. . .
W hew! Almost three hours spent reading and providing feedback for 41 self-evaluative reflections submitted by students at the end of last week for one of my two courses this semester/term. A largely thankless task since most will pay no attention to the probing questions asked and suggestions made. There are ten such low risk (two points each) formative assignments between Week Two and Week 13 besides three collaborative projects (due at the end of Week Five, Week 10, and Week 14) and a semester capstone that students complete individually (due at the end of Week 15). The format is similar for all of the courses I teach whether face-to-face, hybrid, or asynchronous online. So, why spend the time providing feedback for the ether? To create a paper trail of sorts. That way, when students come to me with either belligerence or crocodile tears (it rarely varies) and complaints that they won't be able to earn their A+ -- a foregone conclusion out ahead of the invariable medical