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Teaching Tips: Graduate Teaching & Advising

Teaching Tips: Graduate Teaching & Advising. Shida Henneberry, Regents Professor Dave Shideler, Assistant Professor Oklahoma State University AAEA Meetings, July 2011. Why do We Choose what we Choose to Study?. Environment and Passion

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Teaching Tips: Graduate Teaching & Advising

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  1. Teaching Tips: Graduate Teaching & Advising Shida Henneberry, Regents Professor Dave Shideler, Assistant Professor Oklahoma State University AAEA Meetings, July 2011

  2. Why do We Choose what we Choose to Study? • Environment and Passion • My Example: I watched a rural community become suburbanized; and for many, the change was a nightmare • Effective teachers bring out the passion for the subject in their students.

  3. Shida’sTeaching Philosophy • Students learn best when they can relate to what is taught • “I can now look at world problems and tell the fundamental underlying the events.” – A comment made by a student in Shida Henneberry’s international trade course.

  4. Keep Students Connected to the Subject • Require students to write a term paper on a global issue of their choice. • Provide topic examples, while encouraging students to choose an area that they are passionate about. • The instructor guides the students- but ultimately the students choose the project topic that they are passionate about.

  5. Give Meaning to Theory • Ask students to give the meaning of the mathematical concepts, such as partial derivatives, in words. • Create assignments that involve analyzing real life issues. • Discuss real life scenarios • Use media examples in class

  6. Practice towards Perfection • Students learn by practicingand receiving feedback • Keep a continual dialog with each student through the homework assignments, tests, and the term paper.

  7. Practicing Towards Perfection: Homeworks and Tests • Assign homework that get progressively more rigorous throughout the semester. • Not only testing rigorous theoretical knowledge, but also applications. • Provoke and challenge students - students analyze and provide policy implications, using the fundamentals that have been covered in class.

  8. Instruction Effectiveness • Shida’s personal goal for a class: if, by the end of the semester, students can explain the mathematical and economic concepts and their usefulness in words understandable by the general public. • Students choose to write their entire term paper on one of the homework assignments.

  9. Inquiry-based Teaching & Research • An Art more than a Science • Analyzing behavior • Active, not Passive • Continuous and not Segmented • Re-design of Instruction and Research Methods

  10. You know you have made a difference when: • Students tell you that they actually connected to what you taught “ Your class was hard, but it taught us how to think, gave meaning to models, and developed our passion for publishing.” A quote from a former student.

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