Archive for February, 2005

603. MARGINALIZED STUDENTS

Thursday, February 24th, 2005

Folks:

The posting below looks at how to address the issues faced by some groups of marginalized students. It is from Chapter 3: Today’s College Students, in: Success Strategies for Adjunct Faculty by Richard E. Lyons, Faculty Development Associates, College Division, Allyn and Bacon, 75 Arlington Street, Suite 300, Boston, MA 02116 [www.ablongman.com] Copyright © 2004 Pearson Education, Inc. Reprinted with permission.

Regards,

Rick Reis
reis@stanford.edu
UP NEXT: Learning-Centered Teaching

Tomorrow’s Academy

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MARGINALIZED STUDENTS

College Students Who Are Often Marginalized

In addition to greater age group diversity, other factors-some easily observable, others not-are increasingly reflected in the composition of college class enrollments. These factors have great potential to foster within students a sense of being marginalized from the mainstream, and often lead to isolation, lower success rates, and other challenges. On the other hand, they have potential for enriching the quality of education for all (Tatum, 1997). Adjunct professors who strive for success must understand the major marginalizing factors inherent at their institutions and formulate strategies for eliminating the impact of each.

The effort of colleges and universities to expand their proportion of minority students effectively has been the focus of countless news stories and legal actions in recent years. Since 1980, that effort has shown remarkable success as African-American enrollment has increased by 50 percent, Native-American enrollment by 75 percent, Hispanic enrollment by 200 percent, and Asian enrollment by 300 percent, as compared with a 5 percent increase in white enrollment (Chronicle Almanac, 2002). Today, nearly 25 percent of all college students are members of a minority group of some type. Dialogue on the somewhat heated issues of admission criteria, targeted recruitment, and related factors that achieve the above enrollment increases is beyond the scope of this book. However achieving success with these more diverse students, who tend to enter higher education in the evening and weekend courses that are so often taught by adjunct professors, is a critical need for this book’s re!
aders. In many metropolitan colleges and universities, recent immigrants are an especially significant student population, whereas rural colleges often are charged with serving an indigenous population segment that historically has been undeserved. Both cases and the myriad of other college cultures expand the range of issues on which adjunct professors must demonstrate sensitivity and effective strategies. Group values and beliefs, gender roles, and others each influence students’ learning paradigms. The successful adjunct professor will begin to see these differences as an opportunity to enrich the learning of all, rather than an obstacle.

Looking ahead, the critical trends and issues that will affect your classrooms include the following:

* Over the next several decades, people of color, foreign-born residents, and children of foreign-born residents are projected to increase their proportion within the population of the United States and enrollments of colleges and universities (Howe & Strauss, 2000).

* Addressing the terrorism threat effectively will acquire us to leverage the foreign language skills and cultural perspectives of our diverse citizenry and the nurturing of those skills through higher education (Cox, 2002; Gedda, 2002).

* Only through the delegation of individual responsibility throughout the population-a basic tenet of the overall accountability movement-are we likely to improve the economic and social outlook for marginalized citizens (Banta and Borden, 1994).

Institutional initiatives that are driven by the accountability movement will continue to emerge and seek to address aspects of these issues. Remain apprised of each program’s target groups and objectives, and leverage their resources to build “win-win” outcomes for students, administrators who must demonstrate results quickly, and yourself. At the same time however, remember that it will become incumbent on all professors, full and part time, to reach out more proactively to marginalized students to foster their academic and career success. Several groups of marginalized students deserve further analysis.

First-Generation Students

Those and their siblings who are the first from their families to attend college, commonly referred to as first-generation students, usually face formidable obstacles to success. Sandra Rodriguez (2002) studied first-generation students and discovered that their success in college allowed them to radically improve their social and economic tracks after graduation. In so doing, those students also positively affected the upward mobility of many others, by becoming activists who give back to society at a rate far above that of most college graduates. The forces that seem to have life-changing effects on first-generation students are “ascending cross-class identification” and “positive naming”-that is, someone of higher socioeconomic status often shows them the way to “switch the tracks” to become socially, economically, and politically enfranchised. Someone-often a professor-plays a transforming role in helping these students see capabilities that they had not previously r!
ealized.

Those who have at times felt marginalized by their institutions in teaching have a natural stake in helping first-generation students become more successful. Typically, first-generation students have arrived in our classrooms from environments that did not value higher education, schools whose resources did not foster their fullest development, and with little or no advisement that might help them formulate a clear path to success. Our sensitivity in recognizing these factors, mentoring such students, and ensuring that the gaps in their technology and other skills are closed, as early in their college careers as possible, can pay great dividends for their futures, out institutions’ accountability scorecard, and our own success. First-generation and other marginalized students should be especially encouraged to participate in student organizations and other campus activities that help them adjust to college life more quickly and connect with those capable of contributing t!
o academic success (Light, 2001). All professors can do an even better job with first-generation students by withholding judgment, listening to and genuinely understanding, connecting students more efficiently to campus resources, and modeling excellence.

Students with Disabilities

One of the most drastic changes on college and university campuses in recent years has been the influx of those with physical, mental, or psychological disabilities. Like other minority groups, students with disabilities and their families have become quite politically active and assertive and expect accountability from all faculty members and institutional support services. State and federal laws require colleges and universities to adopt policies that will guarantee full access to educational resources to all students who voluntarily disclose their disabilities. Depending on the students’ situation, such services as note-taking, special seating arrangements, or changes in testing environment might be prescribed. Most sizeable colleges have created offices of disability services within their student services operations, developed detailed processes and documents, and taken other appropriate measures to ensure compliance. Adjunct instructors must be sensitive to this is!
sue, understand exactly how to implement institutional policies, and take reasonable measures to ensure that those who have qualifying disabilities are made aware of self-disclosure procedures. There are several ways to do this without compromising students’ desires.

First consider adding an appropriate section to each course syllabus, even if your institution is not yet among those requiring this action. Investigate and obtain suggested wording from the appropriate campus resources to ensure compliance with all rules. In addition, include a phrase on your student profile form (see Appendix 5.1 at the end of Chapter 5) that prompts students to share their needs with your privately. Asking the students to talk to you about their challenges during a private conversation will help you direct them to resources that can provide additional services and organize learning materials to accommodate their needs.

International Students

Over the past few years, stories of tragic conflict between ethnic and religious groups throughout the world have punctuated nearly every television newscast and newspaper front page. Few readers of this book would deny that the root cause of these conflicts is a lack of understanding that can be addressed most effectively through education. Today there are 25 colleges and universities within the United States that count at least 3,000 international students among their student bodies and hundreds more whose foreign student enrollment was extensive (Chronicle Almanac, 2002). If you have yet to have an international student in your classes, there is a good chance that you soon will. Research indicated that international students are among those most marginalized on college campuses but, when empowered by their professors, can be among the highest achievers and most interesting to teach.

Differences in language, culture, religion, and values often manifest themselves in loneliness, loss of social status, and discrimination. In North America for only a few years, by nature, international students tend to feel in rather than form new ones. Learning is fostered in a place perceived as safe by environment (Lacina, 2002). Chapter 5 provides a number of suggestions that will help international students adapt more easily to your course, become comfortable with peers, and begin to achieve confidence in your course, and Chapter 8 focuses on teaching and learning strategies that emphasize learning in groups. The employment of these strategies should go a long way toward not only improving the success of international students but also helping your domestic student leverage the potential of their involvement.

Although we typically think in terms of teaching accounting, world religions, or some other course, or of teaching evening students, athletes, or some other group, those professors who derive the greatest reward from their teaching careers and demonstrate the greatest accountability to diverse stakeholders have adopted a different paradigm. They see their classrooms as mosaics made up of individuals, each with a unique background of academic, occupational, family, social, economic, military, recreational, and other experiences. In that sense, all students have some sort of “special needs.” Such teachers are energized by students who are in the dark because they relish the challenge of helping these students turn on their light bulbs. Such professors view differences of opinions as adding depth to the classroom rather than challenging their authority. They view themselves as a facilitator of learning rather than “a sage on the stage.”

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600. LACK OF EXPERIENCE IN TEACHING: LESSONS FROM QUICK STARTERS

Thursday, February 17th, 2005

Folks:

The posting below gives some excellent advice for beginning faculty on how to make their first teaching experiences as effective and enjoyable as possible. It is from Chapter 6: Good Practices in Mentoring, in Faculty Diversity: Problems and Solutions, by JoAnn Moody. Published in 2004 by RoutledgeFalmer, 29 West 35th Street, New York, NY 10001 [www.routledge-ny.com]. Copyright © 2004 by Taylor and Francis Books, Inc. RoutledgeFalmer is an imprint of the Taylor and Francis Group. Reprinted with permission.

Regards,

Rick Reis
reis@stanford.edu

UP NEXT: The DOs and DON’Ts of Online Learning

Tomorrow’s Teaching and Learning

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LACK OF EXPERIENCE IN TEACHING: LESSONS FROM QUICK STARTERS

Teaching can overwhelm you because most junior faculty have failed to receive either careful supervision of their teaching or coaching in the tricks of the trade. If they had received these in graduate school, they would begin their careers as more effective, efficient, and comfortable teachers. Because they are usually unprepared as they take their first job, they can feel intense anxiety about their duties in the classroom. As their research and writing are put off, their anxiety intensifies.

What can a new teacher do? Some new faculty express remarkable satisfaction with and enjoyment of their teaching and receive high ratings for their teaching effectiveness from students and expert observers. These new faculty, whom Boice dubs “quick starters,” exhibit many of the following traits (Boice, 1992b, 2000).

Quick starters are student-friendly. Arriving early to their classes, quick starters chat informally with their students. Showing interest in their students, they work hard to learn their names. Quick starters hand out very informal class evaluations early in the course, to find out anonymously what students are finding most helpful and least helpful thus far about the course, the class discussion, and the like. The quick starters then review these anonymous points in class, encourage students to react, and explain what refinements and modifications, usually minor, will be made as a result of this evaluation and ensuing discussion. Students usually appreciate this invitation to give feedback. In the class discussion prompted by it, the students come to better understand the professor’s pedagogical goals and strategies, better comprehend the professor’s pedagogical goals and strategies, better comprehend how they can improve their own class participation, and sometimes ! better grasp the dynamics of groups and group discussion. Finally, quick starters enhance the classroom experience of all students by dealing with students who may be obstructing productive class discussion. Quick starters don’t shy away from cordially “dampening down” monopolizers.

Quick starters regard their teaching as somewhat public and continuously improving. These wide individuals refuse to have preparation for classes take up their whole workweek, to the near exclusion of scholarship/writing and professional networking/collegiality. Instead, they take the initiative to seek teaching advice and tricks of the trade from junior and senior colleagues on their own and other departments. Visiting colleagues’ classrooms, inviting others to theirs, experimenting and at times briefly co-teaching with diverse colleagues-these are typical moves. Another is to track down the exceptionally accomplished teachers on campus and consult with them. Such treating of teaching and learning as open-ended and public enterprises (rather than closed, private, and proprietary) should be come more widespread, according to the American Association for Higher Education, the Pew Charitable Trusts, and other reform-minded groups.

The Internet is quickening this reform, because faculty can now communicate about their teaching problems and successes via several bulletin boards sponsored by the American Association for the Advancement of Science, the National Science Foundation, the Sloan Foundation, and several disciplinary societies. Talking, reading, and thinking about their teaching and their students’ learning are enjoyable to quick starters; they say they plan to experiment even more to increase effectiveness and stimulation for both themselves and their students.

Quick starters take their time in the classroom. Boice notes that going too fast through lectures, discussions, problem solutions, and the assigned materials are predictable mistakes made especially by nervous beginners. Furthermore, slow starters believe lecturing is the only way to teach. Delivering perfect “facts-and-principles” lectures is their consuming goal. They present too much material too rapidly in the classroom. They try to ignore the bored and sometimes hostile reactions from students. Overpreparing for their lectures, they teach defensively so to avoid being accused of not knowing their material. Above all, they fear being exposed as an imposter. They have few plans to improve their teaching beyond improving the content of their lectures and making student assignments and tests easier.

Quick starters, on the other hand, realize they must slow down their class presentations and in various ways check to see that the students are not being left behind. Early on, quick starters try to promote critical thinking by their students; they make sure that their students are preparing for class and that they, not just the instructor, are doing intellectual work during the class period. In their courses, they spotlight some of their own specialized research interests and projects: Both the student an the instructor usually enjoy this examination of something fresh and new, and usually a few students will be drawn in as apprentices to the instructor as a result of this intellectual sharing.

Determined to generate productive student interactions, quick starters also experiment with a range of discussion techniques until they find what works for them and their unique personalities. According to Duke University professor Anne Firor Scott, an “important part of a teacher’s responsibility is to plan classroom experiences that promote a sense of discovery.” The point is “to activate an intelligence to being learning on its own·and help students learn how that knowledge came to be and how it can be used to think through problems and organize concepts” (1995, p. 187).

How can the professor, junior and senior, become more comfortable and competent in promoting students’ discussion and critical thinking? In her article “Why I Teach by Discussion,” Scott shares her tricks of the trade regarding how to do this: First, carefully design the syllabus for an active-learning course; conceptually ready the students for active learning; ensure students’ class attendance; be ready to jump-start student discussion and to deal with occasional “dead silence”; keep discussion on track; summarize frequently; model mannerly and respectful behavior during spirited arguments; and design appropriate examinations and evaluations for an active-learning course. Conceptually, the approach in Scott’s classes is to cover less (material) and discover more-an approach I recommend to the doctoral and dissertation scholars I coach who are preparing to be college professors. Scott concludes: “Keep thinking about the educational process, what it ought to accomplish, h! ow one can make it work better” (1995, pp. 190-91).

For helpful pointers on how to use case studies to nurture class discussion and a learning community in the classroom, check the Harvard Business School Press’s Education for Judgment: The Artistry of Discussion Leadership (Christensen, Garvin, and Sweet, 1991). Writing case studies for one’s own classes is within the realm of possibility. Try it! It can be fun. Here’s another tip. In a large lecture class, stop the class once or twice per meeting; pose a question (try to make it funny sometimes) and ask for a show of hands for one of three answers; then ask each student to take five minutes to convince a neighbor of the “correct” answer; then after five minutes; ask for another show of hands. Minds can change through animated talking. Harvard professor Art Mazur has documented that his students comprehend and retain more when he uses this technique in his large lecture course (Teaching Science Collaboratively videotape). There are many more such techniques; ask your! colleagues, near and far, what works for them.

Finally, a new teacher must concentrate on learning to be efficient and wise about the use of time. a memorable analogy is offered by Assistant Professor Kim Needy in industrial engineering at the University of Pittsburgh. She observes: “Teaching preparation can be more like a gas than a liquid or a solid. In other words, it will fill all the space available to it if you let it. You can always add a case study, improve an overhead, and revise a handout. At some point, you have to put a box around it and say, ‘enough’” (quoted in Reis’s Listserv, March 16, 1998).

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601. THE DOs AND DON’Ts OF ONLINE LEARNING

Thursday, February 17th, 2005

Folks:

The posting below gives some insights on making online learning more effiective. It is from Chapter 8:The Online Instructor’s Point of View, by Judy Donovan in The Student Guide to Successful Online Learning: A Handbook of Tips, Strategies, and Techniques by Ken W. White Everett Community College and University of Phoenix Online Campus, Jason D. Baker, Regent University. Published by the College Division of Allyn and Bacon, 75 Arlington Street, Suite 300, Boston, MA 02116 [www.ablongman.com]. Copyright © 2004 Pearson Education, Inc. Reprinted with permission.

Regards,

Rick Reis
reis@stanford.edu

UP NEXT: Post-Tenure Faculty Review Practices

Tomorrow’s Teaching and Learning

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THE DOs AND DON’Ts OF ONLINE LEARNING

The DOs of Online Learning

I wanted to get many instructors’ points of view to include in this chapter, so I posted questions in an informal survey to listservs and online college faculty bulletin boards. I also emailed the entire faculty at one online college. Over fifty online instructors responded, and what struck me was how similar their answers were. There does seem to be general agreement in what instructors appreciate and don’t appreciate in their students. The first question I asked was “How should students go about establishing a good instructor/student relationship with you?” Many instructors mentioned the points covered above: read the syllabus, understand the course software, make sure you have your textbook and other materials, and make sure your email is working. In addition, they mentioned things such as “communicate, put forth a good effort, show an interest in the course and in your fellow students, ask questions if you don’t understand something, and be courteous.” Additional comments included:

* “If students communicate effectively and efficiently, our relationship will always be positive, and I will be as flexible as possible in working with them.”

* “I think one of the best ways to establish a good relationship is for students to start the class with a positive attitude, especially toward their peers. If students are respectful of each other, it helps the student/instructor relationship. I also think they should be willing to be open and responsive in their postings.”

* “Students obviously glean instructors’ favor by being dedicated, hard working, and willing to go the extra mile to learn.”

* “Demonstrate they are interested in the learning process by responding promptly to the assignments and introducing themselves to the learning community.”

* “They can establish a good relationship with me by taking responsibility for their education and being accountable for their course work.”

* “It helps if the student is friendly.”

* “By making it apparent they have done their homework, by submitting well-written messages, and by following the guidelines established in the course syllabus.”

* “Online I find that the relationships the students establish with each other in the discussion threads is a way for them to show me that they care and are enjoying the class. Their enthusiasm for the class goes a long way in establishing a relationship with me as an instructor.”

* “I appreciate those that help their peers. I try to formulate a team in class so we’re there for each other. Some students never buy into this and will neither answer or ask questions with anyone but me.”

* “By taking the responsibility to accept the fact that they must discipline and organize their life to meet the rigors of an online class, establishes a favorable rapport with me.”

The DON’Ts of Online Learning

I asked online instructors for their pet peeves regarding online students. As with what instructors appreciate, the things they don’t appreciate are quite specific. They include:

* Not reading syllabus, instructor messages, email, course materials, questions already addressed
* Late work and not following directions
* Causing a lot of off-topic discussion or one-line replies such as “I agree”
* Negative comments on discussion boards and rudeness
* Email with no name or course number (who is lucky49@hotmail.com?)
* Students who don’t participate
* Not correcting work after feedback

Other responses to the question “What are your pet peeves when it comes to students?” were:

* “Complaining about the workload after they chose to complete their degree in an accelerated online program.”

* “Not learning the platform. I have one student who didn’t bother to go through the tutorial. I am constantly receiving emails that read, “I don’t mean to bother you, and I hope I am not a pest, but how do i·?”

* “What bothers me most are those who constantly miss deadlines because of work related-incidents, family incidents, taking vacations in the middle of a session, or trying to enter late because they thought that the class started on a different date.”

* “Students who do not contribute or communicate with me regarding assignments, etc. If I do not hear from students as requested, I become less flexible. If they communicate with me, I can be as flexible as possible.”

* “Students who acknowledge that my time is valuable immediately win my favor; those who assume I should be online 24/7 to answer their questions are off to a poor start.”

* “One of the biggest concerns I have is with group work·that is, when a student does not carry his or her load.”

* “My biggest peeve centers around students who try to scam me, saying they had sent in an assignment and when I say I didn’t receive it, they say they’ll resend it right away. When I check the file properties I find it had been created the night before.”

* “Do not conduct personal attacks on other students.”

The main concern of online instructors is communication.

The online syllabus, assignment descriptions, lectures, and postings are all forms of communication that contain clear instructions for how work is to be completed, by what due date, and where to submit it. Ignoring this information can be time consuming for you and the instructor.

You may feel instructors are being contradictory when we say we appreciate students who ask questions, but then list students as pet peeves who post questions that are already answered in the course materials. You have read in this book about student responsibility and how it is important to the online classroom. This translates to making an effort to find the answer rather than posting a question to the class or emailing the instructor. In addition, don’t be a student whose work is chronically late for one reason or another. If you are constantly in a state of emergency, perhaps you need to get your life in order before you take classes. Make sure your problems don’t impact the instructor or the class.

Finally, plagiarism can be a real problem for the instructor in the online world. A few years ago, a quarter or more of my students turned in papers that contained plagiarism. The most common form of plagiarism is copy and paste. Students copy entire paragraphs or sentences from their sources and paste them into their paper. They might stick the source at the end, but they don’t use quotes to indicate that someone else wrote the section. I have received five-page papers composed entirely of these types of paragraphs. Through experience, I have hones the Academic Honesty section in my syllabus so that it is crystal clear.

You can never use someone else’s words without quotes. Ignorance is not an excuse.

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599. PREPARING FOR PROMOTION, TENURE AND ANNUAL REVIEW – PLANNING AHEAD

Tuesday, February 15th, 2005

Folks:

The posting below gives some good guidance on preparing your promotion, tenure, and annual review materials. It is from Chapter 1 Planning Ahead, in Preparing for Promotion, Tenure, and Annual Review: A Faculty Guide, Second Edition, by Robert M. Diamond, The National Academy for Academic Leadership. Published by, Anker Publishing Company, Inc., P.O. Box 249, Bolton, Massachusetts. . Copyright © 2004 by Anker Publishing Company, Inc. All rights reserved. Reprinted with permission.

Regards,

Rick Reis
reis@stanford.edu

UP NEXT: Lack of Experience in Teaching: Lessons From Quick Starters

Tomorrow’s Academic Careers

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PREPARING FOR PROMOTION, TENURE AND ANNUAL REVIEW PLANNING AHEAD

The more complete the information you have about the promotion, tenure, and annual review process at your institution, the better. As you read this book, it is important to keep in mind that criteria and procedures vary from institution to institution, from discipline to discipline, and from department to department. While in a larger institution there may be several committees involved (often at the department, school/college, and institution level), in a smaller institution there is apt to be a single promotion and tenure committee reporting directly to the provost, campus dean, or academic vice president.

The materials you need to collect for your annual review can be part of the documents you provide for promotion and tenure. Keep in mind throughout the process of preparing your portfolio-and this is most important-that at some point in the process those reviewing your materials will be from other academic disciplines. Don’t assume that the reader knows your field or is familiar with the research you’re discussing or building on. You will also find a difference in focus between promotion and tenure committees. While promotion committees tend to base their decision on past accomplishments, tenure committees tend to base their decision on past accomplishments, tenure committees will consider both past performance and your long-term potential at your institution, that is, what you can contribute to the unit and to the institution in the years ahead. Start early to prepare for your review. Long before the actual date of your final review, there are a number of steps you ca! n take. Begin by collecting key information.

Know the Rules: Procedures and Criteria

What You Should Know

Shortly after your faculty appointment, you should begin to gather information in five general areas.

1) The review process in your unit

* Is there an annual review procedure? Is this a formal or informal review process? What are you expected to provide? What factors are being considered?
* Is there a more comprehensive three-year review? How is it similar or different in the process and practice from the tenure review?

2) The type of documentation the committee will expect

* What materials will the committee expect you to provide to document your teaching, research on scholarship, and service activities?
* If a professional or teaching portfolio is expected or encouraged, what should be included, and how should it be organized and presented?
* Will you be asked to provide copies of publications? Will you be asked to provide published reviews of these publications? Will you be asked to solicit other reviews?
* Should you provide letters of support, and, if so, from whom and how many?
* Should you provide a list of references, and, if so, when?
* How much material should be presented and on what timeline?
* Find out if important new materials can still be provided after the review process has begun. If this option is available it can be very important if you have works in progress or about to be published.

3) The specific steps that will be followed by the committee(s)

* What steps will the committee follow, and what is the anticipated timeline? When will decision be made?
* Will the committee interview other colleagues?
* Will documentation or assessment be requested from individuals outside the institution?
* How will these external reviewers be selected, and what will they be asked to do?
* Are you expected to provide nominations for outside reviewers? If so, select these individuals with great care, making sure that they hold positions that indicate recognition in their field in addition to disciplinary expertise.

4) The criteria that will be used to assess the quality of the materials that are provided

* Publications, for example, can be reviewed in many ways. Will the materials simply be counted using some formula for weighting, or will a sample be reviewed against a specific set of standards? How are different publications weighted? Which are the “valued” publications in your discipline and in your department?
* How will the quality of teaching or advising be determined, and how will the quality and significance of other professional activities be measured?

5) The relative weighting of various activities

* Is there a set formula for determining the importance of specific functions, or will these be considered on an individual basis according to assignment?
* Is there a standard approach for determining the relative weight of activities (for example, 40% on the quality of teaching, 40% research, and 20% service)?

Information of this nature may be provided to you by your department or program chair or by another designated mentor. At many institutions, the communication of most of this information is part of a formal three-year review process. If preparatory information is not provided to you, ask for it. Your institution or department may not have addressed some of these questions or issues. If that is the case, it will be up to you to prepare for the committee a file of materials that makes the best case for the quality of your work.

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