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You want me to teach what?

You want me to teach what?. Dawn W. Massey & Joan Van Hise Fairfield University 6/5/08. Has this happened to you?. Your department decides to offer a new course You get asked to develop & teach it. But…what do you do when the course is…. …in an emerging area?. …outside your area of

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You want me to teach what?

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  1. You want me to teachwhat? Dawn W. Massey & Joan Van Hise Fairfield University 6/5/08

  2. Has this happened to you? Your department decides to offer a new course You get asked to develop & teach it

  3. But…what do you do when the course is… …in an emerging area? …outside your area of expertise/formal training?

  4. Possible answers: • Run from the room screaming and type up your resignation letter • Refuse…you’re tenured…phew! • Re-assign the class to a junior colleague D. Research!

  5. We chose D – research;and found: That our discomfort was not uncommon BUT • There was no roadmap to help us navigate our way out of the discomfort zone! 

  6. Meaning… There was no model course to follow AND We lacked formal training to develop one

  7. Now what? What would you do next?

  8. Possible answers: • Run from the room screaming and type up your resignation letter • Refuse…you’re tenured…phew! • Re-assign the class to a junior colleague D. Research - even more!

  9. We chose D – research more;Our solution: Draw on our (former) training as auditors; i.e., take a page out of the audit playbook

  10. “Exercise due care in planning, performing . . .” • Plan A: Amass “adequate technical training” • Plan B: Bring in a competent expert • to do the job

  11. Plan A: Amass adequate technical training • Read the literature • Attend conferences • Pursue a research agenda in the area

  12. Plan B: Bring in an expert to • Team teach (on a limited basis) • Review and suggest course materials • Guest lecture • Observe our teaching

  13. We’re glad we taught it because we… • Overcame our discomfort zone • Identified appropriate active learning techniques • Expanded our circle of colleagues – across the globe and across the university BUT • It took a lot of time

  14. Students were glad we taught it because … • “The reflections…were essential in tying it all together” • “Discussion between class members was excellent” • “Opened my eyes to aspects of the profession I had not normally looked at”

  15. We think other faculty were glad we taught it because … • We were invited to present our course at a national conference dedicated to accounting education • Faculty at other schools seek our syllabus to serve as a model course for them to use

  16. Take - aways • Integration: teaching with colleagues from other areas can be a very positive experience • Learning: Don’t be afraid to take on new preps, even if outside your comfort zone - they promote personal growth • Community: when you integrate your teaching and learning with others outside your comfort zone, you enlarge your community

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