what went wrong on summit day, considering everything went well up to that point. “We trained together, we prepared together and now we had a very specific plan to achieve our goal,” says Kasischke. He says the idea was to leave camp by 11 p.m., a few hours after they had arrived. From there they would go on to reach the balcony (approx. 27,000 feet) by daybreak, go up the ridge to the south summit, then traverse over to the Hillary step. Ideally they would be only a short distance from the top by 11 a.m. “12 hours that was the plan, 12 hours after we started,” says Kasischke. The next thing the team agreed upon was a survival plan in case things went wrong during the summit to the top. “And that was the 1 p.m. turnaround time,” explains Kasischke, “No matter what, from wherever you are, at any time, for any reason you do not reach the top at 1 p.m. you must turnaround right then and there.” He says the importance of the turnaround time is to make sure climbers are able to safely summit and descend, and make it back to camp before dark. The team sat down in a circle in the tent and made the pact to follow this rule before they set out on their ascent.
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