Many of my female faculty colleagues probably experienced being addressed as Mrs. or Ms. at least once every semester and not just by incoming freshmen. Or they read comments about shoes in their end-of-semester evaluations. But are those isolated incidents or does gender matter in how students perceive the knowledge and expertise of an instructor? Do they see differences in pedagogies? Types of course work that male and female faculty assign? Do students find female instructors more relatable? Do they themselves behave differently in the classrooms of male and female instructors? Last academic year, I finally got a chance to collect data on several of these research questions as part of our Teaching Scholars Program. Continue reading
I know we are only a few days into the Summer 1 term, but I can already tell that the changes I made to my online course as a result of my participation in the Advanced Online Teaching Fellows program back in January have drastically changed the way I view online teaching. Continue reading
The Wisconsin Women in Higher Education Leadership group, hosted by Dean Sue Mattison, met on campus recently to discuss the book Quiet: The Power of Introverts in a World That Can’t Stop Talking by Susan Cain. Continue reading
I was given the opportunity to attend and participate in the Baccalaureate Program Directors (BPD) Conference in Louisville, KY in March 2014 under the auspices of a teaching enhancement grant. My goal was to learn innovative strategies that could be implemented in the general education course I teach (American Social Welfare, soon to be called Foundation of Social Policy) both in the face-to-face offering and in the development of an on-line version of the course to be taught in summer. Continue reading
One “assignment” in the Teaching Scholars program is to conduct a formative peer observation with a Teaching Scholar colleague. My initial reaction to this process was one of insecurity, i.e., questioning my own teaching style and concern over selecting the “right” class session to be observed. I was determined to select a class session with significant theoretical content, with an obvious beginning and end to allow for a complete assessment, and a session that was presented primarily by me (versus the students). That plan put me in a quandary. Continue reading
By the time you are standing in front of a classroom of students, ready to teach for the first time, you have probably spent at least 20 years on the other side of the lectern. You have sat through years of wonderful, inspired teaching, and probably an equal amount of less than exhilarating lectures. You have taken hundreds of tests, submitted literally tons of homework and skipped months of classes. You stand there with the benefit of an ‘Apprenticeship of Observation’ having become an expert in teaching through exposure.
Did you feel as prepared the first time you taught an online class?
As a part of my responsibilities as Faculty Consultant for CATL, I was required to observe and conduct a peer evaluation of our new faculty members. Truly this was the best experience of this position! For the uninitiated, the instructor fills out a detailed pre-observation form detailing class objectives and the activities to attain those objectives. Space for the goals of the course as well as current concerns is also provided. Continue reading
When I was first starting out as a professor students would ask me questions I just found ridiculous. Like, did they need to take a particular art history course. I thought, geez, take what the catalogue tells you to take! I didn’t always comprehend that a major or minor could have options, there could be confusion, and that the students themselves maybe didn’t know who else to ask those questions of. No, I thought, as the professor, their questions for me should be strictly limited to class content! Everything else was, “See your advisor.” And the advisor was never going to be me. Continue reading
Veterans are often labeled “Heroes” for serving their country. Many Veterans are heroes but may feel uncomfortable being singled out. Continue reading
So here’s the scenario…you’re teaching a course that has a dropbox folder assignment for each week of the semester. You last taught the course the previous year. The course structure has remained the same, and the dropbox portion is identical. The catch is that you had “end dates” for all the dropbox folders, and they all need to be updated to this year.
Bummer. Continue reading