All posts by Erin Kasprzak

Erin Kasprzak

About Erin Kasprzak

Erin Kasprzak is an Instructional Technology Consultant and also teaches online for DePaul’s School for New Learning. She began working in higher education in 2006, primarily in instructional design and technology positions, and has been at DePaul since 2011. She is also a co-lead of DePaul’s Mobile Learning Initiative. Erin has a B.A. in English and History from Bradley University and an M.A. in Modern East European History from Indiana University, Bloomington. She spends as much time as possible on a bicycle—commuting, on a weekend group ride, or racing.

Erin Kasprzak

Give the Students What They Want

Getting good feedback from students can be a challenge. Gone are the days where someone from the academic department came into your class and distributed paper course evaluations to every student. Response rates for online course evaluations are abysmal, and the students who respond usually represent the extremes—they either tend to be really happy with the course or decidedly unhappy. So what to do?

Recently the college I support conducted two focus groups for our online students. I didn’t facilitate the focus groups; I have to give credit here to our great online operations team and the researchers who support the college Teaching, Learning and Assessment committee. In these focus groups, our adult students were asked “If you had the opportunity to design your ideal online course experience, what are the features you would include?”

So what did they tell us?

Continue reading

Erin Kasprzak

Tracking student writing with Google Forms

DePaul’s School for New Learning has an annual initiative called the Month of Writing (MOW) every October. The initiative is loosely based on National Novel Writing Month (NaNoWriMo), and challenges the school’s students, faculty, and staff to write as many words as possible during the month.

This year I worked with a faculty member developing an online course designed to coincide with the MOW, where one course objective is to complete 25,000 words of a designated writing project by the end of the five week course. The emphasis here is on the writing process—on quantity over quality—to get students over the idea that every piece of writing must be perfect, and just start writing.

Continue reading