what new faculty members need to know rob jenkins [email protected]
TRANSCRIPT
Rob JenkinsAssociate Professor of English
Georgia Perimeter College
Background
• 26 years teaching experience• Land-grant university, small rural
community college, large metropolitan community college, suburban technical college
Background
• PT faculty, FT faculty, department chair, academic dean• Served on 15+ search committee,
chairing more than half • Evaluated hundreds of faculty,
observed dozens
Background
• Chronicle of Higher Education “Two-Year Track” columnist and “On Hiring” blogger• Frequent speaker at conferences
and on university campuses
Background
• Author of Building a Career in America’s Community Colleges (AACC/Community College Press, 2011)
http://www.aacc.nche.edu/Publications/Pages/Product.aspx?Product_Id=863
Overview• Developing a teaching philosophy• Succeeding as a classroom teacher• Managing the classroom
environment• Succeeding outside the classroom• Moving beyond the classroom
My Teaching Philosophy• Developed as both student and
teacher• Learned what to do and what not to
do from my own teachers• Also learned from colleaguesHow to Write a Statement of Teaching Philosophy:http://chronicle.com/article/How-to-Write-a-Statement-of/45133/
My Teaching Philosophy• Idealism: “perfect classroom”• Reality: what has worked and what
hasn’t• Constantly evolving
My Teaching Philosophy• College students are adults• Teaching is performance art• Great teachers are born; good
teachers are made• You don’t have to be a jerk• Love is all you need Teaching philosophy examples:http://www1.umn.edu/ohr/teachlearn/tutorials/philosophy/samples/index.html
Students are Adults• People rise to level of expectations• Treat students like adults, and they’ll
act like adults
Students are Adults• This means granting certain
freedoms• With freedom comes responsibility• Burden to “keep up” on student
Teaching is Performance Art• Foundational belief• “Sage on the stage”
Teaching is Performance Art• How we teach as important as what
we teach• Good performance = student
engagement• Good performance requires planning
and practice
Great Teachers are Born. . . • Teaching is a talent some are born
with• It’s also a skill that can be developed• Very best teachers have talent and
develop it
. . .But Good Teachers Are Made
• Hard work can overcome lack of ability• Not that different from learning to
play a musical instrument or a sport
You Don’t Have to Be a Jerk• Jerk: someone who consistently puts
his/her interests ahead of others• Passive jerk: doesn’t return papers,
keep office hours, meet with advisees, etc.
You Don’t Have to Be a Jerk• Active jerk: berates students,
arrogant, always takes hard line• “We have to be hard on students.”
Really?
All You Need Is Love• Love of students in general• Not hating students is a start• Love of subject matter
All You Need Is Love• Inspires students and instills that
same love• Students can tell
Your Teaching Philosophy• Ultimately, it must be your own• You can borrow bits and pieces from
others• Conduct your own “teaching
experiments” in every class
Your Teaching Philosophy• Be true to yourself—don’t try to be
someone you’re not.• Remain flexible and open-minded• Philosophy will evolve
Succeeding in the Classroom
Five Tips for New Teachers
Five Tips for New Teachers• Appear confident from day one• Be consistent• Don’t take yourself too seriously• Keep your distance
Five Tips for New Teachers
• Remember whom you’re teaching
Appear Confident• Act like you know what you’re doing• True or False: Starting your very first
class with “This is my first day” or “I’m kind of new at this” is a great way to demonstrate empathy with students.
Appear Confident• “Appear” not the same as “be”• For students, confidence equals
competence• Screw up your courage
Appear Confident• Remember Stuart Smalley:
“I’m smart enough, I’m good enough, and doggone it, people like me.”
Be Consistent• Most important thing you can do• Indecisiveness screams “rookie”• Students will take advantage of a
“soft touch”
Be Consistent• Construct detailed syllabus—policies
and schedule—and stick to it• If you have to change, make reasons
clear• Don’t make changes that create extra
work for students: “bait and switch”
Yourself Too Don’t Take Seriously• Every instructor thinks his/her
subject is most important• Students likely to be unimpressed• Don’t treat every assignment like life
and death
Don’t Take Yourself Too Seriously
• Lighten up: tell a joke, make fun of yourself and your subject
• Students are more likely to believe some things are important if you don’t act like everything is.
Keep Your Distance• Friendly vs. inappropriate• Most err on one side or the other• Dress like an adult
Keep Your Distance• Ask students to address you by title• Don’t socialize with students outside
of class
Remember Whom You’re Teaching
• Mostly underclassmen/women• Not majors• Make tests and assignments
appropriate
Remember Whom You’re Teaching
• Not “watering down”• Realistic expectations
Classroom Management:Setting the Tone
• Purpose• Faculty expectations• The syllabus
Classroom Management:Setting the Tone
• The first day of class• Follow-through
Purpose• Anticipate and head off potential
problems• Create positive learning environment• Avoid career issues and liability
Faculty Expectations• How do you expect students to
behave?• What will you and won’t you tolerate?• What compromises or “concessions to
reality” are you willing to make? (Examples: smart phones, laptops, sleeping)
Faculty Expectations• Remember:
college students are adults• Be true to
yourself
The Syllabus• Cover all bases: rules, penalties• Be realistic• Be clear and specific• Follow college policy
The Syllabus• Leave yourself some leeway• Make sure everyone has a syllabus
(new additions)• Signed agreements?
The First Day of Class• Cover syllabus thoroughly• Clarify and expound• Be candid and direct
The First Day of Class• Use effective tone and body
language• Dress appropriately• Remember: It’s easier to start out
tough and lighten up than vice-versa
Follow-ThroughQuiz: What’s the single worst thing you
can do as a classroom instructor?a) Come to class barefoot b) Talk about yourself incessantlyc) Argue for your personal politicsd) Change your syllabus
Follow-Through• Frequent reminders, as needed• Do what you said you would do!• Follow syllabus
Follow-Through
• Adjust as necessary (remember leeway?)• Any changes require detailed
explanation
Dangerous StudentsIona College: “How to Recognize
Warning Signs for Troubled and Dangerous Students”:
(http://www.iona.edu/studentlife/counsel/guide/troubledStudent.cfm)
Succeeding Outside the Classroom
The Five Characteristics of Successful New Faculty
The Five Characteristics of Successful New Faculty
• Be humble• Be willing• Be organized
The Five Characteristics of Successful New Faculty
• Be collegial• Be low-maintenance
Be Humble
• Don’t be smarter than the room• Assume you know next to
nothing
Be Humble• Watch, listen,
and learn• Find an
experienced and willing mentor
Be Willing
• Willing to do anything, within limits• Virtually limitless opportunities
for “volunteering”—or being volunteered
Be Willing
• Plus all the regular chores• There are limits: learn to say no• But there are no “extras”• It’s not “exploitation”—it’s part of
the job
Be Organized
• Only way to cope• Organization = time
management
Be Organized• Organization = paper management
• Find a system that works
Be Collegial
• Friendly• Not a jerk• Open to sharing
Be Collegial
•Willing to help out• Not just other faculty:
everyone on campus
Be CollegialQuiz: The most important person oncampus, as far as you are concerned, is
a) Your department chairb) The deanc) The cafeteria ladyd) The department secretary
Be Collegial
• Don’t forget the department secretary!
Be Low-Maintenance
• “High maintenance” one of worst labels you can have• “High maintenance” = always
needy• Give help before you ask for help
Be Low-Maintenance
• Don’t expect chair to hold your hand• Learn to fend for yourself (typing,
copies, etc.)• Reputation will stick
Beyond the Classroom
Consider Administration
• Colleges need good administrators• Lots of retirements coming• Satisfaction in helping faculty and
students• Financial and career rewards
Prepare Academically
• Probably need a doctorate• Ed.D., online degrees OK• “Higher ed leadership” versus
academic discipline
Gain Experience• Any leadership opportunity• Student clubs and societies• Large departmental and college-wide
committees• Faculty Senate
Be Open to Opportunities
• Peruse openings on campus• Talk to administrators• Assistant chair or dean?• Willing to move?
Be Patient
Program Director or Assistant Chair
Department Chair or Division Dean
Campus or Discipline Dean
Vice President
President?
Questions?
