Faculty Focus

HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS

teaching persona

student feedback

A New Twist on End-of-Semester Evaluations

Those who write about teaching persona (the slice of our identities that constitutes the “public teaching self”) encourage us to start by reflecting on the messages we want to send to students. A dialogue with ourselves is a useful beginning, but for the last days of a semester another option might be more intriguing and revealing.

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young professor in lecture hall

The Rhythms of the Semester: Implications for Practice, Persona

We begin each semester on a different note than we end on. The early weeks hold promise and high hopes, both often curtailed when the first assignments are graded. The final weeks find us somewhere between being reluctant or relieved to see a class move on. There is an inexplicable but evident interaction between our teaching persona and the persona a class develops throughout a semester. Some structural factors influence both: among them—the type and level of a course, the discipline, the time of day, and whether the students are a cohort or a unique collection of individuals.

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student feedback

A New Twist on End-of-Semester Evaluations

Those who write about teaching persona (the slice of our identities that constitutes the “public teaching self”) encourage us to start by reflecting on the messages we want to send to students. A dialogue with ourselves is a useful beginning, but for the last days of a semester another option might be more intriguing and revealing.

Read More »
instructional risk-taking

Six Myths About a Teaching Persona

What myths about constructing a teaching persona merit review? Teachers regularly exchange general advice about how to establish an identity in the classroom. Like most

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group of teachers and students

How Do I Make Choices About Who I Am as a Teacher?

Who are you when you teach? When asked this question, most of us immediately respond by describing our teaching approaches. We might say “I’m more of a facilitator now.” Or we might respond with something like “I am a learner-centered teacher” or “I’m more of a lab teacher than lecturer.” But consider this question in another way: What “teaching presence” or persona underlies what you do as a teacher?

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