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Panel on Teaching Excellence

Panel on Teaching Excellence. AMCIS 2012 Doctoral Consortium, 8/9/12. Panelists and Topics. Atanu Lahiri : Starting your teaching career Andrew Hardin: Effective and efficient course delivery, higher teaching loads and flexibility Eleanor Loiacono : Online & blended learning

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Panel on Teaching Excellence

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  1. Panel on Teaching Excellence AMCIS 2012 Doctoral Consortium, 8/9/12

  2. Panelists and Topics • AtanuLahiri: Starting your teaching career • Andrew Hardin: Effective and efficient course delivery, higher teaching loads and flexibility • Eleanor Loiacono: Online & blended learning • Hope Koch: Earning high teaching evaluations

  3. AtanuLahiri, University of Washington Starting Your Teaching Career

  4. The Rookie’s Dilemma: Teaching vs. Research • What I thought: • Research needs more time; teaching doesn’t • Research first, teaching later… because the research pipeline needs to be healthy at all times • Teaching ratings don’t matter, the number of publications does • And, the truth: • Teaching is a lot of work... so budget your time wisely • The other way because, once teaching is in “autopilot,” it’s a lot easier to focus on research • Learned the hard way that this is indeed the worstassumption

  5. The Art of Teaching:Getting Off to a Good Start • Design your syllabus:think about the audience and the message • First day of class:need to envision it, need to rock • Know the material:you can’t just fake it; teach less but teach well • Work on the script:there’s no shame in rehearsing your jokes • Lecture slides:each set should have overview and summary slides, and should be structured in several sections—each with header, examples, explanations, and questions • Provide feedback:use quizzes, assignments, exams, etc. to assess whether the message is getting across; accordingly, provide students feedback • Midterm survey:conduct an anonymous survey half-way through the course (use one similar to the one the school uses at the end of the term); make adjustments and explain to students • Meet students often:meet them outside the classroom

  6. Andrew Hardin, University of Nevada Las Vegas higher teaching loads & course delivery

  7. Transitioning to a Higher Teaching Load • Hard work!! • Faculty quote • Prepare early • Getting paid! 

  8. Delivering Courses Effectively and Efficiently • Hard work!! • Templates • Synergies • Know your audience • Be flexible (caveat)

  9. Eleanor T. Loiacono, WPI Online & Blended Learning

  10. Recommendations • Organization • Syllabus—set expectations. • Course site. • Groups. • Give the why to things. • Communication • Presentations—on short side. • Weekly—reminders! • Your availability. • Keep your research in mind. • Interaction • How will you interact & when will you be available? • Create environment of students supporting students. • Use online tools and resources. • Feedback • Give it. • Ask for it. • Check-in (more than midterm feedback). Resources: http://www.wpi.edu/Academics/ATC/Collaboratory/Teaching/syllabus.html http://www.designingforlearning.info/services/writing/ecoach/tenbest.html

  11. Hope Koch, Baylor University Earning high teaching evaluations

  12. The First Class • High correlations between the first 2 hours of the first class and your evaluations • Have a full first class so students get a feel for: • Why they are taking the course • Do you care • Are you fair • Do you know the subject • Is the subject relevant to them • Who you are personally

  13. Build Rapport • Motivate them by caring about them and their success • Memorize their names and use them during class • Be positive and enthusiastic! • Connect to their lived experience and share yours

  14. Organizations & Preparations • Arrive early and stay late • Stay on the schedule outlined in the syllabus • Organize the class around a central question • Big goals with small deliverables throughout the semester • Responsiveness and dependability: grade quickly and respond to communications quickly

  15. Knowledge & Credibility • Help them connect your class to a purpose greater than earning a grade • Ground complex theories in student-oriented applications • Admit when you make a mistake • Under promise and over deliver

  16. Knowledge and Credibility I look for experience as a source of credibility from where they are teaching from. I want to be able to trust that what they say is something they know well as opposed to something they are trying to remember from a textbook. If you don’t respect your teacher your not going to respect the class, your not going to retain any information, and it just caters to a negative learning environment.

  17. “The mediocre teacher tells, the good teacher explains, the superior teacher demonstrates and the great teacher inspires.”‑‑William Arthur Ward

  18. References • Bhada, Yezdi. 2006. Considerations for Effective University Teaching. • Faranda, William T., and Irvine III Clarke. 2004. Student Observations of Outstanding Teaching: Implications for Marketing Educators. Journal of Marketing Education 26 (3):271-281. (student quotes) • Theall, Michael, and Jenniger Franklin. 1991. Effective Practices for Improving Teaching. New Directions for Teaching and Learning Winter (48):111-121.

  19. Break-out session • Starting your teaching career • Effective and efficient course delivery • Online and blended learning • Earning high teaching evaluations

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