We've all been there. The student who takes over the class while others role their eyes; the student that wants feedback on every section of their project within the next 24 hours; the student that insists that you graded him or her unfairly; the student that wants just a little more time on their paper because they were busy over the weekend; the student that plagiarizes; the student who needs a letter of recommendation for grad school, a job, an internship, or study abroad program.
The problem is that as adjunct or contingent faculty, we may not have the time, space, or support to accommodate these students. Some adjuncts may not have office space in which to meet students; some adjuncts may only be able to discuss issues with students over the internet; some contingent faculty are evaluated for further courses solely on student evaluations; some instructors only work at night when support services are not available. However, unlike tenured faculty, our jobs may be dependent upon how we react to these situations. In today's chat we'll discuss some of the problems with working with demanding or problem students and some strategies to ensure we have time for the rest of the class, class prep, and our own work outside of class. We'll also discuss strategies with managing legitimate student demands such as letters of recommendations, receiving feedback on assignments in a timely manner, or make-up exams.
The questions will include:
Q1 How, where, and when do you interact with students outside of the scheduled class period?
Q2 What are some student demands you struggle with? How do you manage those demands?
Q3 How do you manage problem/demanding students? How might this be different than a tenure track or a tenured professor?
Q4 What support is available/should you ask for from the University in managing these demands?
Q5 How do you ensure a good reputation as an instructor while managing these demanding students/student demands?
Tuesday, October 22, 2013
Tuesday, July 30, 2013
The importance of multiple languages to understand communication
Lately, my son has decided he needs to learn more languages to get into graduate school for History. He studied Spanish from grade 2-12, then took Italian for a year and a half, and Latin for a half a year. After studying in Italy for a semester, he came home this summer ready to tackle French. The second summer semester in which he would study French 2 was cancelled, so he decided to get a copy of his university's syllabus, order the book, and with help from me (I received certification to teach French in the state of Vermont), he is tackling French 2 so he can study French 3, German, and Latin next year.
Now, while it sounds as if he is a gifted language learner, the fact is that after 12 years of Spanish, a third and fourth language became easier to learn. I went through the same process, first studying Spanish in High School, then French in College, then studying at the University of Fribourg where the majority of my courses were taught in French.
In watching the process from afar (from my son), I realized how important it is to learn multiple languages to understand the communication process and one's own language. It also is important to be immersed in another language to understand linguistics, semantics, non-verbal communication, expressive language/language choice, and symbolic representation of language (writing in its various formats).
Studies on bi-lingual speakers have confirmed that bilingualism helps to create cognitive flexibility. I see this with my own niece who is English/Slovakian bilingual. It has helped with her reading comprehension, expressive writing skills, and critical thinking.
It is not enough to learn a second language, however. Learning a third language helps to establish language patterns from which speakers can understand differences and similarities. We don't stop teaching math at just algebra or science at just biology. There are some universal truths in each discipline, but just as many differences that create a deeper understanding through disruption of patterns.
This is a reality that is very difficult to convey to the majority of American teachers (especially ELA) who are monolingual. I have had many discussions in education, writing, and communication classes, workshops, and/or conferences in which the monolingual teacher does not understand the cognitive process that happens in speaking a foreign language. It is hard to articulate the communication process in understanding others who language does not fit the boundaries of native speakers (although at other times, different accents and non-standard language does fit the boundaries). This is where socio- and anthrolinguistics comes in. But this is difficult to understand if someone has never experienced when cultural boundaries of language are tested.
So my recommendation is that all linguistics, ELA, Writing, communication, and reading teachers be exposed to multiple language learning (we would be taught in a non-familiar language such as Thai, Chinese, Portuguese, or Hindi for the introduction of each topic in my language acquisition class), if not required to study at least 2 foreign languages and study in a non-English speaking country or territory.
Now, while it sounds as if he is a gifted language learner, the fact is that after 12 years of Spanish, a third and fourth language became easier to learn. I went through the same process, first studying Spanish in High School, then French in College, then studying at the University of Fribourg where the majority of my courses were taught in French.
In watching the process from afar (from my son), I realized how important it is to learn multiple languages to understand the communication process and one's own language. It also is important to be immersed in another language to understand linguistics, semantics, non-verbal communication, expressive language/language choice, and symbolic representation of language (writing in its various formats).
Studies on bi-lingual speakers have confirmed that bilingualism helps to create cognitive flexibility. I see this with my own niece who is English/Slovakian bilingual. It has helped with her reading comprehension, expressive writing skills, and critical thinking.
It is not enough to learn a second language, however. Learning a third language helps to establish language patterns from which speakers can understand differences and similarities. We don't stop teaching math at just algebra or science at just biology. There are some universal truths in each discipline, but just as many differences that create a deeper understanding through disruption of patterns.
This is a reality that is very difficult to convey to the majority of American teachers (especially ELA) who are monolingual. I have had many discussions in education, writing, and communication classes, workshops, and/or conferences in which the monolingual teacher does not understand the cognitive process that happens in speaking a foreign language. It is hard to articulate the communication process in understanding others who language does not fit the boundaries of native speakers (although at other times, different accents and non-standard language does fit the boundaries). This is where socio- and anthrolinguistics comes in. But this is difficult to understand if someone has never experienced when cultural boundaries of language are tested.
So my recommendation is that all linguistics, ELA, Writing, communication, and reading teachers be exposed to multiple language learning (we would be taught in a non-familiar language such as Thai, Chinese, Portuguese, or Hindi for the introduction of each topic in my language acquisition class), if not required to study at least 2 foreign languages and study in a non-English speaking country or territory.
Wednesday, July 10, 2013
Organizational Creativity
A while back, I cowrote an article on the psychology of entrepreneurs. My role was to help update the paper that one of my colleagues had written a while before. I took a totally different approach as my background was in international management and communication. Our paper has been well received and still holds up. One reason it may still hold up is that we tried to identify the universals that came out of research regardless of discipline, culture, or methodology. These universals included a high locus of control, high tolerance of ambiguity, a risk taking personality, the ability to rebound after failure, and strong community/familiar support.
So how does that relate to organizational creativity? One of the concepts in the paper that I think was lacking was the creative mind of the entrepreneur. Part of the reason is that few people studied creativity among entrepreneurs is because we assume 1) entrepreneurs are already creative; 2) creativity is subjective and therefore difficult to measure or even observe; 3) business studies need to be “scientific” which means the “soft sciences” such as creativity, communication, innovation, and artistic sense do not have a place in business journals.
Recently, however, there has been a resurgence in research on organizational creativity and innovation. Just in searching “organizational creativity” on google scholar for 2013 (7 months) returned 14,800 hits compared to a total of 58,400 for the time period of 2000-2005 (an average of 11,800 per month). This does not include other concepts that might fall under “creativity” such as knowledge creation, innovation, product/idea development, organizational design, and collective knowledge.
My own research on knowledge creation in distributed groups has recently had me reevaluating my data to answer the following questions:
1) What organizational, departmental, and group processes affect individual creativity and the creativity at all levels of an organization? How do these processes inhibit or encourage innovation and creativity?
2) How do cultural practices (organizational, departmental, academic discipline/professional, societal) inhibit or encourage creativity? How creativity is perceived and/or defined?
3) What design features create the best environment for creativity? What environmental features? What interpersonal/societal/communication features?
I will be focusing on some of my findings about transactional and negotiated knowledge, knowledge boundaries at various levels, and the concept of “design” in organizational practices.
Reading list:
Shin, Soo-Young; Park, Won-Woo; Lim, Hyoun Sook, (2013). What Makes Small- and Medium-Sized Enterprises Promote Organizational Creativity: The Contingency Perspective. Social Behavior and Personality: an international journal, Volume 41, Number 1, 2013 , pp. 71-82(12).
Anit Somech & Anat Drach-Zahavy (2013). Translating Team Creativity to Innovation Implementation
The Role of Team Composition and Climate for Innovation. Journal of Management. vol. 39 no. 3 684-708.
Cook, S & Yanow, D. (1993). Culture and organizational learning. Journal of Management Inquiry, 2 (4), 373-390.
Goodwin, C. (1994) Professional Vision. American Anthropologist, New Series, 96 (3), 606-633.
Mohammed, S., & Dumville, B. (2001). Team mental models in a team knowledge framework: Expanding theory and measurement across disciplinary boundaries. Journal of Organizational Behavior, 22, 89-106.
Rouwette, E. & Vennix, J. (2008). Team learning on messy problems. In Sessa, V. & London, M. (Eds) Work Group Learning (pp. 243-284). New York, NY: Lawrence Erlbaum Associates.
Moreland, R., & Levine, J. (2001). Socialization in organizations and work groups. In M. E. Turner (Ed.), Groups at work: Theory and research (pp. 69-112). Mahwah, NJ: Lawrence Erbaum Associates.
Jehn, K., Northcraft, G., & Neale, M. (1999). Why differences make a difference: A field study of diversity, conflict, and performance in workgroups. Administrative Science Quarterly, 44, 741-763.
Monday, June 3, 2013
Where do lost ideas go?
The summer is usually when I do my best blog posts. This summer (the first as a "Doctor" in which I will not be working on my dissertation), I am using my time to apply for jobs. This is very time consuming as there are many different requirements schools demand depending on the position. One of the jobs I am applying to is as instructor in writing and critical inquiry. Most writing positions demand a writing sample (which I'm having difficulty identifying as to what is relevant). So I decided to revise one of my previous blog posts.
Where do lost ideas go?
My process for writing my dissertation makes me wonder about what happens to ideas that are created and then lost while I write. I try to write at least two hours a day. When writing at home, I am often interrupted. As a result, I find I have to continually read what I have written and try to capture the thought I had. However, as I am creating the knowledge, what happens if it is lost? Was it truly an important thought? Upon rereading what I have written (in order to recapture an idea I might have lost), might I not create a deeper understanding of what I am writing? And where does that idea go that was lost? Is that lost knowledge? Or is it just part of the process of idea generation and knowledge building?
I occasionally see this with my own students, who have created a speech using PowerPoint. In their presentations, they will sometimes forget to mention something and may go back to it. I am continually asking them, however, how important that piece of information is for the audience to understand the speech. If speaker has forgotten to present a specific piece of information, perhaps it is not really necessary for the audience. The speakers may still have that knowledge in their head which allows them to understand what they are saying. In fact, that specific piece of information was a building block for presenters as they were creating their speech (and a basis for their speech as a whole), but the knowledge may not be necessary for the audience to understand the speech.
I think of it like a building that is built on the ruins of others. The original building creates a foundation and even a structure upon which a new building can be constructed. However, it is not necessary that the new building be constructed exactly the same as the original. More often than not it is improved upon, creating its own flavor or style. It is a unique creation in the end, which also can be built upon. This is the same for edits or lost versions of anything that we write. We may have a structure or framework from which to work, but our ideas evolve and become unique as we revise our writing (or try to reconstruct documents that have been lost because of computer glitches!).
It is difficult to let go of the lost ideas, just as it is difficult to create something new rather than going back to the original design. The process as we discard, change, and/or create something new helps us to have a deeper understanding in general of the topic. Writing helps us document our thinking, although not all thoughts will be put down. This might be the underlying reason for why project based learning creates a deeper level of learning than can be measured in a finished product or even a test.
Where do lost ideas go?
My process for writing my dissertation makes me wonder about what happens to ideas that are created and then lost while I write. I try to write at least two hours a day. When writing at home, I am often interrupted. As a result, I find I have to continually read what I have written and try to capture the thought I had. However, as I am creating the knowledge, what happens if it is lost? Was it truly an important thought? Upon rereading what I have written (in order to recapture an idea I might have lost), might I not create a deeper understanding of what I am writing? And where does that idea go that was lost? Is that lost knowledge? Or is it just part of the process of idea generation and knowledge building?
I occasionally see this with my own students, who have created a speech using PowerPoint. In their presentations, they will sometimes forget to mention something and may go back to it. I am continually asking them, however, how important that piece of information is for the audience to understand the speech. If speaker has forgotten to present a specific piece of information, perhaps it is not really necessary for the audience. The speakers may still have that knowledge in their head which allows them to understand what they are saying. In fact, that specific piece of information was a building block for presenters as they were creating their speech (and a basis for their speech as a whole), but the knowledge may not be necessary for the audience to understand the speech.
I think of it like a building that is built on the ruins of others. The original building creates a foundation and even a structure upon which a new building can be constructed. However, it is not necessary that the new building be constructed exactly the same as the original. More often than not it is improved upon, creating its own flavor or style. It is a unique creation in the end, which also can be built upon. This is the same for edits or lost versions of anything that we write. We may have a structure or framework from which to work, but our ideas evolve and become unique as we revise our writing (or try to reconstruct documents that have been lost because of computer glitches!).
It is difficult to let go of the lost ideas, just as it is difficult to create something new rather than going back to the original design. The process as we discard, change, and/or create something new helps us to have a deeper understanding in general of the topic. Writing helps us document our thinking, although not all thoughts will be put down. This might be the underlying reason for why project based learning creates a deeper level of learning than can be measured in a finished product or even a test.
Wednesday, April 17, 2013
Help with new technology trends for 2013/14
Each summer, I choose one or two new emerging technologies to learn. Last summer I worked with edmodo and mendeley. I ended up using Edmodo, but not really catching on to mendeley (nor did my students as it was a bit limited in collaborative work, we found). I also started playing around with pintrest, which had mixed reviews with my students, however, I've found some use personally.
This Spring, I was given an ipod to use as part of a "flipped classroom" project, along with clickers. However, I found the two technologies created information overload. So my goal for the summer is to work more with the ipod, including learning how to create effective learning videos.
So I need your help. Does anyone know of good videos on how to create a learning video? Or does anyone know of good learning videos? (If there are no how to create a learning video, this just might be a research project I can do next fall).
I also would like suggestions on new technology, technology used in new ways, new software being used, and apps that my students may be using (i.e. snapchat, google +) and/or businesses might be using for collaborative work or communication. I am especially interested in data visualization (including mindmapping or flowcharts) apps and/or video apps.
You can either make the suggestions in the comment area here, and/or tweet them to @comprof1 using the hashtag #cmc2014. I will vet out the best suggestions and present them in my blog.
This Spring, I was given an ipod to use as part of a "flipped classroom" project, along with clickers. However, I found the two technologies created information overload. So my goal for the summer is to work more with the ipod, including learning how to create effective learning videos.
So I need your help. Does anyone know of good videos on how to create a learning video? Or does anyone know of good learning videos? (If there are no how to create a learning video, this just might be a research project I can do next fall).
I also would like suggestions on new technology, technology used in new ways, new software being used, and apps that my students may be using (i.e. snapchat, google +) and/or businesses might be using for collaborative work or communication. I am especially interested in data visualization (including mindmapping or flowcharts) apps and/or video apps.
You can either make the suggestions in the comment area here, and/or tweet them to @comprof1 using the hashtag #cmc2014. I will vet out the best suggestions and present them in my blog.
Sunday, April 7, 2013
College reflects the shortcomings of the US healthcare system
My daughter is starting college this fall and my son currently is a sophomore in college, both of them outside of our home state. In both cases, as we prepare(d) to send our children to college, suddenly the gaps in the US healthcare system stand out. Going through the paperwork needed to send my children away to school, I discovered the following:
1) Insurance does not cross state lines. In some cases, like my son who attends Penn State, the university health system will not take insurance non-related to the university. It makes sense since there are 40,000+ students, all with different insurance policies. Each state has its own requirements and restrictions for insurance carriers. If the US had a universal reporting system, it might make healthcare easier as people crossed state lines (or even county lines or employers). Imagine having one universal form that your provider could access as you moved or visited other areas. They would be able to access your information (with your permission). When I broke my foot a few years ago, I had to go to three different places for treatment. At each place, I had to give the SAME INFORMATION! Imagine giving it once only? It would be a lot more effective.
2) Related to this are the differing immunization requirements. If we can agree on universal right on red, can't we agree on a few universal immunizations and how they should be administrated? I never realized, for example, that there were so many differences in how many MMR's (mumps, measles, and rubella) vaccine requirements there were. Some require boosters, some require they be administered within a certain time frame or at specific ages, etc...
It used to be in NY State, where I live, that only those born after 1957 had to have the MMR vaccination. A new law requires childcare workers, even those born before 1957, to have proof of immunization. Few if any have records of their childhood diseases from the original doctors (most of which are in their 90's if they are even alive) so they must have blood tests to prove immunization.
Now I have found out that one of the vaccines that caused my daughter to have a reaction requires a booster. I don't want her to go through the reaction she had before, but now she has changed doctors, I have to explain the reaction and hope they will fill out the paperwork so she doesn't have to risk having a repeat of the reaction.
3) Finding a doctor that will take a patient who lives in the area only three months out of the year is difficult. My area has a doctor shortage as it is. Try finding a doctor you can see only during school vacations, when all the other college students are home and need to see their "regular" doctors. Then there is the problem with physicals. Doctors want to see a new patient and do a full physical. However, many insurance companies will only pay for one physical a year. So this means college students may need to pay out of pocket for a second physical if it is at their school. If a student has already had a physical within the year, why do doctor's require a full physical again? Should doctors have a regular "new patient" intake interview they can bill, but not a full physical (as long as they can get the records from the doctor in another state, thus universal information/database for the US)?
I understand why my students are chronically ill and/or go home to see their doctors when they are ill. Students who live off campus in my town, may not be able to find a doctor that will see them.
While the new healthcare bill has helped in some ways, until the US begins to build a "healthcare system" rather than focusing on healthcare costs, we will trail behind the rest of the world. As people complain about "universal healthcare" taking away choice, increasing costs, and limiting when and where a person can access health services, realize that this is currently happening in our country today already. Our healthcare system is not meeting the needs of American citizens, and not meeting them at a high cost.
1) Insurance does not cross state lines. In some cases, like my son who attends Penn State, the university health system will not take insurance non-related to the university. It makes sense since there are 40,000+ students, all with different insurance policies. Each state has its own requirements and restrictions for insurance carriers. If the US had a universal reporting system, it might make healthcare easier as people crossed state lines (or even county lines or employers). Imagine having one universal form that your provider could access as you moved or visited other areas. They would be able to access your information (with your permission). When I broke my foot a few years ago, I had to go to three different places for treatment. At each place, I had to give the SAME INFORMATION! Imagine giving it once only? It would be a lot more effective.
2) Related to this are the differing immunization requirements. If we can agree on universal right on red, can't we agree on a few universal immunizations and how they should be administrated? I never realized, for example, that there were so many differences in how many MMR's (mumps, measles, and rubella) vaccine requirements there were. Some require boosters, some require they be administered within a certain time frame or at specific ages, etc...
It used to be in NY State, where I live, that only those born after 1957 had to have the MMR vaccination. A new law requires childcare workers, even those born before 1957, to have proof of immunization. Few if any have records of their childhood diseases from the original doctors (most of which are in their 90's if they are even alive) so they must have blood tests to prove immunization.
Now I have found out that one of the vaccines that caused my daughter to have a reaction requires a booster. I don't want her to go through the reaction she had before, but now she has changed doctors, I have to explain the reaction and hope they will fill out the paperwork so she doesn't have to risk having a repeat of the reaction.
3) Finding a doctor that will take a patient who lives in the area only three months out of the year is difficult. My area has a doctor shortage as it is. Try finding a doctor you can see only during school vacations, when all the other college students are home and need to see their "regular" doctors. Then there is the problem with physicals. Doctors want to see a new patient and do a full physical. However, many insurance companies will only pay for one physical a year. So this means college students may need to pay out of pocket for a second physical if it is at their school. If a student has already had a physical within the year, why do doctor's require a full physical again? Should doctors have a regular "new patient" intake interview they can bill, but not a full physical (as long as they can get the records from the doctor in another state, thus universal information/database for the US)?
I understand why my students are chronically ill and/or go home to see their doctors when they are ill. Students who live off campus in my town, may not be able to find a doctor that will see them.
While the new healthcare bill has helped in some ways, until the US begins to build a "healthcare system" rather than focusing on healthcare costs, we will trail behind the rest of the world. As people complain about "universal healthcare" taking away choice, increasing costs, and limiting when and where a person can access health services, realize that this is currently happening in our country today already. Our healthcare system is not meeting the needs of American citizens, and not meeting them at a high cost.
Tuesday, March 26, 2013
The mobile classroom
As part of the flipped classroom, I was given an ipad to use. At first I was excited because I thought I would be able to tape and project some of the classroom activities (very important in communication education). However, I soon found that logistically this was difficult. An unexpected outcome that was noted when my class was observed was that the mobile devise also put a barrier up between my students and I. To film, they could not make eye contact with me. This meant many disengaged from me, acting as they would act if I had left the room (going off topic, not working on the activity, etc...).
However, I have learned that the ipad is very useful as I manage my class. Often, I will project an activity (either powerpoint or googledoc) so students can follow the activity goals and requirements. However, this makes it difficult if they have questions that I need internet access to answer. For example, they may ask for an example of how something works. Using the ipad, I can access a resource and show it to them (rather than just explain it). In some cases, students will copy down or access the resource on their own smart phones.
This has been especially useful in modeling technology use for my students. For example, students will come to me saying they can't find a resource. I will go through the process, showing them how to access/search for resources. This means they no longer can say, "I don't know how..." and hope to end the learning there. Now I can show them at the same time allowing them to save face since this can be done during group or individual work. I also don't have to bore those that already know by repeating the process on the classroom screen.
The use of tablets and other mobile technology gives me the tool to individualize learning for my students. It also aids in the just-in-time learning many students have come to expect.
However, I have learned that the ipad is very useful as I manage my class. Often, I will project an activity (either powerpoint or googledoc) so students can follow the activity goals and requirements. However, this makes it difficult if they have questions that I need internet access to answer. For example, they may ask for an example of how something works. Using the ipad, I can access a resource and show it to them (rather than just explain it). In some cases, students will copy down or access the resource on their own smart phones.
This has been especially useful in modeling technology use for my students. For example, students will come to me saying they can't find a resource. I will go through the process, showing them how to access/search for resources. This means they no longer can say, "I don't know how..." and hope to end the learning there. Now I can show them at the same time allowing them to save face since this can be done during group or individual work. I also don't have to bore those that already know by repeating the process on the classroom screen.
The use of tablets and other mobile technology gives me the tool to individualize learning for my students. It also aids in the just-in-time learning many students have come to expect.
Wednesday, March 20, 2013
Flipped classroom: Is it something for contingent faculty?
As my previous posts have discussed, I am part of a training project for the flipped classroom. As part of the training, my teaching was observed and the students filled out an evaluation (anonymously) on the class. In reviewing their comments and feedback, I began to think that perhaps I had made a mistake in being part of the project.
I currently am looking for a new job for next year. As part of the application process, most schools ask for teaching evaluations. However, I fear that the teaching evaluations for this class will be less than stellar due to the gap between student expectations as to what a good teacher is and the way it is defined by the flipped classroom. Even the questions on the evaluation (does instructor explain the concepts well) is geared towards evaluating the traditional classroom. In a flipped classroom, the instructor does not lecture which many students equate with "explain the concepts."
My Goals in the Flipped Classroom
I teach two different courses this semester. In all, I teach 5 courses regularly for the department. However, the one course I chose for the flipped classroom, group communication, has been plaguing me for the last 2 semesters. While the students enjoy the hands on classroom activities, many fail to make the connection between the readings I assign and the activities. As such, for this class, I wanted to create a greater link between the readings and the class activities.
Unlike many of the others in the project who were trying to loosen teacher control of student learning, I needed to tighten control (by making the link more obvious) while still allowing student direction for learning within the classroom. The first step was to rewrite my goals so they reflected the messiness of the course content while also indicating the importance to the students.
For example, I added the following goals to the course syllabus:
1)Challenge assumptions about effective group processes and communication
2) Apply communication skills (written, oral, and non-verbal) and processes in multiple real world group (especially small group) settings
3) Develop numerous communication strategies in order to participate and contribute to group processes and products in both professional and academic work environments
4) Understand and analyze basic communication research and studies. Learn to collect, analyze, and use communication data in order to thrive in difficult social environments, workplace group problem solving activities, and the participation of dysfunctional teams.
The next step was to create a mechanism that both motivated students to read and provided some framework for their learning. I did this by creating a question of the day. It turns out that my ineptitude in creating good multiple choice questions, actually was to my advantage in developing critical reading skills for my students. One reason I always gave essay questions was because my multiple choice questions often were too open for interpretation. However, these are exactly the type of questions that create good environments for discussion.
Difficulties for contingent faculty
These ambiguous questions of the day, however, are problematic for students that have been educated in the NCLB environment. They have been taught that there is only one answer and a set process. In addition, teachers in K-12 are assessed based on their ability to get their students to understand what the "correct" answer is.
In addition to students coming into class with assumptions about how they will be assessed, they make certain assumptions about the teacher based on their ability to "get the question right." In other words, if they get the question wrong, it is because they weren't taught or they didn't study. However, often the case is that there was a difference in interpretation of either the reading or the question. Students that can argue towards an answer other than the one I give, supporting it with information and evidence from class and the readings, demonstrate a deeper level of understanding to the material. Unfortunately, students interpret this is the "teacher doesn't know what she is doing" or "teacher is not teaching us." The students want a definitive final answer.
One of the other problems I have in this class is the use of team based learning at our university. Many of the students are part of teams in which faculty support learning and encourage support through team structure as part of the concepts of team based learning. However, my class is not based on team based learning even though there are group activities. In fact, my class is experiential which means I am hoping for conflict, social loafing, and groupthink so we can discuss these issues as it pertains to group communication. Students don't like these ambiguous learning environments and this can be reflected in course evaluations.
So, as the number of faculty who are contingent grows, new ways to teach and changing the skills that must be learned to something that is more challenging (such as critical thinking and problem solving skills) will be more difficult to implement, especially if we don't start creating new ways to measure teaching effectiveness. I have yet to see a job application that provides space for a digital portfolio of student work, faculty research, or blogs/social media. Teaching effectiveness for most colleges and universities are still student evaluations and supervisor observations (which can be difficult to obtain unless you take part in a pilot program). The only way to change the learning/teaching culture in universities is to change the way potential faculty are evaluated.
I currently am looking for a new job for next year. As part of the application process, most schools ask for teaching evaluations. However, I fear that the teaching evaluations for this class will be less than stellar due to the gap between student expectations as to what a good teacher is and the way it is defined by the flipped classroom. Even the questions on the evaluation (does instructor explain the concepts well) is geared towards evaluating the traditional classroom. In a flipped classroom, the instructor does not lecture which many students equate with "explain the concepts."
My Goals in the Flipped Classroom
I teach two different courses this semester. In all, I teach 5 courses regularly for the department. However, the one course I chose for the flipped classroom, group communication, has been plaguing me for the last 2 semesters. While the students enjoy the hands on classroom activities, many fail to make the connection between the readings I assign and the activities. As such, for this class, I wanted to create a greater link between the readings and the class activities.
Unlike many of the others in the project who were trying to loosen teacher control of student learning, I needed to tighten control (by making the link more obvious) while still allowing student direction for learning within the classroom. The first step was to rewrite my goals so they reflected the messiness of the course content while also indicating the importance to the students.
For example, I added the following goals to the course syllabus:
1)Challenge assumptions about effective group processes and communication
2) Apply communication skills (written, oral, and non-verbal) and processes in multiple real world group (especially small group) settings
3) Develop numerous communication strategies in order to participate and contribute to group processes and products in both professional and academic work environments
4) Understand and analyze basic communication research and studies. Learn to collect, analyze, and use communication data in order to thrive in difficult social environments, workplace group problem solving activities, and the participation of dysfunctional teams.
The next step was to create a mechanism that both motivated students to read and provided some framework for their learning. I did this by creating a question of the day. It turns out that my ineptitude in creating good multiple choice questions, actually was to my advantage in developing critical reading skills for my students. One reason I always gave essay questions was because my multiple choice questions often were too open for interpretation. However, these are exactly the type of questions that create good environments for discussion.
Difficulties for contingent faculty
These ambiguous questions of the day, however, are problematic for students that have been educated in the NCLB environment. They have been taught that there is only one answer and a set process. In addition, teachers in K-12 are assessed based on their ability to get their students to understand what the "correct" answer is.
In addition to students coming into class with assumptions about how they will be assessed, they make certain assumptions about the teacher based on their ability to "get the question right." In other words, if they get the question wrong, it is because they weren't taught or they didn't study. However, often the case is that there was a difference in interpretation of either the reading or the question. Students that can argue towards an answer other than the one I give, supporting it with information and evidence from class and the readings, demonstrate a deeper level of understanding to the material. Unfortunately, students interpret this is the "teacher doesn't know what she is doing" or "teacher is not teaching us." The students want a definitive final answer.
One of the other problems I have in this class is the use of team based learning at our university. Many of the students are part of teams in which faculty support learning and encourage support through team structure as part of the concepts of team based learning. However, my class is not based on team based learning even though there are group activities. In fact, my class is experiential which means I am hoping for conflict, social loafing, and groupthink so we can discuss these issues as it pertains to group communication. Students don't like these ambiguous learning environments and this can be reflected in course evaluations.
So, as the number of faculty who are contingent grows, new ways to teach and changing the skills that must be learned to something that is more challenging (such as critical thinking and problem solving skills) will be more difficult to implement, especially if we don't start creating new ways to measure teaching effectiveness. I have yet to see a job application that provides space for a digital portfolio of student work, faculty research, or blogs/social media. Teaching effectiveness for most colleges and universities are still student evaluations and supervisor observations (which can be difficult to obtain unless you take part in a pilot program). The only way to change the learning/teaching culture in universities is to change the way potential faculty are evaluated.
Wednesday, January 30, 2013
Flipped Classroom: How many hours does an instructor REALLY put into teaching
I'm writing my blog instead of preparing for my class today. Part of the reason is that I find Blogging a way to ease back into academic writing that will be published (rather than writing my dissertation which I have now completed). However, this blog post has weighed on my mind for the last 24 hours.
I have previously written about my participation in a "flipped classroom" project through our school. The last class was less than stellar! First, we woke to some bad weather in the area, and since I teach first thing in the morning, I sent out email instructions for students that may not have been able to come into class because of the weather. Unfortunately, I teach two levels of Group Communication and I mixed the two up, sending the email to the wrong (later) class. More than that, I am using 2 new technologies this semester. The combination of two new technologies (I usually only introduce one new technology each semester) made transitions in set up slow.
So coming home exhausted from 3 straight hours of teaching, I came across this article about how the IRS has warned colleges that the calculations for hours adjuncts work may need to be recalculated. This is the first time that I have seen someone recognize that adjuncts do more than classroom contact hours. It got me to thinking about how much time I put into my classes compared to a full time faculty member. Likewise, while on paper the "flipped classroom" may look like it is less work for the instructor because the "students are teaching themselves", like online learning, in fact, the instructor's role requires a lot more time commitment, often outside of anyone else's view.
Prep Time
There are a number of factors that come into prep time. As mentioned before, I am using two new technologies: clickers and an ipad. I usually only use one technology because of the learning curve in using the technology, figuring out timing (for set-up, transition from activity to activity, student interaction with technology before they feel comfortable). However, I was willing to use the two technologies because I had some prep time and support in using both (something I know many adjuncts or part-time instructors don't have).
Many of the activities I use in class, had to be modified for the flipped classroom. Halfway through my second class, the class chosen for the training, I realized I was "directing" the conversation too much, taking it away from the students. This is something that will be difficult to change. At the same time, I don't want to loose some of the concepts I want them to walk away with. This balance is something I will need to work on in the next few weeks, perhaps coming up with some additional discussion questions before class (I have always been good at reacting to student comments, but now I need them to also participate in directing the conversation).
Another difficulty (and this is just the nature of the demand for our courses, lack of faculty, and the ability for students to drop/add) is putting together groups, getting to know students/student strengths and weaknesses. As a result, I spend the first two weeks frantically putting together groups, coordinating supporting information, answering emails, making sure students have access to the technology we will be using, and collecting information about the students.
This semester so far, I have put in about 50 hours of prep work even before classes begin.
Class prep and assignment management
I usually have a class of 35-45 students. This semester, because one of my courses was added at the last minute, I have a class of 42 and a class of 39. Off courses, this still may change over the next week or so, but these are the numbers I'm starting with.
I have always taught using a style in which I take the content (which I am familiar with) and modify it to meet the needs of a particular class. Sometimes, student written skills are strong, but they lack interpersonal; sometimes their know of communication theory is strong, but they lack practical experience. It is important for me therefore to always prepare before my class. However, with the flipped classroom, I feel I have to be even more prepared, understanding ALL the reading concepts as students my bring up concepts I had not thought of in our discussion. It is not that I don't know the concepts, but rather the vocabulary used by the author. This means, my usual 45 minute prep for class will require twice that amount. I need to be prepared if students bring up concepts I did not necessarily feel were important.
Because I will be evaluating students in class more, I will need to be more "present" in the class (so I can evaluate them). This is very fatiguing especially when teaching 3 hours straight. In addition, there is more assessment after class and follow up (I tape a review of the key points I wanted them to take away from class based on what we did in class). I have cut down on some of my written assessments, but I still need to figure out how to access the statistics from the clickers that I will use in my in-class assessment.
I estimate that I will be spending about 10 hours a week per class in class prep and assignment management (this means 26 hours a week of work on my class alone for 2 3-hour classes).
Other school related responsibilities
In addition to my classroom requirements, our department expects us to have office hours. I have about 3 hours a week scheduled, although I don't usually have students during that time. In addition, I often meet with students when they can't make my office hours. Being part of a large university, most students don't take advantage of office hours. However, I put in as many hours with students outside of the class as most full-time undergraduate instructors/professors (graduate student interaction is different).
Because of my style of teaching, I get know my students as individuals. Because of this, I have requests for 4-8 letters of recommendation per semester. This is not overly time consuming, but does take about 15 minutes per student (an additional 1-2 hours a semester). Those students that do come to speak with me, usually do not discuss the course but rather graduate school and career advice. Our department is lucky in that instructors are part of the faculty and there are a number of faculty who are term (have worked for more than 3 years and therefore are offered full year contracts). As a result, students view these instructors as valuable resources when they have professional and academic questions.
Finally, if I want a tenure track position, I will need to continue to participate in profession activities such as blogging, publishing, attending conventions (if I can get funding for it), interacting with the community, networking, and reviewing journal/conference papers. In this area, expectations for part-faculty are the same as for full-time, but full-time/tenure track faculty get paid for it.
The only area that differs between full-time faculty expectations and part-time is in the area of college service. While I was asked be a representative for part-time faculty for the faculty senate, without being paid for it, I could refuse without it hurting my career.
I have previously written about my participation in a "flipped classroom" project through our school. The last class was less than stellar! First, we woke to some bad weather in the area, and since I teach first thing in the morning, I sent out email instructions for students that may not have been able to come into class because of the weather. Unfortunately, I teach two levels of Group Communication and I mixed the two up, sending the email to the wrong (later) class. More than that, I am using 2 new technologies this semester. The combination of two new technologies (I usually only introduce one new technology each semester) made transitions in set up slow.
So coming home exhausted from 3 straight hours of teaching, I came across this article about how the IRS has warned colleges that the calculations for hours adjuncts work may need to be recalculated. This is the first time that I have seen someone recognize that adjuncts do more than classroom contact hours. It got me to thinking about how much time I put into my classes compared to a full time faculty member. Likewise, while on paper the "flipped classroom" may look like it is less work for the instructor because the "students are teaching themselves", like online learning, in fact, the instructor's role requires a lot more time commitment, often outside of anyone else's view.
Prep Time
There are a number of factors that come into prep time. As mentioned before, I am using two new technologies: clickers and an ipad. I usually only use one technology because of the learning curve in using the technology, figuring out timing (for set-up, transition from activity to activity, student interaction with technology before they feel comfortable). However, I was willing to use the two technologies because I had some prep time and support in using both (something I know many adjuncts or part-time instructors don't have).
Many of the activities I use in class, had to be modified for the flipped classroom. Halfway through my second class, the class chosen for the training, I realized I was "directing" the conversation too much, taking it away from the students. This is something that will be difficult to change. At the same time, I don't want to loose some of the concepts I want them to walk away with. This balance is something I will need to work on in the next few weeks, perhaps coming up with some additional discussion questions before class (I have always been good at reacting to student comments, but now I need them to also participate in directing the conversation).
Another difficulty (and this is just the nature of the demand for our courses, lack of faculty, and the ability for students to drop/add) is putting together groups, getting to know students/student strengths and weaknesses. As a result, I spend the first two weeks frantically putting together groups, coordinating supporting information, answering emails, making sure students have access to the technology we will be using, and collecting information about the students.
This semester so far, I have put in about 50 hours of prep work even before classes begin.
Class prep and assignment management
I usually have a class of 35-45 students. This semester, because one of my courses was added at the last minute, I have a class of 42 and a class of 39. Off courses, this still may change over the next week or so, but these are the numbers I'm starting with.
I have always taught using a style in which I take the content (which I am familiar with) and modify it to meet the needs of a particular class. Sometimes, student written skills are strong, but they lack interpersonal; sometimes their know of communication theory is strong, but they lack practical experience. It is important for me therefore to always prepare before my class. However, with the flipped classroom, I feel I have to be even more prepared, understanding ALL the reading concepts as students my bring up concepts I had not thought of in our discussion. It is not that I don't know the concepts, but rather the vocabulary used by the author. This means, my usual 45 minute prep for class will require twice that amount. I need to be prepared if students bring up concepts I did not necessarily feel were important.
Because I will be evaluating students in class more, I will need to be more "present" in the class (so I can evaluate them). This is very fatiguing especially when teaching 3 hours straight. In addition, there is more assessment after class and follow up (I tape a review of the key points I wanted them to take away from class based on what we did in class). I have cut down on some of my written assessments, but I still need to figure out how to access the statistics from the clickers that I will use in my in-class assessment.
I estimate that I will be spending about 10 hours a week per class in class prep and assignment management (this means 26 hours a week of work on my class alone for 2 3-hour classes).
Other school related responsibilities
In addition to my classroom requirements, our department expects us to have office hours. I have about 3 hours a week scheduled, although I don't usually have students during that time. In addition, I often meet with students when they can't make my office hours. Being part of a large university, most students don't take advantage of office hours. However, I put in as many hours with students outside of the class as most full-time undergraduate instructors/professors (graduate student interaction is different).
Because of my style of teaching, I get know my students as individuals. Because of this, I have requests for 4-8 letters of recommendation per semester. This is not overly time consuming, but does take about 15 minutes per student (an additional 1-2 hours a semester). Those students that do come to speak with me, usually do not discuss the course but rather graduate school and career advice. Our department is lucky in that instructors are part of the faculty and there are a number of faculty who are term (have worked for more than 3 years and therefore are offered full year contracts). As a result, students view these instructors as valuable resources when they have professional and academic questions.
Finally, if I want a tenure track position, I will need to continue to participate in profession activities such as blogging, publishing, attending conventions (if I can get funding for it), interacting with the community, networking, and reviewing journal/conference papers. In this area, expectations for part-faculty are the same as for full-time, but full-time/tenure track faculty get paid for it.
The only area that differs between full-time faculty expectations and part-time is in the area of college service. While I was asked be a representative for part-time faculty for the faculty senate, without being paid for it, I could refuse without it hurting my career.
Wednesday, January 23, 2013
The Flipped Classroom: My project for this semester
I know I haven't blogged for a while. Partly it is because I have been busy participating in commencement (it's official, I'm a Dr. and I have a picture to show for it), partly its family responsibilities (I AM in the sandwich generation), but mostly its because I'm working on some very interesting projects.
The first is a blog I have started with my sister, a 50 something who I convinced should learn more about social media. With this in mind we have started a blog in which she posts questions as she navigates the ins and outs of social media (getting stuck, confused, and otherwise frustrated) and I try to answer her questions.
The second is part of a program I was chosen for through my university: the flipped classroom. Honestly, one of the main reasons I applied for the program was to get an ipad I could use for my classes and figure out the technology my students all seem have at their fingers tips. This was a smart move on the part of our Leaning and Instruction Center to get us into the door.
The fact is, I wasn't sure I'd be accepted for the program. After reading through the information and watching the videos they sent us about the "flipped classroom" movement (see below for those resources), I wasn't sure I'd be able to change my class much since my current teaching approach (based on experiential learning theories)seemed to "flip" the class so students had a lot of control over their learning. However, as I discussed "flipped learning" and read some of the background information on it, I realized there was a key weakness in one of my classes especially.
For the last 3 years, I have been having an increasing difficulty in getting students to link what we do in class to the assigned readings. Now granted, some of this is students not doing the assigned work. However, many times I would see the frustration of my best students who would look at me blankly when I asked them to link the reading concepts to class activities. I could see in their body language the question: Why are you here? Aren't YOU going to tell us what is important? Why aren't you teaching us? What do you mean there is no right or wrong answer???? What are we PAYING YOU FOR? HOW ARE WE SUPPOSED TO KNOW THIS IF YOU DON'T TEACH US !!!!!!????
I don't blame the students for being unable to make the links, but rather have identified the problem as years of education where testing for the "correct answer" has been drummed into them. The results of this type of teaching is that students are afraid to take risks (they get it wrong, they fail) with their learning; they are unable to develop hypotheses and/or are not confident in their own abilities to draw their own conclusions; and they look to resources and teachers to tell them how to interpret information. Many of my students just had never had their critical thinking, critical reading, and problem solving skills developed so they were able to make the links between the reading and active learning activities.
So my goal for this semester is to:
1) Develop my skills in teaching them critical thinking, problem solving, and critical reading
2) Make the links I make between the activities and reading more transparent, so my students learn to make those links also
3) Rework my syllabus and class activities so students feel safe in making mistakes, yet learn from the activities and apply assigned reading concepts to those activities.
To do this, the learning team I am working with has suggested I use clickers (helps focus reading and promote discussion around questions), video recordings to summarize the most important concepts (or fill in spaces of understanding) from the reading, and (my idea) use the video recording capacity of the ipad to record specific examples from class activities, that the class can then review and critique.
Hopefully, throughout the semester, I'll be able to blog about the process. Already I'm working on writing objective questions that will provoke discussion. I also have gained a better insight into the tone of a syllabus and how it can empower students (or take away their choices, and therefore responsibility, for learning).
References:
http://www.youtube.com/watch?v=lBYrKPoVFwg
http://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education.html
http://www.thedailyriff.com/articles/the-flipped-class-conversation-689.php)
The first is a blog I have started with my sister, a 50 something who I convinced should learn more about social media. With this in mind we have started a blog in which she posts questions as she navigates the ins and outs of social media (getting stuck, confused, and otherwise frustrated) and I try to answer her questions.
The second is part of a program I was chosen for through my university: the flipped classroom. Honestly, one of the main reasons I applied for the program was to get an ipad I could use for my classes and figure out the technology my students all seem have at their fingers tips. This was a smart move on the part of our Leaning and Instruction Center to get us into the door.
The fact is, I wasn't sure I'd be accepted for the program. After reading through the information and watching the videos they sent us about the "flipped classroom" movement (see below for those resources), I wasn't sure I'd be able to change my class much since my current teaching approach (based on experiential learning theories)seemed to "flip" the class so students had a lot of control over their learning. However, as I discussed "flipped learning" and read some of the background information on it, I realized there was a key weakness in one of my classes especially.
For the last 3 years, I have been having an increasing difficulty in getting students to link what we do in class to the assigned readings. Now granted, some of this is students not doing the assigned work. However, many times I would see the frustration of my best students who would look at me blankly when I asked them to link the reading concepts to class activities. I could see in their body language the question: Why are you here? Aren't YOU going to tell us what is important? Why aren't you teaching us? What do you mean there is no right or wrong answer???? What are we PAYING YOU FOR? HOW ARE WE SUPPOSED TO KNOW THIS IF YOU DON'T TEACH US !!!!!!????
I don't blame the students for being unable to make the links, but rather have identified the problem as years of education where testing for the "correct answer" has been drummed into them. The results of this type of teaching is that students are afraid to take risks (they get it wrong, they fail) with their learning; they are unable to develop hypotheses and/or are not confident in their own abilities to draw their own conclusions; and they look to resources and teachers to tell them how to interpret information. Many of my students just had never had their critical thinking, critical reading, and problem solving skills developed so they were able to make the links between the reading and active learning activities.
So my goal for this semester is to:
1) Develop my skills in teaching them critical thinking, problem solving, and critical reading
2) Make the links I make between the activities and reading more transparent, so my students learn to make those links also
3) Rework my syllabus and class activities so students feel safe in making mistakes, yet learn from the activities and apply assigned reading concepts to those activities.
To do this, the learning team I am working with has suggested I use clickers (helps focus reading and promote discussion around questions), video recordings to summarize the most important concepts (or fill in spaces of understanding) from the reading, and (my idea) use the video recording capacity of the ipad to record specific examples from class activities, that the class can then review and critique.
Hopefully, throughout the semester, I'll be able to blog about the process. Already I'm working on writing objective questions that will provoke discussion. I also have gained a better insight into the tone of a syllabus and how it can empower students (or take away their choices, and therefore responsibility, for learning).
References:
http://www.youtube.com/watch?v=lBYrKPoVFwg
http://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education.html
http://www.thedailyriff.com/articles/the-flipped-class-conversation-689.php)
Subscribe to:
Posts (Atom)