As every academic leader can attest, the current generation of college students has been blessed with parents who remain highly invested in every aspect of their children’s education. It is not uncommon for parents of students to call the dean, provost, or even president to discuss a problem with a course. Occasionally even the parent of a graduate student will attempt to intervene in an academic issue affecting his or her child.
HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS
I started using an online grade book as a convenience for myself. Here, finally, was a grade book that couldn’t get lost or stolen, and it would be automatically backed up by the IT department every night. The accumulated scores could also be downloaded directly into a spreadsheet for calculation of grades, a shortcut that reduced the possibility of errors.
A funny thing happened to some graduate students at Drexel University. They enrolled in an online program, drawn by the anytime/anywhere convenience the medium affords, but found that one of their favorite aspects was the live synchronous learning elements.
Most faculty (especially those reading a publication like this) do care about students. We wouldn’t be doing all that we do if we didn’t. However, some semesters are long, some students are difficult, we get behind, we have too much on our plates, and we get stressed and tired. When that’s how we’re feeling we don’t always show that concern in tangible ways.
Two of the big buzzwords in higher education are “student engagement” and “teacher effectiveness.” One way to address these intertwined issues is to improve the quality of student-teacher interactions both inside and outside the classroom.
Editor’s Note: Today we feature part 2 of Dr. Greenstreet’s “10-Point Survival Guide to Being, and Staying, an Academic Leader.” If you missed part 1, please click here for yesterday’s post.
6. Talk straight: Someone once said: “Sincerity is the key to good leadership — if you can fake that, you’re in.”
While entering the administrative ranks of academia might seem a formidable task, staying there presents a whole other series of challenges. The average length of stay for a dean, vice chancellor, or chancellor can often be fewer than five years and in some programs, the duration of leadership has been known to be considerably shorter.