This semester was focused on learning to execute instruction and testing in front of a class. I taught 1.5 weeks of a CIS 2010 course (Introduction to Computer Information Systems) and administered and returned a test.  I also observed the other doctoral students in the GAP cohort teaching 2010 as well as an experienced instructor. Additionally, I observed a doctoral student and an experienced instructor administering a test. As a group we critiqued each other and engaged in group reflection on the examinations that I saw.

 

We also reviewed Wilbert McKeachie’s book, “Teaching Tips Strategies, Research, and Theory for College and University Professors.” This book has excellent suggestions for almost every phase of university teaching.

 

Instruction

 

I saw that straight lecture without an attempt at active learning resulted in students tuning out by doing work for other classes, playing video games (!), visiting websites or doing email on their PCs and flat out sleeping. Active learning forces students to stay connected to the class in addition to forcing them to apply what they learn. Although I dislike the word “force,” I use it because active learning methods cause students to feel the need to keep up in class.

 

Have to show passion. I saw by observing other students how a flat delivery resulted in sleepy, bored students and I want to avoid that.

 

I observed a student’s disorganized presentation of Porter’s Five Forces and realized that crisp, organized discussion of the material is necessary. As they say, what’s a haze to you will be a fog to them.

 

Have to ensure that you have enough time to finish the material. When I first taught, I  did not leave enough time to cover all the material.

 

I liked McKeachie’s discussion of teaching using discussions.  I would like to be able to use this in the future. I’m not sure how to do it in an entry level class, but it would be good in a more advanced class.

 

I definitely want to move up from a concise summary style lecturer to become an advanced active learning instructor.

 

I’ve decided that I want to use as many channels of instruction as possible. Therefore I’ll use overheads/powerpoints as the basic framework for the class that will provide the organization and progress meter for the class. I will add in other methods around the slides.

 

Testing

 

Administering the test is easy. I also should walk the aisles during the tests just to keep everybody honest. I also need to watch for hand raisers so that they don’t get up out of their seats to turn in their tests when complete.

 

Grading the test is easy. Returning the test and reviewing the results is difficult because of the students questioning the correct answers. This really emphasizes the need to review the test results, identify the issues where questions are likely to come up and be ready to address them. I did the first two, but did not do the third with the result that I got hammered a little bit on some of the questions. The same thing happened to Hiro

 

I saw how another doctoral student administered his test. There were many opportunities for cheating because he did not follow our process. The process we follow is much more professional.

 

I would like to be able to use short answer and essay questions in more advanced classes.

 

Assignments

 

I was surprised at how much cheating actually occurred. We had 12+ students caught for cheating this semester. 10 alone in one of my GAP cohort’s class.

 

I would like to add an assignment that is easy to do that can be turned in before class so that it ensures that students read the assignments ahead of time. I want to avoid having them spend an inordinate time on it. From experience, I know that this stresses students out, so I need to have a low intensity/low time commitment method of doing this.