I think it is critical that the syllabus mention that the students are responsible for getting some of the materials themselves. Because each student goes in their own direction, having all of the necessary materials may not be possible. At this level, students should be investing in their art and providing everything for them may actually be detrimental. For this reason, I added a statement and a relatively heavy suggested materials list. Of course, I'm human about it and try to give the needy kids alternatives.
I agree with you Brandt they should know what supplies they should be responsible to have.
Also I believe the students should know that they have clean up rules that must be part of their daily chores in the art room. Cleaning brushes properly, taking care of their spot so to speak. Keeping up with their artwork is their responsibility. For some reason because I am the teacher, students and parents believe if a piece is missing I must be responsible. However at this level they should be able to keep a portfolio and keep their artwork where they can find it. (ok sorry I am rambling and will stop now.)
I include a letter to the parents that breaks down the requirements, responsibilities, and time management required for the class. It states the amount of hours the students should be spending on their artwork at home, and "decodes" what their grades mean at each interim. For example, I state that if a student is making a C or a D at interim they are not meeting deadlines or producing satisfactory work. At the end of the letter, I have both the student and the parent sign a contract that states they understand everything listed in the letter and the syllabus.
Brant- Thank you for reminding me of this. In the entrepreneurship classes that I have taken, it is stressed that students should always have to provide something for a project to give them a greater sense of ownership. I we are talking about art, but the concept is the same. I have noticed that students are much more proud of artwork when they have provide some of the materials.
To comment on what Brandt and Roxanne suggested about having students be responsible for their some of their own materials, I also think it is important to teach students how to access "found" materials in their work. I know when I was in high school and even college, I was often waaaay too broke to purchase some of the materials. When I had the opportunity, I would use found items such as scrap wood instead of bought wood or canvas. I even once made my own paints from berries, tea, coffee, etc. I must have been really hard-up that week!
It would be wonderful if the syllabus could be electronic. That way you could include web links and maybe even a link to a powerpoint of visual suggestions/ideas. Even if it cannot be submitted to the college board in this format, it might be nice for the students to have.
I also agree with Mary Catherine that a parent letter should be included. I think that at this stage parents sometimes think they will be unable to assist their child. Giving specific details to the parents will hopefully make them feel as if they have a stake in their child's progress.
I don't know yet...i was thinking classroom grading methods should be set out. I really like the idea of a parent letter. More questions than answers here from me, I'm afraid. How often do your students have to turn in a work? Do you have them work over the summer? Work on both breadth and concentration that final semester? I have witnessed some laxity in clean-up by the advanced students, so Roxanne's comment makes sense to me.
I feel that the portfolio requirements are most important because it lets them and their parents know straight up what goes into creating a successful portfolio. Also, it lets them see that there is to it than just doing a few drawings or whatever.
To comment on Amy's remarks about the syllabus being electronic...The other art teacher at my school, which has the luxury of teaching AP, puts her syllabus on her school website and I believe she links presentations and websites to it. If one of her AP students has a question she meks them look it up on the website.
I think that it is imperative for the syllabus to include a schedule of due dates, I know that this schedule will be different for each student depending on the project but it will give each student an idea of what they have due and when. Responsibilities of the student should also be included as far as what is expected of them in class. A materials list needs to be added somewhere so the students know what they need to acquire for the class. This needs to be just a basic list and the student will have to add more project specific items as the year moves forward. I think that it is important for the students to provide thier own materials not only so they will have a sense of ownership of the finished piece but so they will take care of the materials. If the student is buying their own materials they are going to be more likely to take care of tehm than if the school provided. I jsut noticed the last statement in Brandt's post and I agree that for the less fortunate accommodations can be made.
I feel that it is critical to encourage students to work during the summer prior to the AP class. By coming to the class with an array of designs and/or concepts, this may help to alleviate some of the students tensions of coming up with project ideas for their concentrations or for imagery to include in breadth assignments. I feel a list of sketching assignments should be included in the syllabus and students should be aware that they must enter the AP year with a set amount of fresh ideas, as represented through their sketchbooks.
I agree with Mary Catherine about the addition of a parent letter in the syllabus. I find that parental support is crucial for the success of AP students. If parents are informed of the expectations of the instructor and the demands of the course, they can help to keep their child on top of their course work or will be more able to support you, as the teacher, when speaking with them via phone or email.
I feel my syallbus needs attachments, which state when projects are due. Some students can get really far behind and others breeze through projects. I need a summer assignment, any suggestions would be appreciated. I also think an AP student needs to purchase a portfolio, similar to the one we received in class. I have not specifically stated that students be responsible for their supplies. There are times when students get their own supplies. Also, the letter to the parent is an essential part of AP. I will do that from now on. I can't say much for the electronic world. I'm not very good in it.
Like the others, I believe the syllabus should clearly define the students responsibilities and the requirements for the class, this should include that the requirements to pass the class is not only preparing the portfolio. I have had students ( and parents) think that simply because the student submits a portfolio that they should get an A for the class.
Our school has students and parents sign a generic AP /Honors form during class registration in the spring that states that they understand that they are taking courses that are more on line with a college course and in order to do well they are required to complete summer assignments and the course overall will be more rigorious that other high school courses.
I like Mary Catherine's idea of a letter that specifically spells out requirements and decodes and helps everyone understand that grade they are receiving - that is not simply just about the end result of an art project - but also the process.
To all those who mentioned about the syllabus being electronic: it sure would save a few trees since every time a work on my syllabus (all anyone of my classes) becomes longer and longer. I have been trying this for a few years with all my classes and posting due dates and rubrics for various projects. It's starting to catch on a little more each year with both students and teachers. Many of our science and social studies teachers do a lot of their assignments on line through their web sites and have really good results.
I also think that summer assignments...or in some cases fall assignments should be included in the syllabus. My general response to student work completed on their own time has been yuck! Any suggestions on how to keep the quality and craftsmanship at the AP level when students are working completely on their own?
As for summer student assignments, I think it might help to be very specific with reminders of things students should pay attention to. (be sure to fill the whole page, concentrate on one or two of the elements and principles, use an unusual angle...etc.) because it is easy for a student to focus on details and forget the whole picture. Can they email you with questions or photos of their work?
I am going to add some aspect of process documentation to mine. I am thinking that it will go into the section on critiques. It seems as though every time a student returns to my class, that they have forgotten how they made what they had made the year before. Not only is this annoying, but it also seems to be a diservice ot the student. Maybe by photographing in-progress work and showing how it evolves, the students will be more involved in their own artistic process.
And as far as many of the other folks have said, summer projects are a must have for the Syllabus. This can make or break your program. As soon as parents are aware of the student's needs in a particular class, they step up and push the student as well.
Brandt and Amy I posted my syllabus today on my school website. What a great way to have it there for all to see. Parents, other teachers and most important the students.
I feel that students need to know what is expected not only from a portfolio aspect, but from housekeeping and organizational areas to help ease frustrations. Isn't it so nice to be able to easily find the materials needed to work since we are on such a tight time frame during class? STUDENT RESPONSIBILITIES: + Art Supply Purchase/Maintenance + Daily Clean up + Reflection Journal Writing + Calendar Checklist visited often + Take phots to document progress
+ Amy's idea to create an electronic syllabus is wonderful! I am going to try to be more technology driven this coming school year. It's out there, why not use it! I just need to learn how to do some things!!! + The detailed Parent letter suggested by Mary Catherine is the perfect source of info for the parent and student. Mary, you must have been an AP teacher for a while! You have the best management and class organizational skills. + Roxanne and Ellen, You are right. Clean up is a must in order to for students to stay focused and have good working tools. THANK YOU EVERYONE FOR ALL THE FABULOUS IDEAS AND HELPFUL HINTS. I FEEL MUCH MORE PREPARED FOR THE UPCOMING YEAR WITH MY NEW AP STUDIO ART EXPERIENCE THAN I DID WHEN I FIRST ENTERED THIS COURSE! ALL OF YOU ARE GREAT!
These are some of the things that I am including in my syllabus:
1. A grading rubric 2. Infomation on how to participate in a critique 3. Text and resources and a suggested list of books that they are encouraged to purchase 4. Sketchbook/workbook (to emphasis art as an owngoing process)
Having students take their own pictures is a great idea.
I also agree with Brandt and think that they should have to purchase/collect materials. Workman, you are so right about the cost of purchasing materials in college. The cost of that was a real shock to me. This wil give them a little taste of having to procure their own supplies and also allows them to make some decisions in regards to media/materials.
To comment on Josh's post, having a schedule of deadlines is a good idea. To make it even better, I could make it a calendar and add local art events such as Winthrop lectures and shows, local museum shows, gallery craws, school shows, etc...
It is good to be able to have so many minds working together to make it work.
In the area of documentation: I like to have the students make a PowerPoint to keep each year. If the network cannot hold it then we burn a CD for the student and one for me with more than one student’s portfolio on it due to cost. It takes up less space if the students are in the computer lab looking at their work and seeing how it has grown, where they have been, where they want to be heading, and where their artwork is taking them. It also makes it easier for individual students to have a one on one at the same time in the classroom.
It is an idea that I have not been able to execute except at a v-e-r-y basic level in Art I.
I am going to include this comment. Several educators’ comments to include require students to document the process and finished product for the work. Hmmm….a process e-folio for a unit or grouping. The limit of the students stuff on the network can be a problem at schools.
This comment makes me think I do not understand something about the AP process so I ask: Are the student’s portfolio reviewed? If so then can electronic portfolio or e-folio’s be reviewed? Alternatively, is it that a number of colleges and universities want to see the portfolios in paper and digital forms? Hmm.
The top ideas I am going to try to incorporate are:
Brant's suggestion with other educators additions of having students, who can afford it, getting materials for reasons of accountability, commitment to the program, artistic freedom, reality check, appreciation of materials provided, maintaining a higher quality art supply (for people tend to take care of their supplies better)
Roxanne's states the need for including clean-up procedures. Although, I tend to mention in my art overview that clean-up procedures exist that they are to follow so it allows for me to make changes as needed.
Mary Catherines’ suggestion to include a parent letter with signature sheet of commitment to the program and student's contract and commitment to the contents of the syllabus and course to increase accountability.
Ellen and others agree it is necessary for students to complete summer assignments—with a requirement to get reviews every week or two weeks. Otherwise, students could come in person during summer office hours with their work OR post it and receive a phone call during an appointed time OR simply photo post and blog OR hold studio time at the school three or more times a mon.
I hope this is understandable. Due to circumstances, beyond my control, I am E-X-hausted—but thank God—not F-A-Tigued—yet anyway. I keep cheering on this aging body of mine.
Sarah, if your students are running out of space on the school server, talk to the tech person, explain what the students are doing and request more space for them. Our students who take PLTW and some of the computer courses are automatically given more space and I have found that if a teacher has a reasonable request/reason for the student to have more space, it is available.
I agree with Roxanne - this has been great and I look forward to next week. Even after teaching AP for a few years, I am finding the majority of the suggestions given will be very beneficial to me and my students in all my art classes.
For some reason, my response has disappeared!!!! What have my hands done that my brain doesn't know about??? Brandt, some of my students do get their own materials, like good canvases. Budgets only go so far, and I try to stress this with my students. I understand some schools charge an art supply fee. Mary Catherine and Robert: I certainly like your suggestion of letters to parents; I do send home a copy of the AP Syllabus. Our school grading reports go out every 2 and 1/2 weeks. DO parents see them?? I asked my students to bring their progress reports back signed. They get a little reward, like candy, a bathroom pass (like a ticket) etc. Josh, I certainly agree with you about due dates. Last year I tried something different. My students in the upper classes received a blank calendar. Students were given their assignments at the beginning of the new 4 and 1/2 weeks. Each student wrote down their own finish date. I passed them out ever so often. This year they will stay in their personal portfolios (file folders) and will be due the day that grading period ends, if not A FEW DAYS earlier. Those who worked slowly did speed up a little. Others took theirs home to complete, providing I knew they had worked in class. I agree with all who said students need summer assignments. Suzanne, I like the generic APHonors form for the parents, Jim, my AP and Art Focus students keep a journal (from year to year), a small composition notebook, 8x10" I think. They have to write about their idea (inspiration), the in process, and the finished project. This might help student who forget. I take them up at the end of the year. The electronic information sounds wonderful, I'm still trying to learn our new grading program. Everyone has had wonderful ideas. Thanks for sharing.
30 comments:
I think it is critical that the syllabus mention that the students are responsible for getting some of the materials themselves. Because each student goes in their own direction, having all of the necessary materials may not be possible. At this level, students should be investing in their art and providing everything for them may actually be detrimental. For this reason, I added a statement and a relatively heavy suggested materials list. Of course, I'm human about it and try to give the needy kids alternatives.
I agree with you Brandt they should know what supplies they should be responsible to have.
Also I believe the students should know that they have clean up rules that must be part of their daily chores in the art room. Cleaning brushes properly, taking care of their spot so to speak. Keeping up with their artwork is their responsibility. For some reason because I am the teacher, students and parents believe if a piece is missing I must be responsible. However at this level they should be able to keep a portfolio and keep their artwork where they can find it. (ok sorry I am rambling and will stop now.)
I include a letter to the parents that breaks down the requirements, responsibilities, and time management required for the class. It states the amount of hours the students should be spending on their artwork at home, and "decodes" what their grades mean at each interim. For example, I state that if a student is making a C or a D at interim they are not meeting deadlines or producing satisfactory work. At the end of the letter, I have both the student and the parent sign a contract that states they understand everything listed in the letter and the syllabus.
Brant- Thank you for reminding me of this. In the entrepreneurship classes that I have taken, it is stressed that students should always have to provide something for a project to give them a greater sense of ownership. I we are talking about art, but the concept is the same. I have noticed that students are much more proud of artwork when they have provide some of the materials.
To comment on what Brandt and Roxanne suggested about having students be responsible for their some of their own materials, I also think it is important to teach students how to access "found" materials in their work. I know when I was in high school and even college, I was often waaaay too broke to purchase some of the materials. When I had the opportunity, I would use found items such as scrap wood instead of bought wood or canvas. I even once made my own paints from berries, tea, coffee, etc. I must have been really hard-up that week!
It would be wonderful if the syllabus could be electronic. That way you could include web links and maybe even a link to a powerpoint of visual suggestions/ideas. Even if it cannot be submitted to the college board in this format, it might be nice for the students to have.
I also agree with Mary Catherine that a parent letter should be included. I think that at this stage parents sometimes think they will be unable to assist their child. Giving specific details to the parents will hopefully make them feel as if they have a stake in their child's progress.
I don't know yet...i was thinking classroom grading methods should be set out. I really like the idea of a parent letter. More questions than answers here from me, I'm afraid. How often do your students have to turn in a work? Do you have them work over the summer? Work on both breadth and concentration that final semester?
I have witnessed some laxity in clean-up by the advanced students, so Roxanne's comment makes sense to me.
I feel that the portfolio requirements are most important because it lets them and their parents know straight up what goes into creating a successful portfolio. Also, it lets them see that there is to it than just doing a few drawings or whatever.
Mrs. Workman, I think that having the syllabus be electronic is a good idea. It makes everything a little easier to access. Maybe that's coming soon
To comment on Amy's remarks about the syllabus being electronic...The other art teacher at my school, which has the luxury of teaching AP, puts her syllabus on her school website and I believe she links presentations and websites to it. If one of her AP students has a question she meks them look it up on the website.
I think that it is imperative for the syllabus to include a schedule of due dates, I know that this schedule will be different for each student depending on the project but it will give each student an idea of what they have due and when. Responsibilities of the student should also be included as far as what is expected of them in class. A materials list needs to be added somewhere so the students know what they need to acquire for the class. This needs to be just a basic list and the student will have to add more project specific items as the year moves forward. I think that it is important for the students to provide thier own materials not only so they will have a sense of ownership of the finished piece but so they will take care of the materials. If the student is buying their own materials they are going to be more likely to take care of tehm than if the school provided. I jsut noticed the last statement in Brandt's post and I agree that for the less fortunate accommodations can be made.
I feel that it is critical to encourage students to work during the summer prior to the AP class. By coming to the class with an array of designs and/or concepts, this may help to alleviate some of the students tensions of coming up with project ideas for their concentrations or for imagery to include in breadth assignments. I feel a list of sketching assignments should be included in the syllabus and students should be aware that they must enter the AP year with a set amount of fresh ideas, as represented through their sketchbooks.
I agree with Mary Catherine about the addition of a parent letter in the syllabus. I find that parental support is crucial for the success of AP students. If parents are informed of the expectations of the instructor and the demands of the course, they can help to keep their child on top of their course work or will be more able to support you, as the teacher, when speaking with them via phone or email.
I feel my syallbus needs attachments, which state when projects are due. Some students can get really far behind and others breeze through projects.
I need a summer assignment, any suggestions would be appreciated.
I also think an AP student needs to purchase a portfolio, similar to the one we received in class.
I have not specifically stated that students be responsible for their supplies. There are times when students get their own supplies.
Also, the letter to the parent is an essential part of AP. I will do that from now on.
I can't say much for the electronic world. I'm not very good in it.
Like the others, I believe the syllabus should clearly define the students responsibilities and the requirements for the class, this should include that the requirements to pass the class is not only preparing the portfolio. I have had students ( and parents) think that simply because the student submits a portfolio that they should get an A for the class.
Our school has students and parents sign a generic AP /Honors form during class registration in the spring that states that they understand that they are taking courses that are more on line with a college course and in order to do well they are required to complete summer assignments and the course overall will be more rigorious that other high school courses.
I like Mary Catherine's idea of a letter that specifically spells out requirements and decodes and helps everyone understand that grade they are receiving - that is not simply just about the end result of an art project - but also the process.
To all those who mentioned about the syllabus being electronic: it sure would save a few trees since every time a work on my syllabus (all anyone of my classes) becomes longer and longer. I have been trying this for a few years with all my classes and posting due dates and rubrics for various projects. It's starting to catch on a little more each year with both students and teachers. Many of our science and social studies teachers do a lot of their assignments on line through their web sites and have really good results.
I also think that summer assignments...or in some cases fall assignments should be included in the syllabus. My general response to student work completed on their own time has been yuck! Any suggestions on how to keep the quality and craftsmanship at the AP level when students are working completely on their own?
As for summer student assignments, I think it might help to be very specific with reminders of things students should pay attention to. (be sure to fill the whole page, concentrate on one or two of the elements and principles, use an unusual angle...etc.) because it is easy for a student to focus on details and forget the whole picture.
Can they email you with questions or photos of their work?
I am going to add some aspect of process documentation to mine. I am thinking that it will go into the section on critiques. It seems as though every time a student returns to my class, that they have forgotten how they made what they had made the year before. Not only is this annoying, but it also seems to be a diservice ot the student. Maybe by photographing in-progress work and showing how it evolves, the students will be more involved in their own artistic process.
And as far as many of the other folks have said, summer projects are a must have for the Syllabus. This can make or break your program. As soon as parents are aware of the student's needs in a particular class, they step up and push the student as well.
Brandt and Amy I posted my syllabus today on my school website. What a great way to have it there for all to see. Parents, other teachers and most important the students.
http://www.spa3.k12.sc.us/Broome/teachers/clemons/
Clemons.htm
you may have to copy and paste, just click on AP when you get to the home page
I feel that students need to know what is expected not only from a portfolio aspect, but from housekeeping and organizational areas to help ease frustrations. Isn't it so nice to be able to easily find the materials needed to work since we are on such a tight time frame during class?
STUDENT RESPONSIBILITIES:
+ Art Supply Purchase/Maintenance
+ Daily Clean up
+ Reflection Journal Writing
+ Calendar Checklist visited often
+ Take phots to document progress
+ Amy's idea to create an electronic syllabus is wonderful! I am going to try to be more technology driven this coming school year. It's out there, why not use it! I just need to learn how to do some things!!!
+ The detailed Parent letter suggested by Mary Catherine is the perfect source of info for the parent and student. Mary, you must have been an AP teacher for a while! You have the best management and class organizational skills.
+ Roxanne and Ellen, You are right. Clean up is a must in order to for students to stay focused and have good working tools.
THANK YOU EVERYONE FOR ALL THE FABULOUS IDEAS AND HELPFUL HINTS. I FEEL MUCH MORE PREPARED FOR THE UPCOMING YEAR WITH MY NEW AP STUDIO ART EXPERIENCE THAN I DID WHEN I FIRST ENTERED THIS COURSE! ALL OF YOU ARE GREAT!
These are some of the things that I am including in my syllabus:
1. A grading rubric
2. Infomation on how to participate in a critique
3. Text and resources and a suggested list of books that they are encouraged to purchase
4. Sketchbook/workbook (to emphasis art as an owngoing process)
Having students take their own pictures is a great idea.
I also agree with Brandt and think that they should have to purchase/collect materials. Workman, you are so right about the cost of purchasing materials in college. The cost of that was a real shock to me. This wil give them a little taste of having to procure their own supplies and also allows them to make some decisions in regards to media/materials.
To comment on Josh's post, having a schedule of deadlines is a good idea. To make it even better, I could make it a calendar and add local art events such as Winthrop lectures and shows, local museum shows, gallery craws, school shows, etc...
This group has fantastic comments.
It is good to be able to have so many minds working together to make it work.
In the area of documentation: I like to have the students make a PowerPoint to keep each year. If the network cannot hold it then we burn a CD for the student and one for me with more than one student’s portfolio on it due to cost. It takes up less space if the students are in the computer lab looking at their work and seeing how it has grown, where they have been, where they want to be heading, and where their artwork is taking them. It also makes it easier for individual students to have a one on one at the same time in the classroom.
It is an idea that I have not been able to execute except at a v-e-r-y basic level in Art I.
I am going to include this comment.
Several educators’ comments to include require students to document the process and finished product for the work. Hmmm….a process e-folio for a unit or grouping. The limit of the students stuff on the network can be a problem at schools.
This comment makes me think I do not understand something about the AP process so I ask:
Are the student’s portfolio reviewed?
If so then can electronic portfolio or e-folio’s be reviewed?
Alternatively, is it that a number of colleges and universities want to see the portfolios in paper and digital forms?
Hmm.
The top ideas I am going to try to incorporate are:
Brant's suggestion with other educators additions of having students, who can afford it, getting materials for reasons of accountability, commitment to the program, artistic freedom, reality check, appreciation of materials provided, maintaining a higher quality art supply (for people tend to take care of their supplies better)
Roxanne's states the need for including clean-up procedures. Although, I tend to mention in my art overview that clean-up procedures exist that they are to follow so it allows for me to make changes as needed.
Mary Catherines’ suggestion to include a parent letter with signature sheet of commitment to the program and student's contract and commitment to the contents of the syllabus and course to increase accountability.
Ellen and others agree it is necessary for students to complete summer assignments—with a requirement to get reviews every week or two weeks. Otherwise, students could come in person during summer office hours with their work OR post it and receive a phone call during an appointed time OR simply photo post and blog OR hold studio time at the school three or more times a mon.
I hope this is understandable. Due to circumstances, beyond my control, I am E-X-hausted—but thank God—not F-A-Tigued—yet anyway. I keep cheering on this aging body of mine.
Everyone's suggestions are just icing on the cake for me. I am feeling so excited for the coming school year with anticipation.
This class has been such a good thing for me, I have so many new ideas to think about and use.
Thanks to everyone!
Sarah, if your students are running out of space on the school server, talk to the tech person, explain what the students are doing and request more space for them. Our students who take PLTW and some of the computer courses are automatically given more space and I have found that if a teacher has a reasonable request/reason for the student to have more space, it is available.
I agree with Roxanne - this has been great and I look forward to next week. Even after teaching AP for a few years, I am finding the majority of the suggestions given will be very beneficial to me and my students in all my art classes.
Thank you, Roxanne. I hope all of you have a great weekend.
For some reason, my response has disappeared!!!! What have my hands done that my brain doesn't know about???
Brandt, some of my students do get their own materials, like good canvases. Budgets only go so far, and I try to stress this with my students. I understand some schools charge an art supply fee.
Mary Catherine and Robert: I certainly like your suggestion of letters to parents; I do send home a copy of the AP Syllabus.
Our school grading reports go out every 2 and 1/2 weeks. DO parents see them?? I asked my students to bring their progress reports back signed. They get a little reward, like candy, a bathroom pass (like a ticket) etc.
Josh, I certainly agree with you about due dates. Last year I tried something different. My students in the upper classes received a blank calendar. Students were given their assignments at the beginning of the new 4 and 1/2 weeks. Each student wrote down their own finish date. I passed them out ever so often. This year they will stay in their personal portfolios (file folders) and will be due the day that grading period ends, if not A FEW DAYS earlier. Those who worked slowly did speed up a little. Others took theirs home to complete, providing I knew they had worked in class.
I agree with all who said students need summer assignments.
Suzanne, I like the generic APHonors form for the parents,
Jim, my AP and Art Focus students keep a journal (from year to year),
a small composition notebook,
8x10" I think. They have to write about their idea (inspiration), the in process, and the finished project. This might help student who forget. I take them up at the end of the year.
The electronic information sounds wonderful, I'm still trying to learn our new grading program.
Everyone has had wonderful ideas. Thanks for sharing.
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