From Product to Process</h1> <article> <h1>From Product to Process</h1> <p>mmeixner — Tue, 14 Apr 2009 20:49:00 GMT</p> <span style="FONT-FAMILY:'Arial','sans-serif';"><font size="3">Once again, I’d like to refer you to the latest Teaching Professor Blog posting by Maryellen Weimer: <i style="mso-bidi-font-style:normal;"><a class="" href="http://teachingprofessor.blogspot.com/2009/04/shift-in-emphasis-from-product-to.html" target="_blank">A Shift in Emphasis: From Product to Process</a>. </i>Weimer shares part of an article by Huntly Collins a journalism professor at La Salle University.<span style="mso-spacerun:yes;"> </span>I think Professor Collins is extremely insightful as she discusses the importance of recognizing the process of learning rather than just the outcome.<span style="mso-spacerun:yes;"> </span>Take a look and let me know what you think…</font></span> </article> <article> <h1>Test Anxiety and Test Review</h1> <p>mmeixner — Tue, 07 Apr 2009 18:46:00 GMT</p> <span style="FONT-FAMILY:'Arial','sans-serif';"><font size="3">As I’m sure you’re all aware, finals are rapidly approaching and stress levels are rising.<span style="mso-spacerun:yes;"> </span>Here are some great resources to help allay students’ anxieties about finals.<span style="mso-spacerun:yes;"> </span></font></span><span style="FONT-FAMILY:'Arial','sans-serif';"><font size="3"> </font></span><span style="FONT-FAMILY:'Arial','sans-serif';"><font size="3">From the Center for Teaching and Learning at University of Alabama:</font></span> <blockquote><i style="mso-bidi-font-style:normal;"><span style="FONT-FAMILY:'Arial','sans-serif';"><font size="3"><a class="" href="http://www.ctl.ua.edu/CTLStudyAids/StudySkillsFlyers/TestPreparation/testanxiety.htm" target="_blank">Dealing with Test Anxiety</a></font></span></i><span style="FONT-FAMILY:'Arial','sans-serif';"><font size="3">This article offers strategies for dealing with anxiety through the processes of relaxation, attitude and mental preparation, and real studying.</font></span> <p class="MsoNormal" style="MARGIN:0in 0in 0pt;"><i style="mso-bidi-font-style:normal;"><span style="FONT-FAMILY:'Arial','sans-serif';"><font size="3"></font></span></i> </p><i style="mso-bidi-font-style:normal;"><span style="FONT-FAMILY:'Arial','sans-serif';"><font size="3"><a class="" href="http://www.ctl.ua.edu/CTLStudyAids/StudySkillsFlyers/TestPreparation/howtopreparefortests.htm" target="_blank">How to Prepare for Tests</a></font></span></i><span style="FONT-FAMILY:'Arial','sans-serif';"><font size="3">This article takes a look at “steps for <i style="mso-bidi-font-style:normal;">really</i> preparing for college tests”—as opposed to just reading over notes.<span style="mso-spacerun:yes;"> </span>(I learned a few things myself!)</font></span></blockquote><span style="FONT-FAMILY:'Arial','sans-serif';"><font size="3">As you consider ways to help your students prepare for finals, I would also encourage you to take a look at Joanne Holladay’s suggestions in <i style="mso-bidi-font-style:normal;"><span style="mso-bidi-font-weight:bold;"><a class="" href="http://www.utexas.edu/academic/diia/gsi/tatalk/makediff.php" target="_blank">Your Role In Preparing Students for Finals: You Can Still Make a Difference</a></span></i><span style="mso-bidi-font-weight:bold;"> (University of Texas at Austin, Division of Instructional Innovation and Assessment).<span style="mso-spacerun:yes;"> </span></span></font></span><font size="3"><span style="FONT-FAMILY:'Arial','sans-serif';mso-bidi-font-weight:bold;">One of the interesting things she suggests is an alternative idea for a test review: </span><span style="FONT-FAMILY:'Arial','sans-serif';"></span></font> <blockquote><span style="FONT-FAMILY:'Arial','sans-serif';"><font size="3"><span style="mso-spacerun:yes;"> </span>“Plan your test review sessions to be as interactive as possible. Instead of doing the usual "Q and A", organize the material in a more meaningful way. For example, you could send out an outline of major topics in advance and have students e-mail their questions to you ahead of time. Compile a list of the best questions and ask students to prepare answers prior to the session. Direct these questions to the students in the review before answering them yourself. You should have some "experts" in the audience when it’s time to review.”</font></span></blockquote><span style="FONT-FAMILY:'Arial','sans-serif';"><font size="3"></font></span><span style="FONT-FAMILY:'Arial','sans-serif';"><font size="3">An additional resource for test review can also be found at: </font><a href="http://www.utexas.edu/academic/cte/tatalk/tatalk-n6.html"><font color="#800080" size="3">http://www.utexas.edu/academic/cte/tatalk/tatalk-n6.html</font></a><font size="3">. </font></span> <p> </p> </article> <article> <h1>Announcements--April 1, 2009</h1> <p>mmeixner — Wed, 01 Apr 2009 18:57:00 GMT</p> <p class="MsoNormal" style="MARGIN:0in 0in 0pt;"><font face="Times New Roman" size="3">At the risk of repeating myself, I wanted to remind everyone of several big TEACH events that are coming up in the next few weeks.<span style="mso-spacerun:yes;"> </span>If you have any questions about your TEACH project, peer observations, or workshop hours, please let us know!</font></p> <p class="MsoNormal" style="MARGIN:0in 0in 0pt;"><font face="Times New Roman" size="3">Micah</font></p><font face="Times New Roman" size="3"> </font> <ul style="MARGIN-TOP:0in;"> <li class="MsoNormal" style="MARGIN:0in 0in 0pt;mso-list:l0 level1 lfo1;"><font size="3"><font face="Times New Roman"><b style="mso-bidi-font-weight:normal;">Workshop hours are due on Friday, April 17<sup>th</sup></b>.<span style="mso-spacerun:yes;"> </span>If you have questions regarding your cumulative hours, please contact your consultant.</font></font></li> <li class="MsoNormal" style="MARGIN:0in 0in 0pt;mso-list:l0 level1 lfo1;"><font size="3"><font face="Times New Roman"><b style="mso-bidi-font-weight:normal;">Peer group follow-up consultations should be completed by April 28<sup>th</sup></b>.<span style="mso-spacerun:yes;"> </span>If you have any questions about the peer observations, let us know!</font></font></li> <li class="MsoNormal" style="MARGIN:0in 0in 0pt;mso-list:l0 level1 lfo1;"><font face="Times New Roman" size="3">TEACH applications are now open online at </font><a href="http://www.tltc.ttu.edu/teach/apply"><font face="Times New Roman" color="#800080" size="3">www.tltc.ttu.edu/teach/apply</font></a><font face="Times New Roman" size="3">.<b style="mso-bidi-font-weight:normal;"><span style="mso-spacerun:yes;"> </span></b>Please tell your friends about the program, former TEACH fellows are one of our best ways of recruiting and we really value your recommendations!<span style="mso-spacerun:yes;"> </span>You should be receiving some postcards through campus mail in the next few days that you can share with anyone you think would be interested.</font></li> <li class="MsoNormal" style="MARGIN:0in 0in 0pt;mso-list:l0 level1 lfo1;"><font size="3"><font face="Times New Roman"><b style="mso-bidi-font-weight:normal;">Your</b> <b style="mso-bidi-font-weight:normal;">TEACH project poster is due to Ching Lee on Monday, April 20<sup>th</sup> and your TEACH project documentation is due to the TEACH staff on Wednesday, April 22<sup>nd</sup></b>.<span style="mso-spacerun:yes;"> </span>Please let us know if you have any questions about your project!</font></font></li></ul> </article> <article> <h1>Course Characteristics that are Most Important to Students</h1> <p>mmeixner — Wed, 01 Apr 2009 18:56:00 GMT</p> <span style="FONT-FAMILY:'Arial','sans-serif';mso-bidi-font-size:16.0pt;"><font size="3">Here is another great blog posting from Maryellen Weimer from the Teaching Professor.<span style="mso-spacerun:yes;"> </span>In the posting, “<a class="" href="http://teachingprofessor.blogspot.com/2009/03/course-characteristics-that-are-most.html" target="_blank">Course Characteristics that are Most Important to Students</a>,” Weimer references an article from <i style="mso-bidi-font-style:normal;">Issues in Accounting Education</i> regarding millennial student values and trends.<span style="mso-spacerun:yes;"> </span>The article talks a look at a list of factors students take into consideration as they decide what course to take.<span style="mso-spacerun:yes;"> </span>The findings are very interesting…take a look and let me know what you think!<span style="mso-spacerun:yes;"> </span>Are you surprised?<span style="mso-spacerun:yes;"> </span>What would you have thought were the most important?</font></span> </article> <article> <h1>Reminders--March 25, 2009</h1> <p>mmeixner — Wed, 25 Mar 2009 16:37:00 GMT</p> <p class="MsoNormal" style="MARGIN:0in 0in 0pt;"><font face="Times New Roman" size="3">Hello!<span style="mso-spacerun:yes;"> </span>I hope that everyone had a fantastic spring break and is ready to finish out the semester!<span style="mso-spacerun:yes;"> </span>Can you believe we’re so close to the end?<span style="mso-spacerun:yes;"> </span>Time flies.<span style="mso-spacerun:yes;"> </span>We’ve been sending out emails, but I wanted to post some additional reminders to help keep everything on your radar.<span style="mso-spacerun:yes;"> </span>Please let me know if you have any questions!</font></p> <p class="MsoNormal" style="MARGIN:0in 0in 0pt;"><font face="Times New Roman" size="3"></font> </p> <p class="MsoNormal" style="MARGIN:0in 0in 0pt;"><font face="Times New Roman" size="3">Micah</font></p><font face="Times New Roman" size="3"> </font> <p class="MsoNormal" style="MARGIN:0in 0in 0pt;"><font face="Times New Roman" size="3">Reminders:</font></p> <ul style="MARGIN-TOP:0in;"> <li class="MsoNormal" style="MARGIN:0in 0in 0pt;mso-list:l0 level1 lfo1;"><font face="Times New Roman" size="3">Please be sure to check your workshop hours and let us know if there is something you attended that you didn’t receive credit for.<span style="mso-spacerun:yes;"> </span>Also be sure that you’re signed up for enough sessions to complete your 20 hour requirement.</font></li> <li class="MsoNormal" style="MARGIN:0in 0in 0pt;mso-list:l0 level1 lfo1;"><font face="Times New Roman" size="3">If you haven’t scheduled your peer group observation follow-up session, please email me (</font><a href="mailto:micah.meixner@ttu.edu"><font face="Times New Roman" size="3">micah.meixner@ttu.edu</font></a><font face="Times New Roman" size="3">) so that we can get that taken care of.<span style="mso-spacerun:yes;"> </span><b style="mso-bidi-font-weight:normal;">The follow-up consultations need to be completed by April 28<sup>th</sup></b>.<span style="mso-spacerun:yes;"> </span>If you have any questions about the peer observations, let us know!</font></li> <li class="MsoNormal" style="MARGIN:0in 0in 0pt;mso-list:l0 level1 lfo1;"><font face="Times New Roman" size="3">TEACH applications are now open online at </font><a href="http://www.tltc.ttu.edu/teach/apply"><font face="Times New Roman" color="#800080" size="3">www.tltc.ttu.edu/teach/apply</font></a><font face="Times New Roman" size="3">.<b style="mso-bidi-font-weight:normal;"><span style="mso-spacerun:yes;"> </span></b>Please tell your friends about the program, former TEACH fellows are one of our best ways of recruiting and we really value your recommendations!<span style="mso-spacerun:yes;"> </span>You should be receiving some postcards through campus mail in the next few days that you can share with anyone you think would be interested.</font></li> <li class="MsoNormal" style="MARGIN:0in 0in 0pt;mso-list:l0 level1 lfo1;"><font size="3"><font face="Times New Roman"><b style="mso-bidi-font-weight:normal;">Your</b> <b style="mso-bidi-font-weight:normal;">TEACH project poster is due to Ching Lee on Monday, April 20<sup>th</sup> and your TEACH project documentation is due to the TEACH staff on Wednesday, April 22<sup>nd</sup></b>.<span style="mso-spacerun:yes;"> </span>Please let us know if you have any questions about your project!</font></font></li></ul> </article> <article> <h1>Strategies to Promote a Deep Approach to Reading</h1> <p>mmeixner — Wed, 25 Mar 2009 15:55:00 GMT</p> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><font size="3">Here is a great article from the Tomorrow’s Professor Newsletter on Strategies to Promote a Deep Approach to Reading.<span style="mso-spacerun:yes;"> </span>Dr. Julian Hermida provides some great insight into how we can encourage our students to read critically and how we can facilitate that process.</font></p><font size="3"> </font> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><font size="3"><strong>Strategies to Promote a Deep Approach to Reading</strong> </font></p><font size="3"> </font> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><font size="3">It is a recurring complaint among faculty that students do not complete their assigned readings or that they read them superficially.</font></p><font size="3"> </font> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><font size="3">Despite the importance of academic reading skills for university success, we seldom teach them, as we generally presuppose that students already acquired these skills either as part of their secondary education or elsewhere in college. The reality is that most university students, particularly first-year students, lack academic reading skills and adopt a surface approach to reading.</font></p><font size="3"> </font> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><font size="3"><strong>Surface reading</strong></font></p><font size="3"> </font> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><font size="3">Surface reading is the tacit acceptance of information contained in the text, which leads to superficial retention of materials for examinations and does not promote understanding or long-term retention of knowledge and information.</font></p><font size="3"> </font> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><font size="3"><strong>Deep reading</strong></font></p><font size="3"> </font> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><font size="3">A deep approach to reading is an approach where the reader uses higher-order cognitive skills such as the ability to analyse, synthesize, solve problems, and thinks meta-cognitively in order to negotiate meanings with the author and to construct new meaning from the text. The deep reader focuses on the author's message, on the ideas she is trying to convey, the line of argument, and the structure of the argument. The reader makes connections to already known concepts and principles and uses this understanding for problem solving in new contexts.</font></p><font size="3"> </font> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><font size="3"><strong>The need for constructive alignment</strong></font></p><font size="3"> </font> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><font size="3">An aligned course is a course where there is maximum consistency among the objectives, the teaching and learning activities (TLAs), and the assessment. Research shows that placing academic reading at the forefront of the curriculum in aligned courses encourages students to take a deep approach to reading.</font></p><font size="3"> </font> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><font size="3"><strong>The following strategies aim at promoting deep reading.</strong></font></p><font size="3"> </font> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><font size="3"><strong>* Course objectives.</strong> -<span style="mso-spacerun:yes;"> </span>Design a course whose main objective is to encourage students to take a deep approach to reading and to use higher order cognitive and metacognitive skills to understand and process academic texts, and to negotiate meanings with the author of academic texts. Make these objectives explicit to students, as most students tend to see only facts and principles as the sole content of courses.</font></p><font size="3"> </font> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><font size="3"><strong>* Assessment</strong> - Assessment is the component of the teaching system that plays the most influential role in the decision on whether to take a deep or surface approach to reading and learning Design the course assessment in order to measure whether students: (i) use higher-order cognitive skills to read assigned materials, (ii) can effectively negotiate meanings with the author, (iii) can evaluate the strength of the author's arguments, (iv) deconstruct hidden assumptions in the texts, and (v) see the non immediate implications and applications of the author's arguments.</font></p><font size="3"> </font> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><font size="3"><strong>* TLAs</strong> - Design TLAs to promote a deep approach to reading and learning in consonance with the proposed objectives and learning outcomes. If, for example, you lecture the textbook, students will probably not read the text as they will rely solely on your oral explanations and the notes they take from these lectures.</font></p><font size="3"> </font> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><font size="3">Examples of creative TLAs that foster a deep approach to reading</font></p><font size="3"> </font> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><font size="3"><strong>*The Apprentice.</strong><span style="mso-spacerun:yes;"> </span>Assign each group a journal article. Give teams reading guides to encourage them to evaluate, judge, compare, and synthesise information from these texts. Ask each team to make a presentation to the rest of the class on some aspect of the text. The worst teams are fired and the best one is hired.</font></p> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><span style="mso-tab-count:1;"><font size="3"><strong> </strong></font></span></p> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><font size="3"><strong>* Facebook or MySpace profile.</strong> Give students an article and ask them to create a MySpace type of profile about the topic of the article. For example, if they read about Lucrecia Martel's films, ask them to choose a character and to imagine that character's favourite songs, films, books, and friends not mentioned in the article or film. Or if they read about theoretical models of criminal justice, ask students to imagine a criminal justice agent that is enrolled in one of the theoretical models such as Due Process or Crime Control and ask them to build her Facebook profile.</font></p><font size="3"> </font> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><font size="3"><strong>* The movie studio.</strong> Students need to read an article on a topic discussed in class. Then, they need to write a treatment (script outline) for a documentary about the content of the article and pitch the idea for funding to executives from a film company.</font></p><font size="3"> </font> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><font size="3"><strong>* The Amazing Race:</strong> students in teams have to run from the classroom to the library, then to the teacher's office, then to the computer lab, and then back to the classroom. In each of these stops, they have to analyze academic texts and answer some questions about the texts aimed at helping them engage in deep reading. Examples of questions include: explain a quote from the text, give an example not mentioned in the book, identify the author's thesis, evaluate the author's argument, and compare the author's argument to another article read in class.</font></p><font size="3"> </font> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><font size="3">All these activities have in common the fact that they encourage students to read for a purpose, which they find motivating. Also, in order to achieve the activity goals, students need to use higher-order cognitive skills to process academic texts.</font></p><font size="3"> </font> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><font size="3">When part of an aligned course that places academic reading at the forefront of the course, students are more likely to take a deep approach to reading.</font></p><font size="3"> </font> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><font size="3">References:</font></p><font size="3"> </font> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><font size="3">Bain, K. (2004). What the Best College Teachers Do. Cambridge, MA: Harvard University Press.</font></p><font size="3"> </font> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><font size="3">Biggs, John (1999). What the Student Does: teaching for enhanced learning. Higher Education Research & Development. Vol. 18. No. 1.</font></p><font size="3"> </font> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><font size="3">Marton, F. & Saljo, R. (1976). On Qualitative Differences in Learning I and II -Outcome and Process. British Journal of Educational Psychology 46.</font></p><font size="3"> </font> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><font size="3">Wendling, B. (2008). Why is there Always Time for Their Facebook but not my Textbook? Oklahoma Higher Education Teaching and Learning Conference, April 9-11.</font></p><font size="3"> </font> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><font size="3">Dr. Julian Hermida is Assistant Professor and member of the Senate Teaching and Learning Committee at Algoma University, Sault Ste. Marie, Canada.</font></p> <p> </p> </article> <article> <h1>Realizing the Potential of Good Questions--March 10</h1> <p>mmeixner — Wed, 25 Mar 2009 15:53:00 GMT</p> <p>I'm not sure what happened, but it seems as though this didn't get posted...I'm reposting it just in case.</p><span style="FONT-FAMILY:'Arial','sans-serif';mso-bidi-font-size:16.0pt;"><font size="3">As I’m sure you’re all aware, asking questions can be a great way to assess your students’ learning and understanding.<span style="mso-spacerun:yes;"> </span>Take a look at this blog <a class="" href="http://teachingprofessor.blogspot.com/2009/02/realizing-potential-of-good-questions.html" target="_blank">Realizing the Potential of Good Questions from The Teaching Professor</a>.<span style="mso-spacerun:yes;"> </span>Maryellen Weimer offers some great suggestions for asking good questions and getting the most from your students’ answers.<span style="mso-spacerun:yes;"> </span></font></span> </article> <article> <h1>NY Times Article</h1> <p>mmeixner — Mon, 02 Mar 2009 22:41:00 GMT</p> <span style="FONT-FAMILY:'Arial','sans-serif';mso-bidi-font-size:16.0pt;"><font size="3">I don’t know if you’ve seen it or not, but there was a fantastic article (<i style="mso-bidi-font-style:normal;"><a class="" href="http://www.nytimes.com/2009/02/18/education/18college.html?_r=1&pagewanted=print" target="_blank">Student Expectations Seen as Causing Grade Disputes</a></i>) in the New York Times a couple of weeks ago that I think you’ll enjoy.<span style="mso-spacerun:yes;"> </span>At the heart of the article is the discrepancy between what students perceive to be the requirements for an A vs. what professors consider to be A material.<span style="mso-spacerun:yes;"> </span></font></span><span style="FONT-FAMILY:'Arial','sans-serif';mso-bidi-font-size:16.0pt;"><font size="3"> </font></span><span style="FONT-FAMILY:'Arial','sans-serif';mso-bidi-font-size:16.0pt;"><font size="3">In addition to taking a look at the article, you should also read the <a class="" href="http://community.nytimes.com/article/comments/2009/02/18/education/18college.html" target="_blank">comments</a>—some are pretty heated.<span style="mso-spacerun:yes;"> </span>I’ve included one that I think might some controversy as it discusses the possible connection between the rising sense of entitlement and the No Child Left Behind movement in K-12 schools.<span style="mso-spacerun:yes;"> </span>Take a look and let me know what you think…I’d love to hear!</font></span><span style="FONT-FAMILY:'Arial','sans-serif';mso-bidi-font-size:16.0pt;"><font size="3"> </font></span> <blockquote><span style="FONT-FAMILY:'Arial','sans-serif';"><font size="3">“I agree that it's connected to the K-12 experience, where it's in the school's best interest to have grades as high as possible because of No Child Left Behind and other ranking systems. Pupils are led to believe that there's almost always an extra "bonus point" assignment to boost their grades, or that 100 percent is the normal grade in classes like gym or music. The effort to push students towards 100 percent in K-12 leads to severe disappointment when a student hits college and learns that there really are differences in ability, and that those differences are noted in the grading scheme. It's a heterogeneous world, and K-12 experience obscures that these days because it teaches students either: a)that participation and effort earn an A; or b) that bonus points will make up any discrepancies.”— djl, NY</font></span></blockquote> <p> </p> </article> <article> <h1>Announcement 2-16-09</h1> <p>mmeixner — Mon, 16 Feb 2009 21:55:00 GMT</p> <p class="MsoNormal" style="MARGIN:0in 0in 0pt;"><font face="Times New Roman" size="3">Here are a few things to keep in mind for the upcoming weeks:</font></p> <ul> <li> <div class="MsoNormal" style="MARGIN:0in 0in 0pt;"><font face="Times New Roman" size="3">Have you been meeting with your mentor?<span style="mso-spacerun:yes;"> </span>As you begin or continue to work on your project, be sure to keep your mentor ‘in the loop’ and informed of what is going on.</font></div></li> <li> <div class="MsoNormal" style="MARGIN:0in 0in 0pt;"><font face="Times New Roman" size="3"><strong>TEACH Project Progress Reports are due next Friday</strong>.<span style="mso-spacerun:yes;"> </span>If you have any questions consult the TEACH Wiki or get in touch with your consultant.</font></div></li> <li> <div class="MsoNormal" style="MARGIN:0in 0in 0pt;"><font face="Times New Roman" size="3">Be sure to go online and register for your spring workshop hours. If you are unable to attend a session you registered for, that is okay, just be sure to sign up for something else so that you are able to fulfill your 10 hours.</font></div></li></ul> <p> </p> </article> <article> <h1>What Students Remember</h1> <p>mmeixner — Mon, 16 Feb 2009 15:12:00 GMT</p> <span style="FONT-FAMILY:'Arial','sans-serif';mso-bidi-font-size:16.0pt;"><font size="3">Last week several of you attended the TEACH Lunch Series session on using case studies or problem-based learning as a teaching tool in the classroom…I wish that you all could have been there, it was a great session!<span style="mso-spacerun:yes;"> </span>Take a look at the Feb. 13th blog posting from The Teaching Professor on <em><a class="" href="http://teachingprofessor.blogspot.com/" target="_blank">What Students Remember</a></em> at the end of the semester.<span style="mso-spacerun:yes;"> </span>I’d love to hear what you think!<span style="mso-spacerun:yes;"> </span></font></span><span style="FONT-FAMILY:'Arial','sans-serif';mso-bidi-font-size:16.0pt;"><font size="3"><br />Also, one of the links I posted last week didn’t work…sorry!<span style="mso-spacerun:yes;"> </span>If you are interested, here is the link on Problem-Based Learning from the Center for Instructional Development and Research at the University of Washington.<span style="mso-spacerun:yes;"> </span></font><a href="http://depts.washington.edu/cidrweb/Bulletin/PBL.html"><font color="#800080" size="3">http://depts.washington.edu/cidrweb/Bulletin/PBL.html</font></a></span> <p> </p> </article> <article> <h1>Problem-Based Learning</h1> <p>mmeixner — Tue, 10 Feb 2009 14:55:00 GMT</p> <span style="FONT-FAMILY:'Arial','sans-serif';mso-bidi-font-size:16.0pt;"><font size="3">The TEACH Lunch Series this week features Problem-Based Learning (PBL) and will be facilitated by Dr. Donna Davis and Dr. Debbie Laverie from Marketing.<span style="mso-spacerun:yes;"> </span>Both of these distinguished faculty members continue to successfully implement PBL in their classrooms and on Friday they will share more about that experience.<span style="mso-spacerun:yes;"> </span>I hope that you will all be able to come and learn more about how and why you could use PBL in your classrooms.</font></span><span style="FONT-FAMILY:'Arial','sans-serif';mso-bidi-font-size:16.0pt;"><font size="3"> </font></span><span style="FONT-FAMILY:'Arial','sans-serif';mso-bidi-font-size:16.0pt;"><font size="3">To help provide you with some background information on PBL, check out the following resources for a brief overview.</font></span><span style="FONT-FAMILY:'Arial','sans-serif';mso-bidi-font-size:16.0pt;"><font size="3"><a class="" href="http://tltc.ttu.edu/cs/controlpanel/blogs/The%20TEACH%20Lunch%20Series%20this%20week%20features%20Problem-Based%20Learning%20(PBL)%20and%20will%20be%20facilitated%20by%20Dr.%20Donna%20Davis%20and%20Dr.%20Debbie%20Laverie%20from%20Marketing.%20%20Both%20of%20these%20distinguished%20faculty%20members%20continue%20to%20successfully%20implement%20PBL%20in%20their%20classrooms%20and%20on%20Friday%20they%20will%20share%20more%20about%20that%20experience.%20%20I%20hope%20that%20you%20will%20all%20be%20able%20to%20come%20and%20learn%20more%20about%20how%20and%20why%20you%20could%20use%20PBL%20in%20your%20classrooms." target="_blank">Problem-Based Learning (Center for Instructional Development and Research—University of Washington):</a> The CIDR at the University of Washington provides an outline of PBL including why you should use it, how it works, how to get started, and what kind of classes it can be used in.</font></span> <p class="MsoNormal" style="MARGIN:0in 0in 0pt;"><span style="FONT-FAMILY:'Arial','sans-serif';mso-bidi-font-size:16.0pt;"><a href="http://depts.washington.edu/cidrweb/Bulletin/PBL.html"><font color="#800080" size="3"></font></a></span> </p><span style="FONT-FAMILY:'Arial','sans-serif';mso-bidi-font-size:16.0pt;"><font size="3"><a class="" href="http://tlc.unlv.edu/pedagogy/problem_based.htm" target="_blank">Pedagogy Resources—Problem-Based Learning (Teaching & Learning Center—University of Nevada, Las Vegas)</a>:<span style="mso-spacerun:yes;"> </span>The TLC at UNLV provides a more in depth look at a variety of topics related to PBL such as assessment, developing a PBL problem, finding PBL problems, etc.</font></span><span style="FONT-FAMILY:'Arial','sans-serif';mso-bidi-font-size:16.0pt;"><font size="3"></font></span> <p> </p> </article> <article> <h1>StrengthsQuest Month</h1> <p>mmeixner — Mon, 02 Feb 2009 21:50:00 GMT</p> <p class="MsoNormal" style="MARGIN:0in 0in 0pt;"><font size="3"><font face="Times New Roman">I don’t know whether or not you have received the emails from Jay Killough regarding StrengthsQuest Month, but this month (February) is StrengthsQuest Month and the staff at Career Services have organized a series of events geared towards helping us each learn more about our strengths.<span style="mso-spacerun:yes;"> </span>Sessions will be held throughout the month in the SUB Playa Room from 3:00-4:00pm, check out the <a class="" href="http://www.depts.ttu.edu/strengthsquest/StrengthsQuest-Poster-SQ-month-2009web.jpg" target="_blank">calendar</a> for specific dates.</font></font></p><font face="Times New Roman" size="3"> </font> <p class="MsoNormal" style="MARGIN:0in 0in 0pt;"><font face="Times New Roman" size="3">If you haven’t taken the StrengthsQuest, all TTU students can take it once for free, so I would encourage you to take it and stop by some of the sessions.<span style="mso-spacerun:yes;"> </span>You’ll learn a lot about yourself!</font></p> <p class="MsoNormal" style="MARGIN:0in 0in 0pt;"><font face="Times New Roman" size="3"></font> </p> <p class="MsoNormal" style="MARGIN:0in 0in 0pt;"><font face="Times New Roman" size="3"><a class="" href="http://www.depts.ttu.edu/careercenter/mainBG.php" target="_blank">Career Services Homepage</a></font></p> <p class="MsoNormal" style="MARGIN:0in 0in 0pt;"><font face="Times New Roman" size="3"><a class="" href="http://www.depts.ttu.edu/strengthsquest/" target="_blank">StrengthsQuest Homepage</a></font></p> </article> <article> <h1>Common Comments</h1> <p>mmeixner — Mon, 26 Jan 2009 19:59:00 GMT</p> <p><font size="3">I know you will all be excited to know that I recently became aware of the <a class="" href="http://teachingprofessor.blogspot.com/" target="_blank">Teaching Professor Blog</a>…Thank you Suzanne!<span style="mso-spacerun:yes;"> </span><span style="mso-spacerun:yes;"><br /><br /></span>As I was reading through the most recent blogs, I came across one entitled <a class="" href="http://teachingprofessor.blogspot.com/2009/01/common-comments.html" target="_blank">Common Comments</a> that I think is something we should consider.<span style="mso-spacerun:yes;"> </span>Take a look and see what you think…what are your ‘common comments’?</font></p> </article> <article> <h1>Active Learning at MIT</h1> <p>mmeixner — Tue, 20 Jan 2009 14:29:00 GMT</p> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><font size="3">Here is a great <a class="" href="http://www.nytimes.com/2009/01/13/us/13physics.html?_r=1" target="_blank">article from the New York Times</a> describing a major shift in teaching at MIT.<span style="mso-spacerun:yes;"> </span>Introductory physics classes at MIT have recently switched from a purely large lecture format to a smaller and more interactive format which emphasizes active and collaborative learning.<span style="mso-spacerun:yes;"> </span>After you read the article, be sure to take a look at the comments and see what others are saying…especially the MIT students.<span style="mso-spacerun:yes;"> </span>I’d love to hear what you think! </font></p> </article> <article> <h1>Student Motivation: Problem Solved? Posting from Tomorrow's Professor</h1> <p>mmeixner — Fri, 16 Jan 2009 19:49:00 GMT</p> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><font size="3">"As faculty members, we need to take ownership of student motivation, as often it could be things we are doing-and not doing that causes<span style="mso-spacerun:yes;"> </span>students' enthusiasm to wane. Below are three elements that are in full control of any competent faculty member, that if manipulated properly, will often improve student moral and motivation."</font></p> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><font size="3">----------------------------------------------------------------------------------------------------------------------</font></p> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><font size="3"><span style="mso-tab-count:2;"> </span><span style="mso-spacerun:yes;"> </span><span style="mso-spacerun:yes;"> </span>TOMORROW'S PROFESSOR(sm) eMAIL NEWSLETTER</font></p> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><span style="mso-tab-count:2;"><font size="3"> </font></span><a href="http://cgi.stanford.edu/~dept-ctl/cgi-bin/tomprof/postings.php"><font color="#800080" size="3">http://cgi.stanford.edu/~dept-ctl/cgi-bin/tomprof/postings.php</font></a></p><font size="3"> </font> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><font size="3"><span style="mso-tab-count:4;"> </span>Sponsored by</font></p> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><font size="3"><span style="mso-tab-count:2;"> </span><span style="mso-spacerun:yes;"> </span>Stanford Center for Teaching and Learning</font></p> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><font size="3"><span style="mso-tab-count:3;"> </span><span style="mso-spacerun:yes;"> </span></font><a href="http://ctl.stanford.edu/"><font size="3">http://ctl.stanford.edu</font></a></p><font size="3"> </font> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><font size="3"><span style="mso-tab-count:3;"> </span><span style="mso-spacerun:yes;"> </span>Posting comments</font></p> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><font size="3"><span style="mso-tab-count:2;"> </span><span style="mso-spacerun:yes;"> </span><span style="mso-spacerun:yes;"> </span></font><a href="http://amps-tools.mit.edu/tomprofblog"><font size="3">http://amps-tools.mit.edu/tomprofblog</font></a></p><font size="3"> </font> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><font size="3">Folks:</font></p><font size="3"> </font> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><font size="3">The posting below looks at ways to increase student motivation in the classroom.<span style="mso-spacerun:yes;"> </span>It is by Paul E. Garrett, Dean of Academic Affairs, ITT Technical Institute, Columbia. South Carolina.<span style="mso-spacerun:yes;"> </span>He can be reached at: <</font><a href="mailto:PGarrett@itt-tech.edu"><font size="3">PGarrett@itt-tech.edu</font></a><font size="3">></font></p><font size="3"> </font> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><font size="3">Regards,</font></p><font size="3"> </font> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><font size="3">Rick Reis</font></p> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><a href="mailto:reis@stanford.edu"><font size="3">reis@stanford.edu</font></a></p> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><font size="3">UP NEXT: From Special Occasion to Regular Work</font></p><font size="3"> </font> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><font size="3"><span style="mso-tab-count:3;"> </span>Tomorrow's Teaching and Learning</font></p><font size="3"> </font> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><font size="3"><span style="mso-spacerun:yes;"> </span>------------------------------------------- 1,060 words ------------------------------------------</font></p><font size="3"> </font> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><font size="3"><span style="mso-tab-count:3;"> </span>Student Motivation: Problem Solved?</font></p> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><span style="mso-tab-count:1;"><font size="3"> </font></span></p> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><font size="3">In my years of teaching and developing faculty members, I have heard every excuse in the book for why some of our -mostly non-traditional--students aren't performing up to par. Most of the excuses come in the form of statements like, "She's just not motivated", He just here because his parents want him here." "He's just using up his GI bill," "She doesn't want to be here." or -horror of horrors- "He doesn't belong here." These statements point to elements that may seem to the teacher to be beyond their control. When asked "who is responsible for student motivation at an institution of higher learning, faculty members will often put the onus solely on the student. After all aren't they all adults? Shouldn't faculty members be concerned delivering the wisdom of their years and inculcating the students with the knowledge and skills required to master the subject rather than worrying about thing s like who wants to learn and who doesn't?</font></p> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><span style="mso-tab-count:1;"><font size="3"> </font></span></p> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><font size="3">In a perfect world, high school graduates would all arrive on campus ready to become little sponges of knowledge; to hang on every word of their wizened professors; show up early and often; to stay late, and pepper the teacher with cogent, topical questions that move the learning in the right direction.</font></p> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><span style="mso-tab-count:1;"><font size="3"> </font></span></p> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><font size="3">Too often this is not the case. Sometimes faculty members do wonder if the student realizes how much tuition money they are frittering away.<span style="mso-spacerun:yes;"> </span>As faculty members, we need to take ownership of student motivation, as often it could be things we are doing-and not doing that causes<span style="mso-spacerun:yes;"> </span>students' enthusiasm to wane. Below are three elements that are in full control of any competent faculty member, that if manipulated properly, will often improve student moral and motivation.</font></p><font size="3"> </font> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><font size="3">1) VALUE:<span style="mso-tab-count:1;"> </span>Do the students value the course material?<span style="mso-spacerun:yes;"> </span>Do they see an immediate, practical application?<span style="mso-spacerun:yes;"> </span>Or is it something they'll use in two three or four years. The sooner the students can apply their newfound knowledge, the better. Is there a lab with the course? Can you point out how the classroom theory is going to be applied in their labs? Can you build an application into your theory course, or apply it to the world outside the classroom? Are you, as the teacher, enthusiastic about the subject? Or is it something you have to get through so you can get back to your research?<span style="mso-spacerun:yes;"> </span>If you act bored with the class or topic, that will lower the value to the students. Even if it's not your favorite subject, even if you've taught it a hundred times, even if you see it as an obstacle to your "real'' work, look for ways to make it interesting to you and at the least, make it valuable to the students.</font></p> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><span style="mso-tab-count:1;"><font size="3"> </font></span></p> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><font size="3">We are a technical school.<span style="mso-spacerun:yes;"> </span>We teach technical and computer subjects and our students often don't understand why English Composition is important. I explain to them that being able to write an excellent resume or proposal, once mastered, will always be virtually the same, that this will help them write excellent lab reports in their other classes, and that while they will constantly be re-learning the technology, it is their ability to communicate effectively that will have the most impact on their future careers.</font></p> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><font size="3">CONFIDENCE:<span style="mso-spacerun:yes;"> </span>Students are often reluctant to reveal a lack of confidence in their ability to master the material for fear of losing the respect of their peers or their teachers. Research shows that overconfidence is often as dangerous as lack of confidence in learning a skill. As a teacher it is a good idea to look for ways to boost the confidence of your students by offering plenty of positive reinforcement, and adding enough challenge to the course to prevent students from becoming overconfident and having the course lose value for them.<span style="mso-spacerun:yes;"> </span>Reward students for critical thinking and participating in class discussions, even if their answers are off the mark, while gently nudging them in the right direction. This type of corrective feedback pays off.</font></p><font size="3"> </font> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><font size="3">MOOD:<span style="mso-spacerun:yes;"> </span>What is the mood of your classroom? Is there an excitement about the subject and an eagerness to move forward? Or do students drag into the room<span style="mso-spacerun:yes;"> </span>and<span style="mso-spacerun:yes;"> </span>sit sullenly, averting eye contact with you or their fellow students? Are you one of those teachers who begin the semester with "Look to your left<span style="mso-spacerun:yes;"> </span>and your right: One of you won't be here at graduation."? I have always believed that there is an element of showmanship in good teaching. Whether you believe that or not, research has shown that lightening the mood in a classroom increases motivation.<span style="mso-spacerun:yes;"> </span>We've all shown up for meetings wherein the mood was dull and drab, or even hostile. How much more productive are those meetings where the atmosphere is upbeat and the facilitator kept things on an even keel. Many of the behaviors that add value to the class also improve the mood. Enthusiasm is contagious. So is boredom. In "Talking about Leaving", a study of why students drop out of science and engineering programs, the autho<span style="mso-spacerun:yes;"> </span>rs reported one of the main student complaints was a lack of enthusiasm by their instructor. The students reported that their faculty member didn't have time to answer their questions, but always referred them to the TA. Others said their faculty member came to class unprepared or made them feel like teaching the class was a necessary evil that they had to endure so that they could get back to their research.<span style="mso-spacerun:yes;"> </span>Keep an eye on the mood of your class. If necessary, stop the class and address the issue: "It seems that you guys are out of sorts this morning. What can I do to help us get on the right track?"<span style="mso-spacerun:yes;"> </span>Often the very act of letting the students know you recognize their mood and are willing to work with them may lighten the atmosphere.</font></p><font size="3"> </font> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><font size="3">If your students' motivation seems to be flagging, before blaming them, take a step back and look at the value the students hold for the subject, their confidence, and the mood of the class. Chances are, if you can improve one or more of these areas, you can improve your students' motivation and improved learning will almost certainly follow.</font></p><font size="3"> </font> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><font size="3">References:</font></p> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><font size="3">Seymore, Elaine, and Nancy Hewitt.<span style="mso-spacerun:yes;"> </span>Talking About Leaving.<span style="mso-spacerun:yes;"> </span>Boulder: Westview, 1997.</font></p> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><font size="3">Stolovich, Harold & Erica Keeps. Tellin' Ain't Training.<span style="mso-spacerun:yes;"> </span>Alexandria, VA.: ASTD, 2003</font></p><font size="3"> </font> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><font size="3">*<span style="mso-tab-count:1;"> </span>*<span style="mso-tab-count:1;"> </span>*<span style="mso-tab-count:1;"> </span>*<span style="mso-tab-count:1;"> </span>*<span style="mso-tab-count:1;"> </span>*<span style="mso-tab-count:1;"> </span>*</font></p> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><font size="3">NOTE: Anyone can SUBSCRIBE to the Tomorrows-Professor Mailing List by going to:</font></p> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><a href="https://mailman.stanford.edu/mailman/listinfo/tomorrows-professor"><font size="3">https://mailman.stanford.edu/mailman/listinfo/tomorrows-professor</font></a><font size="3">?</font></p> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><font size="3">--</font></p> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><font size="3">--++**==--++**==--++**==--++**==--++**==--++**==--++**==</font></p> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><font size="3">tomorrows-professor mailing list</font></p> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><a href="mailto:tomorrows-professor@lists.stanford.edu"><font size="3">tomorrows-professor@lists.stanford.edu</font></a></p> <p class="MsoPlainText" style="MARGIN:0in 0in 0pt;"><a href="https://mailman.stanford.edu/mailman/listinfo/tomorrows-professor"><font size="3">https://mailman.stanford.edu/mailman/listinfo/tomorrows-professor</font></a></p><font size="3"> </font> <p> </p> </article> <article> <h1>Announcements</h1> <p>mmeixner — Mon, 12 Jan 2009 16:53:00 GMT</p> <p class="MsoNormal" style="MARGIN:0in 0in 0pt;"><span style="FONT-FAMILY:'Arial','sans-serif';"><font size="3">Hello and welcome back!<span style="mso-spacerun:yes;"> </span>Here are a few things to keep in mind as you start planning your semester:</font></span></p> <ul> <li class="MsoNormal" style="MARGIN:0in 0in 0pt;"><span style="FONT-FAMILY:'Arial','sans-serif';"><font size="3">Have you scheduled your initial consultation with your new TEACH consultant?<span style="mso-spacerun:yes;"> </span>You should be hearing from your new consultant soon, if you haven’t heard something by the end of the week let us know!<br /></font></span></li> <li class="MsoNormal" style="MARGIN:0in 0in 0pt;"><span style="FONT-FAMILY:'Arial','sans-serif';"><font size="3">In case you haven’t been online to schedule your spring workshops, we have implemented a new scheduler…everything should be running smoothly, but let us know if you have problems.<span style="mso-spacerun:yes;"> </span>You need to sign up for your spring workshop hours by Friday, January 30. To log in to classes, <a class="" href="https://eraider.ttu.edu/signin.asp?redirect=https://www.tltc.ttu.edu/webapps/EMSEventEnrollmentDev/Login.aspx" target="_blank">follow this link</a> and sign in with your eRaider. There are some great sessions this spring!<br /></font></span></li> <li class="MsoNormal" style="MARGIN:0in 0in 0pt;"><span style="FONT-FAMILY:'Arial','sans-serif';"><font size="3">Don’t forget to take the StrengthsQuest assessment and sign up for the session on January 21.<span style="mso-spacerun:yes;"> </span>It is going to be a fantastic session that you won’t want to miss…you might learn something about yourself! If you have questions, let Micah know.</font></span></li></ul> <p> </p> </article> <article> <h1>101 Things You Can Do The First Three Weeks of Class</h1> <p>mmeixner — Mon, 12 Jan 2009 16:52:00 GMT</p> <span style="FONT-FAMILY:'Arial','sans-serif';mso-bidi-font-size:16.0pt;"><font size="3">Following last week’s posting on things to do the first day of class, take a look at the following post from Tomorrow’s Professor: <em><a class="" href="http://ctl.stanford.edu/Tomprof/postings/168.html" target="_blank">101 Things You Can Do The First Three Weeks of Class</a></em>.<span style="mso-spacerun:yes;"> </span>Joyce Povlacs Lunde offers some great ideas for helping students make transitions, directing students’ attention, challenging students, encouraging active learning, building community in the classroom, and more.<span style="mso-spacerun:yes;"> </span>Check it out and let me know what you think!<span style="mso-spacerun:yes;"> </span>Is there anything new you think would be worth trying?</font></span> </article> <article> <h1>First Day of Class</h1> <p>mmeixner — Mon, 05 Jan 2009 21:06:00 GMT</p> <span style="FONT-SIZE:12pt;LINE-HEIGHT:115%;FONT-FAMILY:'Arial','sans-serif';">Happy New Year!<span style="mso-spacerun:yes;"> </span>I hope that you have all had a restful and fun break and are ready to get back into the swing of things.</span><span style="FONT-SIZE:12pt;LINE-HEIGHT:115%;FONT-FAMILY:'Arial','sans-serif';">As you each prepare for your first day of the semester, I thought you might be interested in some strategies related to having a successful and productive first day of class.<span style="mso-spacerun:yes;"> </span>While there are innumerable resources on this subject, many seem to touch on the same ideas including things like:<br /><br /></span><span style="FONT-SIZE:12pt;LINE-HEIGHT:115%;FONT-FAMILY:'Arial','sans-serif';"></span><span style="FONT-SIZE:12pt;LINE-HEIGHT:115%;FONT-FAMILY:'Arial','sans-serif';"></span><span style="FONT-SIZE:12pt;LINE-HEIGHT:115%;FONT-FAMILY:'Arial','sans-serif';mso-fareast-font-family:Arial;"><span style="mso-list:Ignore;">1.<span style="FONT:7pt 'Times New Roman';"> </span></span></span><span style="FONT-SIZE:12pt;LINE-HEIGHT:115%;FONT-FAMILY:'Arial','sans-serif';">Be enthusiastic about the course and the subject you are teaching…remember that if you don’t want to be there, neither will they.<br /></span><span style="FONT-SIZE:12pt;LINE-HEIGHT:115%;FONT-FAMILY:'Arial','sans-serif';mso-fareast-font-family:Arial;"><span style="mso-list:Ignore;">2.<span style="FONT:7pt 'Times New Roman';"> </span></span></span><span style="FONT-SIZE:12pt;LINE-HEIGHT:115%;FONT-FAMILY:'Arial','sans-serif';">Establish communication.<span style="mso-spacerun:yes;"> </span>Use ice-breakers or other activities to get the students talking to each other and to you.<span style="mso-spacerun:yes;"> </span>Set a precedent for what you expect throughout the semester.<br /></span><span style="FONT-SIZE:12pt;LINE-HEIGHT:115%;FONT-FAMILY:'Arial','sans-serif';mso-fareast-font-family:Arial;"><span style="mso-list:Ignore;">3.<span style="FONT:7pt 'Times New Roman';"> </span></span></span><span style="FONT-SIZE:12pt;LINE-HEIGHT:115%;FONT-FAMILY:'Arial','sans-serif';">Tell the students about yourself and about the class.<span style="mso-spacerun:yes;"> </span>Be explicit so they know exactly what to expect.<br /><br /></span><span style="FONT-SIZE:12pt;LINE-HEIGHT:115%;FONT-FAMILY:'Arial','sans-serif';"></span><span style="FONT-SIZE:12pt;LINE-HEIGHT:115%;FONT-FAMILY:'Arial','sans-serif';"></span><span style="FONT-SIZE:12pt;LINE-HEIGHT:115%;FONT-FAMILY:'Arial','sans-serif';">For more ideas and for some great recommendations for ice-breakers check out <em><a class="" href="http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/dayone.htm" target="_blank">The Most Important Day: Starting Well</a></em>, <em><a class="" href="http://www.ccri.edu/pers/Adjunct_HB/first%20day.shtml" target="_blank">The First Day of Class: Advice and Ideas</a></em>, and the <em><a class="" href="http://trc.csusb.edu/CenterResources/firstday.html" target="_blank">First Day of Class: List of Useful URL’s</a></em>.<br /><br /></span><span style="FONT-SIZE:12pt;LINE-HEIGHT:115%;FONT-FAMILY:'Arial','sans-serif';"></span><span style="FONT-SIZE:12pt;LINE-HEIGHT:115%;FONT-FAMILY:'Arial','sans-serif';"></span><span style="FONT-SIZE:12pt;LINE-HEIGHT:115%;FONT-FAMILY:'Arial','sans-serif';">Another important thing we deal with as we get to know our new students is learning their names.<span style="mso-spacerun:yes;"> </span>If you have a difficult time learning names, don’t forget about the articles posted at the beginning of the fall semester: <span style="mso-spacerun:yes;"> </span><em><span style="FONT-FAMILY:'Arial','sans-serif';"><a class="" href="http://cgi.stanford.edu/~dept-ctl/cgi-bin/tomprof/posting.php" target="_blank">Learning Your Students’ Names</a></span></em> and <em><span style="FONT-FAMILY:'Arial','sans-serif';"><a class="" href="http://trc.virginia.edu/Publications/Teaching_Concerns/Misc_Tips/Learn_Names.htm" target="_blank">Not Quite 101 Ways to Learning Students' Names</a>.</span></em></span> <p> </p> </article> <article> <h1>TEACH Stipend--Show me the Money!</h1> <p>mmeixner — Fri, 05 Dec 2008 22:20:00 GMT</p> <p>We thought you would all be interested to find out when you'll be getting paid for your participation in the TEACH program this fall...so without further ado.... You will be awarded your TEACH stipend at the beginning of next semester as recognition for successful completion of the fall requirements for the TEACH program. If you have any additional questions, don't hesitate to ask!</p> </article> <article> <h1>TEACH Reminders</h1> <p>mmeixner — Mon, 01 Dec 2008 20:56:00 GMT</p> <p>Hello all! I hope everyone enjoyed their Thanksgiving Holiday. There are just a few more things left before the end of the semester, so I wanted to remind you about a few things we need to get wrapped up before you take off for the break:</p> <ul> <li> <div>Portfolios are due by 5:00pm on Friday, December 12th.</div></li> <ul> <li> <div>Portfolios must be signed and approved by your mentor--be sure to communicate with your mentor so you know how much time they need and when they'll be in town.</div></li></ul> <li> <div>Please turn in your Activity Contract revisions to your consultant as soon as possible.</div></li> <li> <div>Send Allison your spring schedules (teaching and class) as soon as possible so that she can begin to work on the Peer Groups for next semester.</div></li></ul> <p>As always, please let us know if you have any questions! Good luck with finals, papers, etc. these next few weeks!</p> </article> <article> <h1>Looking ahead...preparing for next semester</h1> <p>mmeixner — Tue, 18 Nov 2008 15:11:00 GMT</p> <p class="MsoNormal" style="MARGIN:0in 0in 0pt;"><font size="3"><font face="Times New Roman">You may hate me for this, but as the semester comes to a close it will soon be time to start thinking ahead and planning for next semester.<span style="mso-spacerun:yes;"> </span>If you don’t have time (or the mental strength) to think about this now, that’s okay!<span style="mso-spacerun:yes;"> </span>Either way, here are some helpful resources for preparing for a new semester.<span style="mso-spacerun:yes;"> </span></font></font></p><font face="Times New Roman" size="3"> </font> <p class="MsoNormal" style="MARGIN:0in 0in 0pt;"><font face="Times New Roman" size="3"><a class="" href="http://cgi.stanford.edu/~dept-ctl/cgi-bin/tomprof/posting.php?ID=871&search=first%20day" target="_blank">Tomorrow’s Professor Msg #871: Designing Courses</a></font></p> <p class="MsoNormal" style="MARGIN:0in 0in 0pt;"><font face="Times New Roman" size="3">This is a very thoughtful article from the Stanford Center for Teaching and Learning.<span style="mso-spacerun:yes;"> </span>They offer great advice for learning-centered course design and provide an overview of the steps involved in a course design or re-design.</font></p><font face="Times New Roman" size="3"> </font> <p class="MsoNormal" style="MARGIN:0in 0in 0pt;"><font face="Times New Roman" size="3"><a class="" href="http://teaching.berkeley.edu/bgd/prepare.html" target="_blank">Preparing or Revising a Course</a></font></p><font size="3"><font face="Times New Roman">In Tools for Teaching, Barbara Gross Davis always provides great pedagogical advice that consistently proves to be effective and efficient.<span style="mso-spacerun:yes;"> </span>In this chapter, she identifies general strategies for preparing for a new semester and addresses 3 major points: “what to teach, how to teach it, and how to ensure that students are learning what is being taught.”<span style="mso-bidi-font-size:16.0pt;"></span></font></font> <p> </p> </article> <article> <h1>Making it to the end without going crazy...</h1> <p>mmeixner — Tue, 11 Nov 2008 17:05:00 GMT</p> <p class="MsoNormal" style="MARGIN:0in 0in 0pt;"><font face="Times New Roman" size="3">As we near the end of the semester we are all frantically trying to wrap up the classes we are teaching as well as the classes we are taking without dropping the ball or going completely crazy.<span style="mso-spacerun:yes;"> </span>Irene S. Levine maintains a bimonthly <a class="" href="http://sciencecareers.sciencemag.org/career_magazine/previous_issues/articles/2005_04_29/noDOI.4215244778161600089" target="_blank">Mind Matters Column</a> for “Science Careers” from the journal <i style="mso-bidi-font-style:normal;">Science</i> that offers some helpful advice on issues faced by young scientists.<span style="mso-spacerun:yes;"> </span>Although her articles are specifically geared towards scientists, she provides advice with universal applications.<span style="mso-spacerun:yes;"> </span>For instance, take a look at her article from July 2008, <em><a class="" href="http://sciencecareers.sciencemag.org/career_development/previous_issues/articles/2008_07_25/caredit_a0800113" target="_blank">Get Moving</a></em> where she discusses the positive impacts of physical activity on stress and professional productivity.<span style="mso-spacerun:yes;"> </span>Another great article that applies to many of us is <em><a class="" href="http://sciencecareers.sciencemag.org/career_development/previous_issues/articles/2008_03_28/caredit_a0800044" target="_blank">Too Perfect?</a></em> which addresses the difficulties resultant from our perfectionism.</font></p><font face="Times New Roman" size="3"> </font> <p class="MsoNormal" style="MARGIN:0in 0in 0pt;"><font face="Times New Roman" size="3">Another provocative and potentially helpful article is by Jane Stemwedel, <em><a class="" href="http://scienceblogs.com/ethicsandscience/2007/07/balance_is_a_nice_idea_but_my.php#more" target="_blank">Balance is a nice idea, but my reality is closer to juggling</a></em>.<span style="mso-spacerun:yes;"> </span>This article is geared more towards women with families, but Stemwedel discusses many things that are applicable to us all.<span style="mso-spacerun:yes;"> </span>An associate professor at San Jose State University, she approaches this issue in a very conversational and personal nature.</font></p><font face="Times New Roman" size="3"> </font> <p class="MsoNormal" style="MARGIN:0in 0in 0pt;"><font face="Times New Roman" size="3">Take a look and let me know what you think!</font></p> <p> </p> </article> <article> <h1>Student Behavior</h1> <p>mmeixner — Tue, 04 Nov 2008 17:24:00 GMT</p> <p class="MsoNormal" style="MARGIN:0in 0in 0pt;"><font face="Times New Roman" size="3">What are your thoughts on this new/current generation of students?<span style="mso-spacerun:yes;"> </span>Have you noticed a change in the way they behave and interact with their friends, colleagues, and professors?<span style="mso-spacerun:yes;"> </span>What are your thoughts on how they behave in class?<span style="mso-spacerun:yes;"> </span>Have you had any problems or issues with your students’ behavior?</font></p><font face="Times New Roman" size="3"> </font> <p class="MsoNormal" style="MARGIN:0in 0in 0pt;"><font face="Times New Roman" size="3">Take a look at Neil Williams article <i style="mso-bidi-font-style:normal;"><a class="" href="http://cgi.stanford.edu/~dept-ctl/cgi-bin/tomprof/posting.php?ID=844" target="_blank">The Rules of Engagement: Socializing College Students for the New Century</a></i>.<span style="mso-spacerun:yes;"> </span>What are your thoughts on how he deals with classroom civility?<span style="mso-spacerun:yes;"> </span>I’d love to hear what you think!</font></p> <p> </p> </article> <article> <h1>Announcments 10-27-08</h1> <p>mmeixner — Mon, 27 Oct 2008 19:58:00 GMT</p> <p class="MsoNormal" style="MARGIN:0in 0in 0pt;"><font face="Times New Roman" size="3">Have you completed your first videotape observation and SGID?<span style="mso-spacerun:yes;"> </span>If not, be sure to double check your calendar to make sure that everything is scheduled!<span style="mso-spacerun:yes;"> </span>Also don’t forget about peer observations…when is your follow-up session?<span style="mso-spacerun:yes;"> </span>Be sure to email your peer observation feedback to your consultant or Micah before your peer group meeting.</font></p> </article> <article> <h1>Teaching Philosophy Statement</h1> <p>mmeixner — Mon, 27 Oct 2008 19:55:00 GMT</p> <p class="MsoNormal" style="MARGIN:0in 0in 0pt;"><font size="3"><font face="Times New Roman">Hopefully by now you are all beginning to think about your Teaching Portfolios (due December 12<sup>th</sup>).<span style="mso-spacerun:yes;"> </span>Here are two articles by Gabriela Montell from the Chronicle of Higher Education on the teaching philosophy statement.<span style="mso-spacerun:yes;"> </span>The first article, <i style="mso-bidi-font-style:normal;"><a class="" href="http://chronicle.com/jobs/news/2003/03/2003032701c.htm" target="_blank">What’s Your Philosophy on Teaching, and Does it Matter?</a></i>, discusses the purpose of the teaching philosophy statement and the role it plays in job searches.<span style="mso-spacerun:yes;"> </span>In the second article, <em><a class="" href="http://chronicle.com/jobs/news/2003/03/2003032702c.htm" target="_blank">How to Write a Statement of Teaching Philosophy</a></em>, Montell makes recommendations for writing your statement and gives some great advice such as “Don’t Make Empty Statements” and “Make Sure It’s Well-Written.”<span style="mso-spacerun:yes;"> </span>While some of her suggestions may seem super obvious, you would be surprised how often these elements are over-looked or taken for granted and how much a thoughtful and well-done statement will set you apart from other applicants.<span style="mso-spacerun:yes;"> </span></font></font></p> <p class="MsoNormal" style="MARGIN:0in 0in 0pt;"><font face="Times New Roman" size="3"></font> </p> <p class="MsoNormal" style="MARGIN:0in 0in 0pt;"><font face="Times New Roman" size="3">As you work on your portfolio and your philosophy statement, don’t hesitate to talk to your mentor and/or your consultant!<span style="mso-spacerun:yes;"> </span>We are all here to help and we all want this to be a marketable product for your future job searches!</font></p> <p> </p> </article> </main></body></html>