Hiring, promotion, and tenure activities are full of risk and potential landmines. Poor hiring decisions are not only costly, but the hiring process itself opens the institution up to litigation if everyone on the hiring committee is not trained properly.
The argument persists: teaching and research are complementary—each in some synergistic way builds on and supports the other. Standing against the argument is an impressive, ever-growing array of studies that consistently fail to show any linkage between teaching effectiveness and research productivity. Because administrators have a vested interest in faculty being able to do both well, the two sides continue to exchange arguments and accusations in a debate that has grown old, tired, and terribly nonproductive.
We want our students to learn what we have to teach them. We want them to retain it. In the best case, we want them to enjoy the work, assimilate the driving principles, and look forward to each opportunity to make their work better. We diligently gear up and learn how to use slick software that allows students easy access to a wide variety of materials.
Now that I’m one of those “senior” faculty, I hear a lot of digs about faculty who need to retire … deadwood, still standing but hopefully about to topple. The belief that the teaching effectiveness of most “seniors” declines is strong and persistent. Is it true or yet another one of those academic myths?
In “Social Dynamics of Online Learning: Pedagogical Imperatives and Practical Applications” the authors write that “Failure to address the social and relational dynamics within online courses may result in greater feelings of isolation among the distance learners, reduced levels of student satisfaction, peer academic performance, and ultimately increased attrition. … More often than not, most students wait for the professor to ‘do’ something that magically knits or binds them with others in meaningful ways.”
The first day of class is an important time. In addition to the usual housekeeping tasks that need to be accomplished, there are other critical functions of the first day of class – not the least of which involves setting the tone for the course.
Have you ever wondered if what you teach and how you teach it results in career-ready students? Have you ever wondered if your expectations for student learning outcomes match what the real world requires? In the Public Relations Studies program at Columbia College Chicago, we wondered, too. So, we set out to answer our own questions about the most basic skills professionals expect of entry-level candidates.
Before embarking on a writing assignment, I challenge my students to imagine a skeptical reader who expects them to answer five important questions. Answering these questions demands critical writing and thinking, and helps the students develop thoughtful content, efficient structure, and clear sentences.
Unless they have a real problem with how the course was run, most students fill out end-of-course evaluations so quickly there’s often very little valuable information in them. Here are two ways that Wayne Hall, psychology professor at San Jacinto College in Texas, elicits helpful feedback on his courses:
If you’re interested in approaches that encourage students to participate in class and develop their public-speaking skills, as well as techniques that help you learn student names, then my “daily experts” strategy may be of use to you.
