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BU Doctoral Programs: Primary Goal

Preparing Doctoral Students to Teach Janelle Heineke Director, Center For Excellence and Innovation in Teaching. BU Doctoral Programs: Primary Goal. This varies by program. Could be to prepare students for: Pure research roles. Advanced practice. Careers in academia. .

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BU Doctoral Programs: Primary Goal

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  1. Preparing Doctoral Students to TeachJanelle HeinekeDirector, Center For Excellence and Innovation in Teaching

  2. BU Doctoral Programs: Primary Goal This varies by program. Could be to prepare students for: • Pure research roles. • Advanced practice. • Careers in academia.

  3. Preparing for Academic Careers • To be successful in academia, graduates must be prepared to be: • Excellent researchers. • Strong teachers. • Good colleagues • In their own schools/universities. • In their professional fields. • Our programs focus on the content – which focuses on preparation for the research role. • We also need to prepare students for the other dimensions – including teaching.

  4. Around BU

  5. Preparing for Academic Careers: One Model (SMG) Semester 1 • Interview a strong teacher in your department. • Ask about: • What is challenging. • What is rewarding, • How the instructor became so strong in the classroom. • Tips he/she may offer about teaching.  • Write a summary of what you learned. Semester 2 • Observe a teacher in your department in the classroom. • Write a summary of what you observed about the process.

  6. Preparing for Academic Careers: One Model (SMG) Semester 3 or 4 • Take the role of Teaching Assistant. • Arrange with the instructor of record to have you present some topic or lead a discussion at least once during the semester.  • Write a summary of: • How you prepared. • How the sessions went. • What you learned. OR • Interview a strong instructor outside your department.  • Prepare a summary of what you learned.  

  7. Preparing for Academic Careers: One Model (SMG) Semester 4  • Participate in the doctoral seminar on dissemination of knowledge, which will include some content on teaching.

  8. Preparing for Academic Careers: One Model (SMG) Years 3 and 4 • Teach a course or discussion section as instructor of record.  • Arrange to have at least one session videotaped.  Review with instructor as a follow-up to the doctoral seminar.  • Redo videotaping and feedback until the video is ready to post as part of the e-Portfolio.

  9. Preparing for Academic Careers: One Model (SMG) Throughout the Program Maintain an e-Portfolio tracking your scholarly work and teaching as part of your package to provide to prospective employers.

  10. Overview of Teaching Content

  11. Finding Balance: First Step Know thyself. What’s important to you? • At work? • Research? • Teaching? • Making things happen? • In other aspects of your life? If you know yourself, you can find the position that fits you in a school that emphasizes what you care about.

  12. Finding Balance: Second Step Research/scholarly activity: • How this is defined varies. • Journal publications. • Books, chapters, other publications. • Presentations. • Involvement in professional societies. • Both quantity and quality matter. • Seems to be increasingly important in all schools.

  13. Finding Balance: Second Step (continued) Teaching: • Student evaluation of teaching. • Variety of courses taught. • Contribution to course development/pedagogy. • Student advising. May also include: • Casewriting. • Materials development.

  14. Finding Balance: Second Step (continued) Service: • To the institution. • Contribution to department’s/school’s/ university’s activities. • Committee work. • Program development/management. • To the Profession. • Involvement in professional societies. • Journal reviewing/editorships. • To the community.

  15. Finding Balance: Second Step (continued) Teaching Research Service Casewriting, Textbook contribution Course Design, Program Leadership Involvement in, Leadership of Professional Societies

  16. Finding Balance: Be True to Yourself There will always be more to do than you can get done. • More to learn. • More to write. • More students to help. • More events to attend. Remember what matters to you and keep it in focus!

  17. What It Takes to Be a Good Teacher • Some people are born teachers, most are not. • Everyone can be better! Even if you’re a terrific teacher, the needs of students change over time, so you need to continuously adapt and improve.

  18. Teach in Character • Be yourself. • Adapt your style to your audience. • Adapt teaching “tricks” from others – don’t “adopt” them wholesale.

  19. Be Respectful • Of students and their opinions. • Of student diversity. • Of the faculty team. • Of program goals.

  20. Be Organized • Prepare lecture notes, case plan, game process. • Prepare for common questions. • Keep notes in good order. • Use a class agenda. • Hand out as many materials/assignments as possible at the start of the term. • Prepare for different “paths” through the material.

  21. Teach, Don’t Tell We learn and remember after one month... • 14% of what we hear. • 22% of what we see. • 30% of what we watch others do – demonstrations. • 42% of sensory redundancy - classroom rituals that repeat seeing, hearing, and doing important skills or concepts. • 72% of “movies of the mind” - learning that is linked to remembered or imagined life experiences of the learner. • 83% of performance of a life-challenging activity - first-time or demanding action that applies the new learning. • 92% of what we teach others! Gary Phillips, Vancouver B.C., Canada

  22. Set the Tone Early • Set high expectations. • Be friendly, but be clear about who’s in charge. • Be clear about your grading criteria. • Think about your goals and plan/implement tactics in the first class (particularly for class participation. • “Cold calling.” • Depth of analysis behind responses. • Be tougher with grading early; it’s easier to curve up than down!

  23. Be Accessible and Responsive • Offer reasonable office hours. • Use technology. • E-mail. • Course support software. • Solicit feedback early in the term. • Use a method that provides actionable information (SSC). • Be clear about what you are willing – and not willing – to change.

  24. Be Fair • Plan assignments to make it possible for students with strengths in different areas to be successful (papers, exams, class participation) - and to minimize the risk of cheating. • Grade thoughtfully - and make it a policy not to change grades. • Remember students are taking other classes, too! • Don’t burden students with busywork.

  25. Reinforce! • “Tell them what you’re going to tell them, tell them, tell them what you told them.” • Use class agenda. • Summarize at end of class (you or student). • Connect to other classes. • Connect to “real world.”

  26. Think About Relevance • Connect to the “real world.” • Consider the age of materials; if age doesn’t matter, discuss it in class!

  27. Some Tips: • Observe other teachers. • Have other teachers observe you. • Reflect on what makes a class great – or mediocre. • Listen to your students. • Take the time to develop good materials – so you can use them again and again. • “Mix it up” in the classroom. Change the pace. Change the pedagogy. • Be aware of the rhythms of the semester. • Give your students your best.

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