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From Classrooms to Keyboards: Teaching Psychology in an Online University

Explore the transition from traditional classrooms to online platforms in psychology education, focusing on mentoring research and best practices. Learn about the advantages, challenges, and opportunities of teaching psychology in an online university. Gain insights on fostering professional identity, nurturing confidence in students, and leveraging free resources for broadening access to diverse populations.

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From Classrooms to Keyboards: Teaching Psychology in an Online University

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  1. From Classrooms to Keyboards: Teaching Psychology in an Online University Liz Clark, PhD, Adjunct Faculty, Graduate Psychology - Chair Edward Cumella, PhD, Full-Time Faculty, Graduate Psychology Alison Humphreys, MS, Adjunct Faculty, Undergraduate Psychology Nicole Bertke, MS, Assistant Chair, Undergraduate Psychology Presentation slides available now at: kappsych.wordpress.com

  2. From Classrooms to KeyboardsLiz Clark, PhD Kaplan University • The Big Picture • Broad Accessibility in Underserved Areas • 20% Military • 40% Racial/Ethnic Minorities • High %age in Rural Areas • Invitations For Those With Special Needs

  3. From Classroom to KeyboardEdward Cumella, PhD Kaplan University Mentoring Students Electronically: Theses and Dissertations in an Online Psychology Graduate Program

  4. From Classroom to KeyboardEdward Cumella, PhD Kaplan University Mentoring Research Mentoring research is not simply an offshoot of being a researcher. It is an area of professional practice in itself with an evidence basis and best practices.

  5. Professional Identity formation HARVESTING 7 Steps SHOWING Catalyzing Sowing Accompanying Confidence Building

  6. Confidence Building Assessing student’s confidence level, building realistic confidence • Challenge: Newness • Resolutions: • Assessment: Excited, confused, overwhelmed, overconfident • Connection • Assurance • Valuing • Organization

  7. Accompanying Making a commitment to each other • Challenge: Roles/Boundaries • Resolution: Mentor controls the boundaries

  8. Sowing Preparing the learner before s/he is ready to change • Challenge: No context for understanding • Resolution: Repetition with increasing detail

  9. Catalyzing Change reaches critical level of pressure, learning escalates • Challenge: Unexpected obstacles • Solution: Outreach & problem solving

  10. Example • Correlation Matrix – “It’s 162 pages!”

  11. Showing Making understandable by visual or verbal example • Challenge: Teaching statistics & APA tables • Solution: Adobe Connect

  12. Harvesting Creating awareness of what was learned • Challenge: Lack of context • Resolution: Professional connections

  13. Professional Identity Formation Subtle transition from teacher to colleague • Challenge: Lack of face to face contact • Solution: Shifting language & interaction style

  14. Advantages of online research mentoring • The world is our apple! • Research relevant to local communities but still generalizable • Hearing the voices of people who don’t often get to share their views • Inspirational to local groups • Leveraging free resources and energy around the nation

  15. the future of psychology education: Reflections Broader penetration of psychology into under-represented populations • 20% military • 40% racial/ethnic minorities • Large % live in rural areas • Many students with chronic illness and disabilities

  16. Resources Abdallah, F., Hillerich, K., Romero, V., Topp, E. A., & Wnuk, K. (2010). Supervision of a master’s thesis:Analysis and guidelines. Retrieved from https://www.lth.se/fileadmin/lth/genombrottet/konferens2010/42_Abdallah_etal.pdf Brew, A., & Peseta, T. (2004). Changing postgraduate supervision practice. Innovations in Education and Teaching International,41, 5-22. Murray, R. (2002). How to write a thesis. Buckingham, England: Open University Press. Scarborough, J. L., Bernard, J. M., Morse, R. E. (2006). Boundary considerations between doctoral students and master's students. Counseling and Values, 51, 53-65. Trafford, V. N. & Leshem, S. (2002). Starting at the end to undertake doctoral research: Predictable questions as stepping stones. Higher Education Review, 35, 31-49. Wisker, G. (2012). The good supervisor: Supervising postgraduate and undergraduate research for doctoral theses and dissertations. New York: NY: Palgrave Macmillan. Zuber-Skerritt, O. (2002). Supervising postgraduate students from non-English- speaking backgrounds. Buckingham, England: Open University Press.

  17. From Classrooms to KeyboardsAlison Humphreys, MS Kaplan University The Benefits, Challenges, and Opportunities of Teaching Psychology Online: The Adjunct Perspective

  18. Why the Adjunct Perspective is Important • Almost ¾ of undergraduate courses in the United States are taught by part-time or contingent faculty (American Federation of Teachers, 2010) • Adjunct faculty members account for almost half of all faculty (American Association of University Professors, 2014)

  19. Benefits of Being an Online Adjunct Instructor • Same benefits as all adjuncts: • Avoid politics • Different Expectations • Additional benefits: • Standardized classes • Flexibility

  20. Challenges of Being an Online Adjunct Instructor Some challenges all adjuncts face: • No guarantee of work • Unsteady work load • No set salary/benefits • Salary and/or course load limits • No tenure • Not always consulted

  21. Additional Challenges • Professional isolation - not as many opportunities for personal connections with supervisors and colleagues • Have to be mindful that - not everyone will understand the tone of e-mails and posts in Discussion Boards… use humor carefully • Many online adjuncts - teach at multiple schools and/or have other jobs

  22. Professional Isolation • Attend online faculty meetings • Volunteer for positions and opportunities outside of the classroom • Reach out to colleagues and supervisors

  23. Best Practices in Online Teaching • Check e-mail often • Load professional photo • Post permanent announcements to the course • Post weekly announcements • Regularly (daily if possible) go into classroom • Provide asynchronous seminars • Post grades in a timely manner • Provide specific, personalized, positive, and constructive feedback in the Gradebook

  24. Time Management • Organization • Efficient use of time • Development and execution of an effective schedule • Planned separation of professional and personal time

  25. Making The Online Classroom Work Relate to students personally • Similar experiences Time Management • Manage personal and professional obligations

  26. From Classrooms to KeyboardsLiz Clark, PhD - Chair Edward Cumella, PhD Alison Humphreys, MS Nicole Bertke, MS Kaplan University The Meeting http://www.youtube.com/watch?v=DYu_bGbZiiQ

  27. From Classrooms to KeyboardsNicole Bertke, MS Kaplan University What Administrators Need to Know About Managing Faculty in an On-Line Setting

  28. Challenges • Nature of discipline • University culture – mission, goals, values • Employee selection • Required infrastructure and resources (Greer & Payne, 2014; Monochehri& Pinkerton, 2003)

  29. Challenges • Legal considerations • Managerial control • Mentoring • Monitoring and performance measurement (Greer & Payne, 2014; Kurland & Bailey, 1999; Monochehri & Pinkerton, 2003)

  30. Challenges Employee isolation and communication • Concerns over fairness • Anxiety over job security • Promotion potential • Influences on job satisfaction and turnover (Dahlstrom, 2013; Monochehri& Pinkerton, 2003)

  31. Challenges Employee isolation and communication • Interdependence of teamwork • Informal information sharing or “in-place career development” and synergy • Missed face-to-face contact and non-verbal cues Dahlstrom, 2013; Greer & Payne, 2014; ; Kurland & Bailey, 1999; Monochehri & Pinkerton, 2003; Young, 1991)

  32. Overcoming the Challenges: Monitoring and Performance Measurement • Hiring suitable employees • Training, mentoring, and support • Clear expectations, goals for performance, coaching & feedback (Schraeder & Jordan, 2011; Young, 1991)

  33. Overcoming the Challenges: Monitoring and Performance Measurement Monitoring • Random classroom visits • Classroom visits (daily, weekly, or EOT reports) Performance appraisals • Regular meetings • Employee engagement/empowerment (Schraeder& Jordan, 2011; Young, 1991)

  34. Overcoming the Challenges: Monitoring and Performance Measurement Relationship-oriented behaviors versus task oriented behaviors • Support, communication, and trust • Responsiveness, thoroughness, and communicating to maintain connectedness (Dahlstrom, 2013; Kowalski & Swanson, 2005; Timmerman & Scott, 2006)

  35. Overcoming the Challenges: Employee Isolation and Communication • Use advanced technologies • Google chat or other IM options • Google Hangout, Skype, Adobe Connect • Community web pages (SharePoint, Google sites, Facebook, Google Community, etc.) • Phone calls (Greer & Payne, 2014)

  36. Overcoming the Challenges: Employee Isolation and Communication • Be accessible • Semi-structured temporal boundaries • Encourage collaboration and information sharing • Regular meetings and updates (Greer & Payne, 2014)

  37. Overcoming the Challenges: Employee Isolation and Communication • Recognizing and sharing personal and professional accomplishments/milestones • Promoting and sharing best practices • Brainstorm sessions

  38. Resources Dahlstrom, D.R. (2013). Telecommuting and leadership style. Public Personnel Management,42, 3, 438-451. Greer, T.W. & Payne, S.C. (2014). Overcoming telework challenges: Outcomes of successful telework strategies. The Psychologist-Manager Journal, 17 (2), 87-111. Kowalski, K., & Swanson, J. (2005). Critical success factors in developing teleworking programs. Benchmarking, 12, 236-259. Kurkland, N. B., & Bailey, D. E. (1999). Telework: The advantages and challenges of working here, there, anywhere, and anytime. Organizational Dynamics, 28, 53– 68. Manochehri, G., & Pinkerton, T. (2003). Managing telecommuters: Opportunities and challenges. American Business Review, 21, 9-16. Schraeder, M. & Jordan, M. (2011). Managing performance: A practical perspective on managing employee performance. The Journal for Quality & Participation, 34 (2),4-10. Timmerman, E., & Scott, C. (2006). Virtually working: Communicative and structural predictors of media use and key outcomes in virtual work teams. Communication Monographs,73, 108-136. Young, J. (1991). The advantages of telecommuting. Management Review, 80 (7), 19-21.

  39. Contact Information Liz Clark, PhD lizclark@kaplan.edu Edward Cumella, PhD ecumella@kaplan.edu Alison Humphreys, MS ahumphreys@kaplan.edu Nicole Bertke, MS nbertke@kaplan.edu Presentation Slides Available Now At: kappsych.wordpress.com

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