Relationships and Influence (Part 2)

By Steve Huerd

One of the criteria by which college ranking organizations classify different institutions is class size.  The thinking behind this is the smaller the class size, the more personal interaction the student will receive with the professor.  Thus, personal access and instruction from a knowledgeable professor becomes premium when considerations are being made.

Yet, even within these smaller classrooms, having good relationships between the professor and the student is naturally implied.  There’s an old adage that says, “People don’t care how much you know until they know how much care.”  This truth definitely applies to mentoring relationships as the perceived quality of the relationship between the mentor and mentee is possibly the single most important factor to mentoring effectiveness.

I believe the same is true in teaching.  If a student intuitively knows that his or her professor not only is an expert in their field, but that he/she also cares about them individually as a person, then they tend to allow the professor greater access to their inner thinking.

We all intuitively determine who we can trust and who we can’t, sometimes without even saying a word to that person.  People’s actions publically display certain levels of trust; either inviting us to be real, to use caution, or even to be fearful.

When a teacher has shown signs of being a trustworthy person, then those around them begin to allow them access to their thinking.  This relational trust, then, enables the professor to have more influence in their students’ lives and thinking.

Granted, no one can have close, personal relationships with all their students in every class, but by simply being aware of the relational factors present within the classroom, our effectiveness as instructors is greatly increased.  Our teaching then becomes better leveraged through relational influence resulting in greater impact upon the minds we seek to sway.

Relationships and Teaching (Part 1)

by Steve Huerd

Everyone wants to influence someone’s life when they teach.  Teaching is, after all, the passing of knowledge from one mind to another with the intent to help and improve another life.  But, what makes for effective teaching?  While there are many writings dealing with pedagogical techniques and tips out there, there is comparatively few dealing with how relationships affect teaching efficacy.

In my recently published dissertation, I argued that spiritual development occurs through personal, trusted relationships.  In other words, most people choose what to believe religiously through being influenced by those with whom they have personal trusted relationships.  These people could be their parents, extended family, key nonparental adults, friends, etc.  Thus effective transmission of faith and religious values, which most definitely includes knowledge, is passed along relationally from one person to another. 

This makes sense because we are all created in the image of God to be relational beings connecting with one another.  Even within the universe as a whole, truth is personal, found in the person of Jesus Christ.  This is in contrast to the notion that truth is merely a collection of facts or knowledge that fit reality that must be drilled into every young mind. Even Jesus noted that, “this is eternal life that they might KNOW you” (John 17:3 emphasis mine) implying relational knowledge as being the highest form of knowledge for eternity.

Thus there appears to be an inseparable link between knowledge and relationship as God created them.  Knowledge can exist outside of relationships, but it gains its full meaning and significance through relationships.  Indeed, even the entire universe has a relational connection to Jesus being created “by Him…through Him and for Him” (Col. 1:17).

This truth has profound implications for how we teach in Christian education.  For if knowledge is best communicated via relationships, then the types of relationships we have with our students will affect how they interpret the knowledge we are attempting to teach them.   In fact, I would argue, that the healthier and stronger our relationships with students are, the better they will receive and hear what we have to say.  This has been true in my experience in ministry all these years of working with students and I believe it is core principle essential to pedagogical efficacy at every level.

Why Don’t They Get It!

by Steve Huerd

One of the greatest moments in a teacher’s life is when their students “get it” and the light bulb comes on.  Sometimes you can see it in their faces, in their assignments or perhaps in their review of your course.  There’s something inherently satisfying seeing tangible evidence that you made a difference in someone’s life.

But what happens when they don’t get it and you can’t seem to get through to that young mind?  You know the truth you are sharing is critical to their understanding, yet they just don’t seem ready to hear it.

As teachers in Christian education, we are like the Apostle Paul who said to the Corinthians, “we impart this in words not taught by human wisdom but taught by the Spirit, interpreting spiritual truth to those who are spiritual” (1 Cor. 2:13).

Last week I was teaching a large group of high school students in a foreign country on a mission trip and I desperately wanted to share the gospel with them.  However, the national staff told me if I did this publically in this way, it would not be received well by the students due to cultural differences.  They might be open to hearing it one-on-one but not in a large group setting, and especially if I preached it to them.

I consented, relinquishing my own ambitions, and shared only a small portion of my personal testimony regarding the importance of God in my life.  Immediately afterward two of their national staff thanked me for planting the seed in the student’s minds and said my approach was very effective.

Yet I struggled within myself thinking, “why can’t I just share the gospel with them…this is what they need!”  Yet, the truth was simply that they were not ready to hear it in that way.  Paul likewise, experienced similar frustration with the Corinthians, “I fed you with milk, not solid food, for you were not ready for it” (1 Cor. 3:2).  Even Jesus, in speaking to the disciples, had to curtail his teaching, “I still have many more things to say to you, but you cannot bear them now” (John 16:12).

As Christian teachers, we should be aware of the limits of our teaching upon young believer’s hearts.  Sometimes our students are just not ready to hear all the wisdom and insight we have to offer them.  Therefore we must make adjustments in our teaching when appropriate.  These somewhat painful and inconvenient adjustments should flow from our love for our students.  When they are not ready to hear, we must limit ourselves as teachers so as not to overburden them.  No one learns calculus in first grade and no one can “comprehend the thoughts of God except of the Spirit of God.”

Feedback, Part IV: College Students

In my first post of this series I discussed the feedback I received from the class I've been co-teaching. As a closing post I'd like to share a few of the comments I received on those little note cards. Some are funny. Some are kind. Some are harsh. And many contradict each other. It's a learning experience to read over them. I've only included a few of 40-or-so I collected here. You'll quickly notice one aspect of the class that almost ALL students appreciated. So, just for fun, as an act of semi-transparency, here they are:

1. You were AWESOME. The notes were helpful and I loved the activity--so fun. P.S. Don't be nervous.
2. You were very creative with the activity, it was enjoyable and a great way to learn.
3. You were very clear and confident.
4. You related and connected with us well.
5. The lecture was good but I would have liked a bit more information. You clung to the notes too closely. But I loved the activity!
6. Be confident and louder.

7. You didn't allow enough time for group discussions---we kept getting cut off.
8. Go slower on the PP, but they were excellent notes.
9. Clear, good activity, just chill.
10. I didn't get the activity, but that's probably just me.
11. Good job with the presentation and engaging. You kept the class on track and relevant. But be sure to fact check your presentation so you are credible.
12. It was too structured.
13. You answered our questions well and kindly. Great activity.
14. Interact more and don't be nervous.
15. I liked everything (esp. the activity).

As teachers, receiving feedback and critique is a great way to improve our craft. The challenge lies in which pieces to focus upon and which ones to let go of. It can be quite the task deciding which points to take to heart and which to "take with a grain of salt" or, dare I say it, ignore. I have yet to master which pieces of feedback and critique to focus in on and which to let go of. I'd love to hear suggestions from others!

Feedback, Part III: Middle Schoolers

As I mentioned in my first post I have taught various classes, age groups, and in various places. During my journey I was afforded the opportunity to teach middle school bible courses for a non-profit organization. At the end of each semester I asked my students to fill out evaluation forms to help me learn and provide information for our program director.

Oh, the things middle schoolers will say!

Often, I laughed so hard I would tear up reading their comments. They say the funniest, strangest, and often sweetest things. They are, typically, unashamed and tell it like it is. Just for fun, here are a few comments I can remember receiving:

"Mrs. Megan is awesome!"
"We love you Mrs. Megan."
"Mrs. Megan had some great shoes."
"Mrs. Megan, you grade so easy, can you teach all our classes?"
"The journals were too hard. I hated them."
"The activities were awesome."
"I loved the bus rides."
"Birthday's were my favorite part of this class---Mrs. Megan's cakes are the best."

And these are just a few that I can remember. They were so gracious, positive, and so honest. Not one of them would have written anything they would not tell me to my face (in fact, many of them said these things to my face). College students are not always the same. I'll address them in my next post.

What comments can you remember receiving from students you've taught?

Feedback, Part II

I remember receiving feedback based on my teaching for the first time as a teenager. I grew up in a small town, in a very open and supportive church. Shortly after my call to ministry my Sunday School teacher was going to be away on vacation. Naturally, I volunteered to teach. Unnaturally, she allowed it. I prepared my lesson---thoroughly. I collected all the supplies I needed for activities, arrived early to set-up, and taught the class.

In the middle of the session the substitute teacher arrived (as he was informed the regular teacher was away on vacation). I assume he was afraid we would be destroying the youth room and was shocked to find all in order and an actual lesson taking place. After the session he informed me that I did a fantastic job and expressed how surprised he was to find me teaching. He offered little other critique. He did not critique my methods, theology, or any other part of the session. He simply offered an honest word of praise and shock.

Following the discussion with the substitute one of the youth approached me and through tearfilled eyes thanked me for teaching that morning. She claimed God spoke to her and the lesson was just what she needed to hear.

Looking back, all those comments fueled the fire for me. I was given the confidence needed to press on and keep looking for opportunities to teach. I cannot remember what scripture passage I utilized or the point of the lesson (although I have some vague ideas). But I can, with great certainty, say it was probably not very good. I'm sure my exegesis and theology were off. I'm sure my methods were poorly thought out. I'm sure it was just all around an amateur job.

However, God can still work. The Spirit can still teach. Even when we think the lesson is horrible and the points are not coherent. So, while I'm certain my lesson was not that great, I'm sure I was open, willing, and ready. Sometimes, that is all it takes, even when the content is not perfect (however, please note I am not suggesting we ignore the careful task of preparation when teaching).

In light of it all, the praise and encouragement was right on point at that time in my life. Had the substitute said something harsh or hurtful I may have never taught another class and would have never arrived at this point in my career and calling.

Student Feedback

At this point in my journey I've taught a number of classes, in a number of settings, to a number of different audiences. Through it all I have valued critique and feedback on a number of levels.
Recently, a wise woman in my life suggested having students fill out feedback cards (notecards or slips of paper) throughout the semester to gain feedback all along the course of the semester instead of relying solely on end-of-course evaluations (which you only have as a source of feedback if you teach the course full-time and not as a Teaching Assistant, like I often do).

So, after teaching a few weeks ago I asked the professor I'm co-teaching a course with if I could take five minutes at the beginning of class to get some feedback from the students. He is gracious and believes in growing as a teacher (which I am so grateful for), so he allowed me the time.

It is amazing what students will come up with. It is amazing what some notice. It is amazing what some will write when they know it is anonymous and they do not have to claim the comment.

I'm interested in knowing how the process of feedback and critique has been for others. In the next several posts I'll be writing some additional blogs about feedback and classroom teaching--both good and bad--from my experiences.

Teaching Small Classes, Part III

Previously, in Part II of, Teaching Small Classes, I addressed potential teaching methods to utilize in small class settings. With such in mind, within small classes the teacher must ensure equality within the classroom. The teacher must be sure everyone has an equal opportunity to speak, share, question, and learn. In so doing, within small classes, the teacher must be sure diversity is both addressed, fostered, and increased. There are a few great ways to ensure diversity is addressed.

First, teachers can encourage students that are not usually heard to have a voice, speak up, and state their opinions. Often quiet or shy students will need to be drawn out of their shells and encouraged. Simply asking for the student's opinion may be all it takes to draw out a reserved student and hear what he/she has to say. I have found that it is often the quiet student that has the MOST thought-provoking reflections to contribute.

Second, teachers can assign specific assignments geared toward research and presentation of topics the students are not familiar with. Often by assigning such topics students are led to uncover a new research interest, passion, or exciting discovery. Teachers may also want to create an assignment that forces students to argue against their own convictions enabling them to be stretched and better understand other perspectives.

Third, by using assignments, role playing, guest speakers, and a host of other options, teachers can encourage students to see issues from different perspectives. By encouraging diversity and ensuring equality the classroom environment can be greatly enhanced.

In summation of this Teaching Small Classes series, teaching small classes is not always easy. It comes with challenges and disadvantages; however, it is one of the most rewarding experiences! In the small class environment, teachers have the distinct privilege of getting to know their students on a deeper level, witnessing growth, taking part in the educational process on a more intimate level, and implementing more creative methods of instruction. It is a challenge I have always enjoyed and one I hope you have a chance to experience.

(Some ideas and concepts in this post were gleaned and adapted from “The Essential College Professor” by Jeffery Buller, 2010)

Teaching Small Classes, Part II

In my previous post, Teaching Small Classes, I addressed some advantages and disadvantages alsongside some potential roles teachers of small classes can/should fill. With that post in mind, there are a number of teaching methods that may prove helpful in facilitating small classes. Here are a few:

1. Seminar Method--utilizes discussion and response to others perspectives and opinions. Prior preparation is key for this method to work effectively. Do not be afraid to rearrange your classroom in a circle or oval (or other shape conducive for conversation, rows are not recommended). As the instructor, you will facilitate the discussion, offer questions or perspectives to discuss, and allow students to respond to one another. You, as facilitator, decide when it is appropriate to move on. Laying ground rules may be necessary in some classes about what is acceptable and unacceptable.

2. Socratic Method--utilizes the power of questioning. Here the facilitator/teacher asks a series of questions designed to cause students to probe and delve deeper into the subject area or issue at hand. This method is most often used to address mysteries, puzzles, challenges, or other issues that require a great deal of thought and reflection to reach a conclusion or deeper understanding. Often students cross-examine one another and play devils advocate. Some students thrive on this method while others find it irritating and a struggle (keep that in mind as the facilitator). Nonetheless, it is a viable and useful method with small classes.

3. Case Study Method--allows class members to consider either a hypothetical or real situation and explore the issues present in relation to what they are learning. As the instructor you will either give an overview of the case or ask a student to do so and then have students critique the case. You may also suggest additional hypothetical’s: What if _______ happened in the case instead of _______. This method can allow students the opportunity to interact with “real” situations and discuss what they would or would not do.

4. Simulation Method--utilizes either role playing or engagement in a real situation, void of danger, and allows students to gain valuable real-life skills. This method is beneficial for both the participant and classroom observers. Classmate critique and help can be very valuable. Furthermore, classmates can learn from each other’s simulation decisions. As the teacher, your role is to provide the simulation and valuable feedback for those participating. Debriefing the simulation is essential for this method to be effective.

5. Co-teaching Method--this method utilizes shared instruction responsibilities with the students in the course. Students may be given a topic or method to utilize and then assigned a day to teach. After each teaching experience the class evaluates what worked well and what did not. Sometimes the most effective way to learn the material is to teach it---so students gain two valuable things-----learning the material and gaining teaching experience in a controlled safe setting.

(Some ideas and concepts in this post were gleaned and adapted from “The Essential College Professor” by Jeffery Buller, 2010)

Teaching Small Classes

Over the course of my teaching career I have been assigned "small" classes to facilitate. I doubt I am alone, nearly every teacher faces the task of teaching a small class at some point in his/her career. While the definition of “small” may vary according to the institution, there are some common pros and cons that come along with leading a smaller group of students. Below I will address the role(s) an instructor of small classes, from my perspective, should fill alongside a few of the advantages and potential disadvantages in leading small classes.

First, as the leader of a small class environment teachers are responsible for choosing their classroom role carefully. As the leader of a small class you may fit within one of the following paradigms:

Facilitator vs. Lecturer
Administrator vs. Preacher
Party Planner vs. Star Performer

In most effective cases, as the teacher of a small class you are facilitator, administrator, and party planner. Your job is to lead and guide the learning experience. You can use a variety of methods but often lecture alone is ineffective with smaller classes. The goal of a teacher within small classes should be seeking to draw out student’s interests and facilitate learning instead of force feeding those present.

Second, the pros and cons. I have provided a helpful, I hope easy to follow, set of lists below addressing both advantages and disadvantages in relation to teachings small classes. These lists are certainly not exhaustive but come from my own experience and study.

Advantages:More opportunity for open discussion
More opportunity for written assignments
You get to know your students better
You can assign a variety of assignments
You can be more creative with activities
You can allow the class to teach the class
You can personalize the instruction
You can provide more feedback
You can encourage more class participation

Disadvantages:
Smaller diversity of opinion
Fewer group project options
Emotions can play a bigger role
One unprepared student = bad new
Creativity is almost required
Lectures do not always work
Assignments are limited depending on students
Harder to gain teacher assessment
Available curricular materials may be limited

 In my next post I will offer a few helpful methods within small classrooms.

Instructor Styles: The Co-learner

While there are countless styles teachers can choose from, as an instructor my overall aim is to aid students in their journey toward growth in knowledge and practice of the subject matter. In light of such,  I seek to, in some ways, stand on equal ground with my students. I long for my students to feel heard, valued, and respected. My intent is to mentor them in the subject matter while giving them the freedom to ask questions, wrestle with the content, and develop their voice. In so doing, I hope to also learn, grow, and wrestle with the topic(s) at hand.

A quaint book by Gloria Durka, The Teacher's Calling, suggests students learn more effectively in co-learning environments stating, “It is more effective to learn where the teacher speaks and listens, gives and asks, welcomes comments and insights, encourages students to think for themselves and help each other in the learning process” (45). However, we must also remain the "teacher."  While being open and respectful, we also need a sense of our own authority.  Durka echos my point saying, “We need the personal courage to make demands on our students . . . to do the work that is necessary to learn well. We need a sense of our authority” (50).

Striking a balance between authority and openness fostered through co-learning can be a great challenge. It is a balance I have not yet mastered. At times students can, and will, take advantage of my co-learner stance as a teacher. Being inviting and striving to be a co-learner while maintaining authority is a fine line to walk. I hope as I grow in experience and practice I will become better at mastering the tightrope walk such a style of teaching requires.

Nonetheless, at the end of the day, I fully and firmly believe in the power of being a co-learner. I have seen the depth of such a practice displayed in both classes I have participated in and taught. Learning together can be a powerful tool for both material mastery and transformation. Cooperation is a God-given gift. As a teacher, I have a unique opportunity to utilize that gift, to its fullest potential, to aid students along their quest for knowledge, growth, and transformation.

I hope you will join me in seeking to master this instructional style and offer your comments, reflections, and suggestions concerning this instructional practice.

The Worst Way to Approach a Research Project

by Timothy Howe

Start by gathering "enough" data
Research implies gathering data. One temptation to be resisted is thinking that there is such a thing as "enough" data. No amount of information will ever seem like enough. It is not even possible to determine what constitutes "enough" during the research stage. Certainly, gathering a large volume of data is important, but avoid determining in advance what amount will be sufficient. 


Expect the research to organize itself
A sure way to bog down in a project is to permit the data to dictate the research process. This will lead the researcher down whatever trail the research leads instead of gathering the most important information for the project. Instead, start with an outline and stick with the outline. Only veer off it when it proves untenable. Good organization will cause good research.


Don't worry about the context of your quotes
Quotations are important since they give authority to your work, whether in support of your argument or as an argument to counter. But ignoring the context of the quote could affect understanding. Each quote originates in  a field that gives it meaning. Be sure to not strip the quote out of that field without its reinforced meaning.  


Don't verify if you are quoting the author's idea correctly
More dire than ignoring context, the researcher could misrepresent the ideas of the original source. Not all information is easy to process and it is easy to misunderstand ideas. As one quotes experts, it is vitally important to get the facts right. Poor quality control at this stage could nullify a research project. 


Find the hidden "gems"
Research is about hard work. There are rarely moments when a researcher happens upon a special "gem" that fills in all the gaps. The end product comes about as the result of persistence and tenacity. Hope will never be a replacement for effort.


Research possesses a time element. Thus it is crucial to get the right data, get it into some order, verify it and get to hard work quickly. 

ePortfolios for Assessment and Professional Job Opportunities

Promote Yourself As a Job Candidate Using an ePortfolio

  

Overview of 4 ePortfolio Platforms 

for Educators & Doctoral Students 

These below are used primarily for academic assessment

·         

     They also have limited application for professional purposes, which is also important (students may need to set those up separately if they used these educational tools, rather than using the resources listed in a recent Academii blog on Virtual CVs and similar resources)

1. Live Text

www.livetext.com   OFFICIAL SITE

https://www.livetext.com/overview/faculty-overview.html  FROM FACULTY’S PERSPECTIVE

https://www.livetext.com/overview/student-overview.html FROM STUDENT’S PERSPECTIVE

http://www.youtube.com/watch?v=gJJZNexRAiM&feature=related VIDEO

2. Mahara Open Source e-Portfolios

www.mahara.org  OFFICIAL SITE

http://www.youtube.com/watch?v=Y32NoAgN9Ik VIDEO, INFORMAL but INFORMATIVE

http://demo.mahara.org/ Demo/Try It Out

3. Task Stream

https://www.taskstream.com/pub/SubscriptionRates.asp INFO

http://www.5min.com/Video/TaskStream-Portfolio-Interview-Explained-247682672  USE

4. Nuventive Web Folio

http://www.nuventive.com/products_iwebfolio.html

http://www.uc.edu/honors/eportfolios/tutorials.html Example of university using iwebfolio

http://www.gonzaga.edu/academics/libraries/foley-library/ATASupport/iWebfolioSupport/iWebfolioFAQ.asp Example 2 of university using iwebfolio

 _________________________________________________________________

Analyzing and Evaluating ePortfolio Products 

(designed by iwebfolio, but still good)

http://www.nuventive.com/ElectronicPortfolioAnalysisTool.pdf

 

Additional Resources: 

Also see pages 27-31 in the WASC Resource Fair Guide at http://db.tt/dFpiS76J

Sales reps are willing to come to your academic campus if you’re interested in a test drive

Digital Tools for Promoting Your Curriculum Vitae, Part 1 of 2

Tools for Promoting Your CV in the Digital Age

As I work with scholars interested in advancing their careers in academe through the Academii service (www.academii.net), we seek out tools that help provide doctoral students and scholars with the horsepower to ensure their name can become known by colleagues in their respective academic field.  

In this two part series, a total of 10 Digital Tools for Promoting One's Curriculum Vitae (CV) are explored and highlighted by Academii Mentor, Dr. Freddy Cardoza. 

Digital Tools for Enhancing and Distributing Your CV

Freddy Cardoza

SLIDEROCKET 

This is my current favorite, even though it lacks some of the resources that LeadYou and GoogleSites has.  I would suggest using it WITH one of those two for a strong online presence.  I opened a full professional membership with them which isn't cheap, but I wanted what I think is the best.  Check out  Peter Richter's “Presume” at http://www.sliderocket.com/blog/2011/11/presentation-resume/.   That shows you the quality of this tool.  It's one of the ones I will suggest we all check into when we get to that point of our process.  You'll love it.

LEADYOU

LeadYou has a little ways to go, but has many of the e-portfolio enhancements that are needed for a strong digital presence.  It allows for different templates, includes CV like content, but also allows for audio (podcast-like clips), video embeds of speaking samples, etc., document linking (like teaching philosophy statements, etc.) and a host of other resources that make it has some value.  Examples are here: http://www.leadyou.com/main.php?action=plan_samples.  I need to work with it more and it can be a little overpowering with some of its colors, but it may be one that can be really useful.  www.leadyou.com

VISUAL CV

The Visual CV uses technology to deploy a digital version of one's CV, so in that sense it's "like" the Media Kit idea.  Most media kits include items that the Visual CV (VCV) platform may or may not be able to handle-- I haven't learned all of its capabilities yet.  I think I'd rank it as #3 or 4?? among the tools I've either used or am aware of. That doesn't mean not to have one-- it just means that there are limitations to it.  I think it's good to have it.  Here are some examples of it: http://www.visualcv.com/www/examples/#exec 

GIGTIDE

Gigtide is similar to VCV only it has some additional analytical tools that I "don't think" VCV has-- though, again, I've not fully researched VCV yet. You can take a look at it here: http://www.gigtide.com/tour/

GOOGLE SITES

Google Sites is a web-page based concept that allows you to essentially build a Table of Contents and different pages for various elements of a portfolio.  I think it has some advantages over some of these, because it is more diverse.  It's not perfect though and we would need to explore some of the pros and cons about it.  Though I'm not yet completely SOLD on it, I have used it some and think it has promise for media rich content. Simply go to www.google.com, log in, and go to "sites"

For more information on our organization, see www.academii.net or check out our free training videos at www.youtube.com/theacademii

Introducing The Academii Blogging Team

The Blogging Team of Academii represents a group of sharp leader-scholars that include representatives from:

• People Living in Two Continents (Africa, North America)

• People Living in Two Countries (United States, Kenya)  

• People Living in Several States (California, Washington, Minnesota, Texas, Georgia, North Carolina, New York)

• People holding numerous degrees including several doctorates

• People who study or have studied and graduated from 8 different doctoral programs

• People from many diverse nationalities, ethnicities, and cultures 

• Several are also currently teaching in higher education, but are using Academii to sharpen their axe.  

Each of these leaders will introduce themselves with a brief bio, along with some links to their professional networking sites and will then begin blogging in the months to come in order to help you with greater impact in your own career.

Welcome Scholars!

Introducing Academii: From the Founder and Mentor, Dr. Freddy Cardoza

At The Academii's You Tube Channel, you will get brief 2-4 minute pithy rants from Academii Mentor Freddy Cardoza, each of which is designed to help you quickly move to the top of the deck in academic job searches.

As a university administrator, department chair, and professor of 15 years, Freddy is a reliable guide to help you find your way through the labyrinth of expectations and pitfalls and make it through the maze and the haze to career success and impact.

Check it out!

Subscribe to our free videos at The Academii YouTube Channel.   
New content produced regularly!

Welcome to The Academii Blog

Academii is the new standard for academic career coaching.  

Through a sophisticated matrix of live video conferencing, asynchronous video training, digital and print resources, public discussion groups, blogs, wikis, portfolio projects, online classroom, and a national conference, Academii prepares scholars for positions in higher educational administration and teaching. 

The program of Academii is built on the foundation of excellence. It rests on four pillars of preparation presented in four phases of equipping and training.

Each of the four phases are 6 month intensives (January-June, then July-December).  The complete program of professional (not "academic" but professional) preparation, position candidating, and career acceleration lasts two years.  These two years provide enough time to build the necessary items of one's professional portfolio and to develop the credibility for strong recommendations while also providing the support group and mentoring needed for the arduous process of candidating for academic positions.  

The four preparation phases of Academii are as follows:

Phase 1: Embark 

• Month 1: Guru Status Masterminding for Exponential Impact
• Month 2: Institutional Types and Personal Best-Fit Analysis
• Month 3: Digital Media Strategy and Digital Blitzkrieg
• Month 4: Neo-Social Networking Strategy
• Month 5: Transformational Learning and CV/Resume Building Activities
• Month 6: Development of Philosophy of Teaching and Education

Phase 2: Emerge

• Month 1: Power Vitae Development
• Month 2: Power Vitae Completion
• Month 3: Killer Cover Letter and Recommendations
• Month 4: Doctrinal Statement Workshop
• Month 5: Media Kit Compilation
• Month 6: Sample Lectures Development

Phase 3: Ascend

• Month 1: Double-Down Comprehensive Search Strategy
• Month 2: Developing Your Professional Prowess
• Month 3: 'Eye of the Tiger' Interview Preparation
• Month 4: Academic Lecture Teaching Prep
• Month 5: Syllabus Design Theory and Praxis 
• Month 6: Syllabus Completion

Phase 4: Summit

• Month 1: The 90 Day Launch Document
• Month 2: Course Prep Planning Procedure
• Month 3: Orientation to the Academy
• Month 4: Career Contingency and Reboot
• Month 5: Leadership & World Domination Plan 
• Month 6: Networking Revisited

Through this process, our Academii Scholars-- already strong leaders in their own right-- are being built into powerful "knowers-doers" ready for the challenge of leadership in your institution.  

Consider subscribing to The Academii Blog below.

 Learn more Visit the Academii.