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!

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.

How to Choose Your Research Topic in 6 Steps

by Timothy Howe

All Academics research. It is a part of the job. If you are in academia you will need to research. Whether you are working on a research paper, thesis, dissertation, field project, or a new book, you will need to research. Many times research topics come easily. They are dictated by someone else, by pressing circumstances or are a particular passion. However, almost every writer comes to a point in his or her career when he or she is required to write without a lead. The writer knows that something must be written, but what? 


Six Steps to Choosing Your Topic
1. Work in an area of personal interest.
You will not want to research a topic that is dull to you. The larger the project, the more personal investment will be required to stay the course. So, from the beginning investigate topics that interest you. It is also likely to be the area where you already have some expertise. 


2. Consider if your interest matters.
Just because you like a topic does not mean it is either important or interesting to others. Since writers presumably research in order to be read, consider if your interest matters. If it does not, select a new one. If it does, your are on the right track. 


3. Identify what research already exists in your field of interest.
You do not want to expend a great deal of research effort only to find out that someone else has written your paper. Identity what topics are sufficiently covered and what topics have questions yet unanswered or conclusions yet unchallenged.


4. Brainstorm various possibilities.
Before researching, sit down and come up with as many ideas as you can concerning your interest. Among other things, brainstorming benefits you by leading you to something you never before considered, helping to establish the outline for when you begin writing, and by producing many future topics. 


5. Narrow your topic to a manageable size.
It does no good to choose a topic of gargantuan scale. You must narrow your topic as soon as possible to a size that is appropriate for your project. Research papers must be very narrow in focus; theses, dissertations and books can be a bit broader, but be careful to not let them grow unwieldy. 


6. Choose your topic. 
Sometimes the enemy is not the lack of a topic, but it is that you cannot decide between equally compelling topics. There comes a time when you must simply choose. Choose your topic and begin your research. Put your remaining other good topic ideas in your mental vault for future research.


Finally, once you have chosen your topic, start writing. 

On Not Quitting

by Sharon Warkentin Short

            Seven years ago, on my first visit to the campus where I eventually completed my Ph.D., I had the opportunity to sit in on one of the classes. It happened to be the first session of the term, and in his introductory remarks to the students the professor offered this simple counsel: The key to getting a Ph.D. is to not quit. I reflected on that bit of wisdom many times throughout my journey to graduation, and it occurred to me that it is equally valid advice for recent graduates like me who are in the process of building their academic careers. 

            Following graduation a little over a year ago, I launched a personal campaign to determine exactly what I wanted to do with my shiny new Ph.D., and to develop a plan for making my vision happen. After only a few months of concentrated full-time effort, my spouse was unexpectedly unemployed, and in order for us to make ends meet I had to take a wage-earning job immediately. I was frustrated and disappointed that so many hours of my days suddenly had to be devoted to work other than my academic career, and I was anxious for the day to come when I could get back to what I really wanted to do. The months wore on, and nothing changed.

            I finally realized that I did not need to, nor should I, wait until our lives were “back on track” before continuing to work on my own future career. Even if I could work on career development for only an hour a day—even if it should take two years instead of one to get started in a teaching job—even if my situation never returned to the ease that I had enjoyed before—even then, I could continue to build toward an academic profession. The key was simply to not quit. It sounds easy and obvious, but for me that realization was a terrific breakthrough. It freed me to stop waiting and get moving, to stop being discouraged and start being hopeful, to get excited again about the work I want to do.

            Now I am back in the process of creating a comprehensive plan for finding potential schools and programs, identifying and initiating contacts with key people at these institutions, preparing job search documents, and establishing my professional reputation through publications and presentations. The circumstances within which I am working on all these projects are not ideal, but then circumstances rarely are. The point is to keep moving forward in spite of setbacks and complications. This perspective carried me through a six-year doctoral program, and I am confident that it will bring me to a satisfying teaching career as well.

            Footnote: As part of my career development plan, I have joined the first cohort of The Academii, and this online mentorship is giving me great inspiration, support, and guidance!

The Third Thing

by Sharon Warkentin Short 

       Every now and then, an idea from a book changes forever the way you think about something. This was my experience when I read The Courage to Teach by Parker J. Palmer (Jossey-Bass, 1998). Parker challenges the traditional teacher-centered model of education not by defending a student-centered alternative, but by introducing a “third thing”—a subject-centered approach. Gathered around the subject that draws them together, neither the teacher nor the students control the learning experience, but all are held accountable to the subject itself.

            This style of teaching replicates the process by which all knowledge is gained: it is the work of “a community of people looking at a subject and debating their observations within a consensual framework of procedural rules” (p. 104). Rather than merely delivering to students the conclusions of their community of learners, subject-centered teachers invite students into the community to participate in the process of coming to know the subject. Sometimes this kind of pedagogy produces that awkward moment when a student catches the instructor in a contradiction or an inaccuracy. To Parker, such a moment is cause not for embarrassment but for celebration, because it demonstrates that “students have direct, unmediated access to the subject, and they can use their knowledge to challenge my claims” (p. 118).

            Parker’s “third thing” corresponds to a quality that many students rate highly in their evaluation of their professors, which is “passion for the subject.” This passion, Parker observes, is more than simply excitement or fascination with the content: “Passion for the subject propels that subject, not the teacher, into the center of the learning circle” (p. 120).

            I have realized that, for all my commitment to the active involvement of students in the construction of their knowledge, I still often default to standing between the content and the learners rather than gathering around the content with them. For me, the most enjoyable aspect of teaching is often the learning that precedes the presentation to the class. I like to collect, study, organize, summarize, and deliver neat packages of information to my students, but in that process all the immediate interaction with the subject matter is mine. How much richer my students’ experiences would be if I invited them into exploring that subject with me.

            I love the little rhyme by Robert Frost that Parker quotes to capsulize the joy of gathering around a subject and coming to know it together as teachers and learners:

We dance around in a ring and suppose,
But the Secret sits in the middle and knows. (p. 105)

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.