This week's readings covered a wide range of topics. Some topics, such as teaching large classes, distance education, and using feedback from students were very relevant to myself and my future teaching career. Other topics, such as instruction of labs were interesting because I took 4 lab classes when I was a pharmacy major, but probably not something I will be teaching in the future.

Things I found helpful this week:
Discussion-

• The topic of discussion was once again suggested, but this time more connected to large classrooms with McKeachie reiterating on page 255 what he also talked about in chapter 16 that students learn better with discussion rather than straight lecture. I like that research and experienced teachers confirm that discussion is possible in large classes. McKeachie shares that any activity done in large classes needs to be very organized and there is not a lot of room for spontaneous discussion or activities. I think this is good advice because of how much confusion can come from unclear directions in even a small class.


• Discussion in all fields of study is important. Great ideas, further clarification, and examples can come from discussion. The field of communication embraces discussion, even in large classes. When I took Intercultural Communication and Human Communication, the classes had over 50 students. The teachers always asked questions of the entire class and created a conversational atmosphere.


• Something from the discussion section that I will incorporate if I have a large class and possibly even in my class of 22 students is the "fishbowl" method of discussion that is described by McKeachie on page 257. The description of choosing a few students to sit in an inner circle and discuss questions with me and other "fish" with the rest of the class observing and taking notes on what is being said reminded me a lot of the mock focus group I participated in. I think this is just a great idea that I have never thought of. I think I could implement this in my class without the students even knowing it since there are a few distinct students that regularly discuss. I would have all of the students write a short minute paper about what was said and what they would have said differently. This gives them the chance to share their ideas captively without the fear of speaking out.

Online Learning-

• McKeachie describes distance education as "one of the most challenging and satisfying forms of teaching" (p. 288). New developments in technology is advancing this option of study and online learning is increasing in popularity for students. However, it may go unnoticed by students the amount of work that actually goes into planning and facilitating a course taught at a distance. Online classes need to be carefully planned and designed. The table shown on page 291 and described on page 290 would be very helpful in planning any course. By laying out the number of weeks, you can spread out the readings and assignments as to not overload the students. It is also important to let students know why the course is set up in that way. Online students are often busy, so justifying assignments, keeping discussion questions interesting and giving manageable workloads is essential.
  
• Online and distance education is growing at NDSU. This summer some of the communication majors were added as online degrees as well. I personally would not like to take an online class at this point in my education, but for some it is their only option of being able to go to school. I think that for myself I am still biased by the outdated stigma that online learning is not as good as in the classroom. I would take an online general education class but I just do not think that upper-level, major-specific classes would be as beneficial if taken online. However, online courses have been tried and successful across many fields of study.
  
• With online learning becoming more available at NDSU, I may be asked to teach a class at some point, possibly during a summer semester. I would like to try this because I am not a huge fan of lecturing in front of the class yet, but am a very effective communicator through e-mail and am very organized. Being organized would be a key skill because I would have to keep a very organized Blackboard site and keep student work organized and accounted for. I would incorporate the many tips McKeachie suggested such as using familiar, concrete, simple, everyday language in teaching online or any classroom. If I were to teach a course anytime soon I would check the web for even more tips and consult with others that have taught online to learn from their pitfalls and successes.

Feedback from Students-

• The last useful topic I found this week was regarding feedback from students as discussed in chapter 9 of First Day to Final Grade. Curazan and Damour preface the chapter by reminding future teachers that we need to "remember that in the same way paper grades are about the student's work, not about the student, student feedback is about the course, not about your value as a person" (p. 166). Feedback is important to make sure the students are learning effectively. Concepts and activities may make perfect sense to you, but if the students aren't getting what you intend out of it, then you need to readjust. I think feedback should be solicited early and often. You want to make changes right away and at midsemester so that the remainder of the course is not a loss. I find this information helpful as a teacher because it reinforces what I value as a student as well. I value that teachers care enough about the class that they take the time and will assess the assignments and other aspects of the class to enhance the learning.
  
• I think any field of study can benefit from student feedback. Each class that you teach is going to have be different. The students are unique and together form a distinct climate that may learn better in different ways. Many teachers have used this feedback and gotten rid of assignments, added new ones, or changed different aspects so that the students used them more effectively. This can be argued that some of the hard sciences can't necessarily readjust their assignments or drop tests, but I think the instructors could greatly benefit from knowing how their teaching is. I had a chemistry professor that went the entire semester just reading his PowerPoints word for word. I do not learn that way. I could have stayed in my dorm and read the PowerPoints and got the same information. I was never given the option to voice my opinion about this until the end of the semester, and most classmates felt the same way. However, I don't think the chemistry department takes the student ratings of instruction as serious as other departments because I had the teacher again for my next chemistry class and it was taught the exact same way with more difficult concepts.
  
• Student feedback is very important in the department and our assistantships depend on end of semester feedback. This was actually reiterated on Monday during our COMM 110 seminar class. At the end of the semester we are not looking for feedback that says we are the nicest teacher they have ever had, but feed back that says we were a fair but tough grader, the students learned a lot, and that they lessened their fear of public speaking. I have and will continue to seek student feedback throughout the semester. I am looking for ways of soliciting better feedback that I can actually use. The last time I asked for feedback, many responses said "less quizzes." I thought that was funny because I had only given one quiz so far, so that feedback was not that helpful unless next time I specify to write why the students feel they do not need quizzes and what would be a better alternative. A doctoral student suggested for quick feedback to have students take a post-it note and write something they like and something they do not like in the class and then stick it on the door as they leave the classroom. This technique might not solicit the most constructive feedback, but the students actually wrote things because they for some reason enjoyed writing on the colorful paper and getting to stick it to the door anonymously.

Online Teaching Tips

This site gives quite a few tips regarding different areas of teaching, especially online teaching. I especially found the checklist for structuring an online course to be beneficial if I one day teach an online course. It lists many items you should include on your syllabus or online document listing for helpful links that I would not have even thought of.

On this site I found even more direction and definition of the Fishbowl Discussion technique.


This article looked at whether student evaluations differed if they were online compared to those done by pencil and paper. The result of the study was that online evaluations resulted in students giving more formative feedback and writing more comments. Other varied results of the study may encourage or discourage a teacher from using online evaluations.

Active Learning

Looking back to last week's readings and wondering how in the world I will be able to give students responsibility in my classroom without losing all control has been eased by suggestions given in this week's readings. The following are some ideas I have gotten from these readings to incorporate active learning in my classroom. At this time in my teaching experience I know that lecturing is not one of my strongest skills as a teacher, so activities will help students apply the information and make sense of the information I present to them.

In the course that I am designing, a 300 level health communication class, I would like to have the following activities enhance learning in my classroom:

• A high stakes writing assignment will be due at some point in the semester. I will either make it a midterm type assignment or have it due towards the end of the semester. Regardless of which date I make this assignment due, I want to make sure I would have enough time to correct and return the papers to the students. My pet peeve as an undergrad was putting so much time into final assignments and never seeing any feedback. As Learner Centered Teaching and McKeachie (p. 197) suggest, I will let the students choose topics to write about that interest them. The main focus of the assignment will be to choose some communication phenomena that is present in the media and analyze the impact of the media. In this high stakes writing assignment, students will be able to demonstrate how much they have learned and understand by applying course theory and an analysis method. I will pay careful attentention to grammar, structure, and the level of application of theory and analysis. As McKeachie suggests on page 198, giving the students an assignment sheet detailing exactly what is expected of them will be very beneficial. I will make one of these for this assignment giving further detail of what should be included and what I am evaluating based on. Low stakes writing assignments can also be given throughout the semester with this high stakes assignment by having students turn in multiple drafts or having pair and share days to get feedback along the way. This will also keep students on track so they do not leave the entire assignment until right before it is due. McKeachie describes this best on page 199 and reminded me immediately of my undergraduate theory class. If I correct the students' drafts by spending time early on to give feedback, I will hopefully ensure an even better final paper because the writing will improve. In my theory class, we had one major paper. The paper was due in different sections that my teacher would correct and give a grade that had less of an impact than the final paper itself. If students chose not to turn the draft in, they lost out on those points and the invaluable feedback. When it was time to turn the final draft of the entire paper put together, I was very proud of my work, and the teacher barely had to spend any time grading because she had already gone through each section once.
• Another assignment I will encorporate into my class reflects McKeachie's findings that "teaching results in better learning than being taught" (p. 215). I would like to incorporate the "learning cell" approach to encourage reading of the textbook. This 300 level health communication class will more than likely be the first class students will have regarding health communication specifically, so getting the main theories, definitions, and general information regarding interaction, media, culture etc. will be vital for other classes and professional careers. I would like to have students write any questions they have while doing the readings and spend the beginning of each class addressing these questions in pairs. Students can ask each other for further clarification. If at the end of the designated time questions are not answered, I would open it up to the entire class for someone to share their knowledge. Finally, I would address or give additional information. If I did this with every reading, I would need to have this very well planned out and make sure students are on task. As McKeachie shares on page 217, students will then be more likely to speak out during discussion possibly while I am lecturing to add additional information or ideas because they have had time to clarify and confirm their findings.
• A final active learning assignment I am 100% positive that I will incorporate into my class is the use of case studies. I think case studies in health communication are one of the best ways to illustrate and demonstrate the need for health communication. I will choose case studies and have students analyze what communication is happening and whether it is effective or not. Students will be able to see where the problems are in each case study and how the communication was successful and suggest how it can be improved upon. Case studies in regard to health campaigns and patient-provider interaction are very common. There are many health communication case study texts, but I think I would use "Health Communication in Practice: A Case Study Approach" edited by Eileen Berlin Ray. As McKeachie suggests to do while teaching with case studies (p. 225), I would try to stay back and let the students lead the discussion and report their findings. Perhaps partnering students up after they form initial thoughts about the cases will spark more discussion to contribute to the whole class. I will be there to further probe and promote deeper analysis and clarification. Looking at these case studies will give students more experience with what happens in health communication before entering real settings as professionals themselves. They can learn what went wrong in health campaigns or how to better interact with patients and other providers to prevent or enahnce the situations in the case studies.

As we discussed in class on October 15th, Learner Centered Teaching is sometimes the easy way out for teachers to lecture for 20 minutes and then depend on an activity to fill the rest of the class. I think when this is the case the activities are not well planned out and become busy work for the students. I have learned this is the case in my COMM 110 class. I have a great idea for an activity but the students either are not into it, the activity ends quicker than expected, or is unclear so the students start to become off task. As I have observed from my own teaching and watching the teaching demonstrations in class, there are many aspects that must be considered for an activity to be successful. First, the instructor should know exactly how the activity should go, how long it will take to complete and fully debrief, and have outcomes and examples ready to share. The activity must have clear directions. There is always at least one student that will not understand and then veer off task while they are supposed to be working, possibly taking their whole group with them. We also talked earlier in the semester about telling students why they are doing an activity and why it is not just busy work. Letting them know how the activity will help them learn the material before and after the activity is beneficial. I also have found that walking around the class early in the activity is beneficial. In my COMM 110 class I did not do this for one of the first activities I assigned. The students were looking at sentences on a worksheet I had printed for them. When I finally made my way to a group in the back it turns out I had given them the last page of my lesson plan notes instead of the worksheet, so those students were completely lost. Proper debriefing of an activity is also a good way to enhance understanding. Students sometimes do not have that "aha moment" while doing the activity, but afterwards create those connections of understanding with further explanation or examples. Planning out the amount of time will also help with this because you want to have sufficient time to wrap the activity up and transition into what comes next.

Grading Writing
This website gives more tips for grading and giving feedback. At the bottom, there is a section about using grading rubrics or grids. You can click on the plus signs to expand the information. McKeachie suggests the use of a grading grid to make grading easier and consistent on page 199, but I was still unclear about what exactly this all entailed, so this site helped clarify a bit more.
Peer Review Tips
These are a few more tips regarding peer review and what the reviewer should think and ask themselves while reviewing.

Learner-Centered Teaching

The first day of class when I answered what I thought learner-centered teaching was on the pre-test I was not sure exactly what it was. I thought it had something to do with teaching in a way that reaches all of the students in the class. By "all the students in the class" I meant based on the idea that all students learn differently. A few weeks ago I was thinking about that pre-test and if we would address what exactly learner-centered teaching was. This week's readings provided me with a pretty good understanding and some ideas on how to incorporate this approach into my own teaching.

Learner-centered teaching (LCT)
Based on readings by McKeachie in his Teaching Tips text and the Learner-Centered Teaching excerpt, I think LCT is about power balance and motivations for learning shared between the teacher and students. As the Learner-Centered Teaching excerpt concluded in the very beginning, today's students are not self-motivated or very confident. So, it is up to the teachers to teach in a way that motivates the students to learn. Knowing the motivational theories McKeachie discussed can change the way one teaches a great deal. I think each motivational theory can be applied to any classroom with diverse students. Within my first week of teaching I noticed that some students are motivated by different things when some students always questioned if they should be taking notes or if specific bits of information would be on the test. I also had some students that didn't take any notes but were very engaged in discussion or the activities we did. Now knowing that these are known as extrinsic and intrinsic motivations respectively, I can tell which students are here just for the grade and which are genuinely interested.
As McKeachie suggests, giving students a sense of autonomy, or letting them be in charge of what is happening in the class in regard to due dates, topic selection etc. is sharing the power of teaching with them. This power will help motivate them to do the work and learn because they made a decision about it. When the student gets a bad grade, they then are more likely to blame themselves because they chose the topic. If students feel they played a part in shaping the course, they will be more engaged and eager to learn, according to the Learner-Centered Teaching excerpt.
An example of learner-centered teaching in regards to my definition above could be:
A classroom with many students that learn better by application and visual representation of the material. If I were to practice learner-centered teaching, I would early in the course ask the students how they could best show their understanding. Many students would add a project or presentation instead of only three exams. I would then allow the students the power to eliminate a test and add in a project that they are allowed to choose their own topic and they would be motivated to learn because they had some power in choosing a major assignment.

Incorporating Learner-Centered Teaching
While I do believe it is important to accommodate all students in the classroom, I do not think it is OK to compromise the teacher's sense of power and control in the class. Giving students some control will make the teacher seem more human and open to change, which can be comforting as a student. There is no reason why students should go to class fearing their teacher's power like I did in some of my undergrad classes. I think LCT can be more easily incorporated into fields such as communication, psychology, sociology, and the like because there are more options on how to learn the material. I think letting students choose assignments or projects is more practical to show their understanding compared to classes such as biology or chemistry as the Learner Centered Teaching article suggested on page 45 that some classes will always remain in full control of the professor. I would not want future doctors or pharmacists deciding they didn't need to be tested over a chapter of human anatomy and physiology! However, I will try to incorporate the following suggestions McKeachie offered:

• Giving motivational feedback and suggestions for improvement on extrinsic rewards (graded assignments). Giving feedback will motivate students by seeing what they did well and how they can improve. It can be disheartening to get something back that you worked very hard on with only a grade and no justification for that grade.
• Showing my motivation for assignments - by telling the students what my motivations are behind giving an assignment will leave them less likely to think I gave it just as busy work. When the students know what they are supposed to get out of an assignment, they may be more motivated to give it their best attempt and be able to remember and apply the information. Also, if I am excited about an assignment, the students may also feel this way.
• Give feedback often to promote mastery through revision - This is something I want to incorporate immediately. My students seem to be missing points on the same things over and over again. To overcome this, I will start having students do peer reviews or perhaps I can take a look at rough drafts to catch these mistakes students might not even know they are making. If you do not bring attention through revision, some students will just keep making the same mistakes over and over. I think I am doing a good job of looking at the students' work, but they have not taken the corrections into account because I have not emphasized them to take advantage of my feedback yet.
• I will definitely try in most situations to let students choose their own topics. I cannot think of a time when I was given a topic to research or do a project on that I enjoyed completely. The freedom to choose something that interests you is always motivating and keeps you wanting to work on your project. For most projects, you spend a lot of time getting to know your topic so if a student does not like it, they may be less likely to put the time and effort into it. I think in the end if a student receives negative feedback, they then are more likely to attribute it to themselves for choosing a tricky topic rather than the teacher being poor or having other motives for giving a bad grade.
• Lastly, I would like to just be a good teacher, as McKeachie suggests. Being a good teacher will make students want to come to class and engage. Matching learning styles was suggested in the chapter regarding culturally diverse students, but I think that applies for all students. Being concrete, conversational and accessible to the students will allow me to give some of my power to the students in a way that I still have control.

Things I will NOT be incorporating:

• While I stated above, I do think it is important to let students make some decisions regarding the class, I don't think I would let students choose the textbook in the class. The text should be chosen long before the class begins. The only sharing of power in textbook selection that I can think of is previewing a few texts for feedback with current students that will be used in the upcoming semester with new students. Ultimately, I believe that the power of deciding what content the students learn in the classroom (as discussed in the Learner-Centered Teaching excerpt) should be left up to the teacher.
• I would never leave the syllabus up to the students to help me with in the way suggested in the readings. In class we are learning how much time goes into make a syllabus and how important objectives and policies are. Teachers have a credibility to hold up and not having a completed syllabus would annoy me as a student. I would be grateful for being able to give input, but I think the teacher should know what they want to teach and what the students are responsible for learning. Having students decide course objectives, assignments, and due dates is giving away too much power. A syllabus is created as a contract for learning. A syllabus can always be eased up on as the semester goes on, but in the beginning must be concrete. If the syllabus is too vague as student input could result in, students will say they had alternative meanings when they created it and try to find holes in the policies to slip through with their excuses.

I think the text has given me a good idea of what learner-centered teaching is and how I would and would not incorporate this strategy into my teaching. I think ultimately, time and experience in diverse classrooms will give me even more ideas of what works and does not work when allocating power to students and helping each of them individually achieve in a diverse class.

More Motivating Students Tips
These tips are taken from Barbara Gross Davis' 1993 book, Tools for Teaching.

Are We Giving Students Too Much Power Over Teachers
This article addresses grade inflation, parent responsibility, and the impact of giving students power in the classroom.

Entry 6

This week's readings came at the perfect time. It is the week I will be giving and grading my first exam and about the time in the semester when students seem to have become comfortable with their teachers and classmates. This comfort level in my class is seeming to make students start questioning what I say more, and more and chatting while I am trying to teach, or seeing the classic aggressive, challenging, and antagonistic side of students.
Today, I will discuss 4 of the most useful tips and topics from the readings I can apply to the field of communication and incorporate into my teaching.

Plagiarism

• First Day to Final Grade suggests to combat plagiarism early in the semester by clearly outlining personal and university policies in the syllabus and verbally to the class. It is also suggested to allow students the benefit of the doubt in regards to plagiarism and invite the student to meet with you to discuss their work. Ask the student to talk a little bit about their paper or sources they used. If they can discuss their work knowledgeably, the work may be authentic. First Day to Final Grade also states that teachers will miss a certain percentage of plagiarism and you have to accept that. Signs of plagiarism suggested include looking for work that does not fit the criteria of the assignment, work that is not the usual tone or degree of work a student normally produces, and Googling phrases or sources to find the original work.
• In the field of communication, many assignments are written assignments. Students may feel the urge to plagiarize when they do not have sufficient time to complete assignments or do not give credit where credit is due. These tips can easily be incorporated by checking sources or full electronic copies of assignments online in data banks of papers.
• Personally, I have no tolerance for plagiarism. I do not want my peers to do it and especially students I am teaching. I agree with the text in having students ask me for citation questions. I will do my best to help, and if they do not seek help, I would rather a student cite something incorrectly, but at least make an effort to cite and show the information is not theirs rather than me thinking they used it hoping I would not catch on. Two weeks ago my mentor observed me teaching and sat in the back of the room with what she liked to call the "bummer club" and I will also refer to them as later in the post. One of the students said he was going to get another university's speech textbook and take an example speech from it and I would never know the difference. Of course my mentor told me he said this, so I pulled him aside after class and asked him about it. I was also extra critical of his sources and speech to prove to him how serious I was. For the upcoming speech my students will be giving, they need to have five sources in a 4-6 minute speech. I will have them turn in electronic copies that I can maybe experiment with the Blackboard SafeAssign software. I will also continue to show my seriousness for plagiarism on the first day of each semester when going over the syllabus.

Antagonistic and Challenging Students

• In chapter 14, McKeachie talks about dealing with problematic students, as does First Day to Final Grade in chapter 7. I like both of their suggestions of making instances where students talk out of turn or challenge ideas and concepts the teacher says into teaching moments. Page 173 in McKeachie's text suggests to probe these students even more and give more examples and information. This reminded me of when I was observing Dr. Raile and a student interrupted so Dr. Raile simply gave even more examples, which then made the student settle down. I agree with the text that students who challenge usually have a genuine interest in the topic or think they have relevant prior knowledge or experience.
• Discussion and concept understanding is a big part of communication classes. A lot of theories are difficult to understand, so multiple examples are often given to accommodate to different students' understanding. When students try to give their own examples, it is important for the teacher to correct them if they are wrong so the entire class does not have this example as correct. While discussion is important in this field also, side conversations and students being antagonistic and talking while the teacher is trying to teach should not be tolerated.
• I have recently began to notice these tendencies in my public speaking classes. My antagonistic students are usually the ones that start discussion, which I am grateful for like the book suggests, but sometimes they continue to talk and be disruptive. The "bummer club" likes to talk through class now. I think this is because they are used to the class. I will implement previously said ideas by having them talk to the class about what they are talking about, or standing in silence at the front of the room and wait for them to notice. Demanding the attention of rude students is not a bad thing.

Exams and cheating

• First Day to Final Grade's readings were helpful this week because I will giving my first exam and I didn't really know what to do during the time the students were taking the test. The text suggests from page 131 about proctoring exams to minimize cheating:

-have students move their desks apart
-have students sit every other seat
-make students put all papers, books, and cell phones into their bags and close them
- walk around the room during the exam period, and if you are sitting in the front,
look up often
-if any students are acting suspicious, watch them carefully or stand near them
-ask students wearing baseball caps to take them off or turn them backwards so
you can watch where their eyes are focused
-have two forms of the same exam with the questions in a different order

• I think these tips can be used in the field of communication or any field that gives exams. When students know the teacher is being watchful, they will hopefully be less likely to risk cheating.
• I will implement this in my teaching already on Friday! I was kind of wondering what to do during the exam. I planned on sitting in the front, and I'm glad the text reminded specifically to look up often. I do not think I will walk around the classroom because this is something I hated when I was a student in high school. I hated when it felt like the teacher was breathing down your neck while you were trying to concentrate. My current classroom aisles are also small, so with backpacks it would be difficult to quietly walk around without distracting the test takers. Since the desks are so close together, I may ask some students to turn their desks or protect their answers with their arms.

Lastly this week, I would like to talk about dealing with grade complaints from students

• Page 132 of First Day to Final Grade addresses student grade complaints. I learned that students that complain about their grades usually do so for the following reasons:
  -They are first year students that are not used to getting lower marks
  -Some students will contest just to see if you will buckle and change the grade
  -Students will flirt and try to intimidate a teacher into making a change
  -Complain that the assignment was too difficult
  -Claim they were graded harder than other TAs would grade
  
  I would like my philosophy on grading to be modeled after the suggestion of always being open to discussing grades, but never assuming just because a student is challenging the grade I gave them that I was wrong and immediately have to back down or change the grade. Curzan and Damour state that grades represent mastery of material, and if I do not think a student mastered the material, they earned the grade I gave them for a reason. Giving students time to think about the grade they received and the comments I gave them will also help students that are irritated at first. Giving students a time they can talk to you about grades will eliminate those that rush up after class demanding answers on the spot. Have them come to you with a paragraph of why they think they were graded in that way and why their grade should be changed. This time lapse will also give the teacher time to reflect on why they gave the marks they did.
• I think the suggestion of giving students a specific time to talk about grades can be beneficial in the field of communication or any field. Time will allow people to cool down and think logically rather than jumping to conclusions and making snap decisions when caught off guard.
• I read this and implemented it when I handed my students latest speeches back. I have had an incredibly busy week this week, so I did not want students asking me after class and catching me off guard as to why I graded them in the way I did. I have this weekend to take some personal time since all of my assignments were turned in for the week, and told them I will be glad to speak with any of them on Monday during my office hours after I have had some time to relax and reflect. I also want them to talk in my office so that other students are not around to hear their problems, or my decisions regarding them. In the future, I would also like to put a grade complaint policy into my syllabus. I think that if students are going to contest a grade, I will put the proper procedure right into my syllabus so they know the protocol of waiting a day or two, discussing in private, and doing so within a certain time frame.

As I said before, this week's readings couldn't have come at a better time. The blogs are getting easier to write because the tips are becoming more and more useful at the current time. Here are a few helpful additional readings:
More Grade Complaint Tips
This article gives some new and some of the same tips as found in the text. Grade complaints seem to be something all teachers deal with!
Proctoring Exams
This blog from 2007 gives some humorous ideas that you probably should not do while proctoring exams, but the thought of probably crossed your mind a few times...
APA Citation Help - the Owl at Purdue
Lastly, this is where I often find quick citation help. Directing students here can teach them how to correctly cite their sources in APA style. If you simply give them the answer, they will never learn. Having them search on their own will hopefully help them remember for next time. Also, citing their sources will help against accusations of plagiarism.