College professor with students. September 7, 2017

Learning to Teach: Are We More Like Our Students Than We Think?


How did you learn how to teach? By trying to teach like those who taught you? Through trial and error? By looking for feedback on course evaluations? As an experienced educator, what methods do you now rely to continue your growth as a teacher? Do you read articles and blogs? Talk to colleagues? Attend workshops?

Let’s get specific about some of these approaches to developing ourselves as teachers. Say you’re attending a workshop on some new pedagogical approach. The presenter moves through the slides quickly and you don’t quite see how the examples could work in your field or large intro course. Some concepts are familiar; others aren’t. Some of the central ideas—metacognition or pedagogical content knowledge—are new and it’s not clear how they relate to each other. A group activity is announced but what you really want is time to think on your own. You were looking back through your notes and not listening to the instructions, so you aren’t exactly sure what the group is supposed to do. Someone in your group tells a long story. The discussion wanders around. The presenter’s debrief doesn’t really clear up your confusion. In the end, you learned a thing or two but you leave the session disappointed.

Or perhaps you’re not big on workshops and prefer to stay current and learn new approaches by reading. An article with an intriguing idea captures your attention. Maybe it’s on using clickers to check conceptual understanding, cold calling to increase student participation in discussion, or some other teaching technique that the author swears is nearly foolproof. You skim the piece during a lunch break. It gives you the germ of an idea, which grows into an outline of an activity. You spend some extra time to prep the details. You’re enthused about what you’ve put together but worry about how much content won’t get covered. You think about asking a colleague, but you’ve left the prep to the eleventh hour and there’s no time to bounce ideas off someone. Besides, sharing a new strategy before you use it feels rather risky, so you test it out in class. The activity goes pretty well. Students don’t jump in with great enthusiasm but by the end they’re engaged, even your most quiet ones. You tell yourself to remember to give clearer instructions in the future and persuade yourself the other rough spots will smooth out the second time around.

Or here’s one of my learning experiences. I was working with two younger colleagues who suggested modifying a course the three of us teach. We all thought we could be more intentional in teaching students how to use primary literature. My colleagues were eager to try something they’d read about; I was eager to support them. However, committee assignments kept me from participating as fully as I would have liked. After several meetings, one of which I missed, my colleagues presented a model for the project. I didn’t entirely understand it, but since I missed a meeting I simply went along. I expected that with my long-time experience I could make it work. I couldn’t. My students were confused; I was confused. Conversations with my colleagues helped me figure it out, but I still wasn’t happy with the quality of my students’ work. In the end, I wished I’d understood the proposed model more deeply before launching the assignment.

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October 7, 2015

Teaching Concerns of New (and Not So New?) Teachers


The list of concerns was compiled from a qualitative analysis of 10 years of graduate teaching assistants’ online discussion posts. The 120 students wrote the posts in a three-credit course that prepared them to teach beginning communication courses. It’s a list that raises some interesting questions. Are the concerns legitimate? They are listed in order of importance. Does that order change as teaching experience accrues? Should it change? Which of these are ongoing concerns, and perhaps, most importantly, how do we deal with the issues raised by the concerns?

September 16, 2014

Overcoming the Imposter Syndrome: Advice for New Faculty


Last week, an imposter took over my classroom. Come to find out, that imposter was me.

I started teaching three years ago. I was fresh out of graduate school, equally thrilled and terrified at the prospect of teaching my own classes. On paper it sounded straightforward: teach others the same material I just finished learning myself. I could do that, I told myself confidently. Then on the first day of class I met The Imposter.

Emotional aspects of teaching February 19, 2014

The Emotions That Fuel Our Teaching


I’ve been delving a bit into the emotional aspects of teaching. They continue to be largely ignored in the research literature and in our discussions of teaching. Could that be because emotional things fit uncomfortably in the objective, rational, intellect-driven culture of the academy? We teach in an environment where content continues to dominate the thinking of so many faculty that there’s little room left for consideration of the emotional. Nonetheless, I remain convinced that you cannot power a teaching career on the intellect alone. Emotions are an ever-present part of teaching.

September 13, 2013

Advice for New Faculty: Six Lessons from the Front Lines


Teaching can be a daunting profession even for a seasoned veteran. For new faculty members, it can feel like a daily battle just to keep your head above water. So what are some ways that new teachers can ensure not only academic success for their students, but also maintain their own emotional and personal well-being? Below are six lessons learned by two new faculty members who have managed to keep their students learning and their sanity intact: