Teaching, Presentation, and Publication

I. Questions I Was Looking to Answer

a.) How do I develop and share ideas and concepts I have learned with students as well as fellow student affairs professionals and faculty members?

b.) How do I share these ideas and concepts in original and innovative ways?

c.) How do I reflect on my experiences and make constructive changes and improvements?

II. Introduction- What did I already know?

I did not have any teaching, formal presentation or publication experience coming into the CSSA program. I had spent a great deal of time in classrooms, both K-12 and college and had an understanding of some of the things that made for effective teaching and things that did not. I had given recruitment presentations as part of my work as a campus ambassador and NCCC member and had worked as an editor for both NCCC’s monthly newsletter and my Semester at Sea news group. None of the work that I had done was published in a frequently viewed publication.

III. Hypothesis-What did I think the answers would be?

a.) I need to find ways to communicate my ideas clearly and concisely. I need to create ways to engage the audience in the material I am covering and ensure that they have a voice in how the material related to their own experiences and academic areas of interest.

b.) I need to become comfortable with using multiple venues to convey information (newsletter, blog, PowerPoint, webinars, etc.)

c.) I can bounce ideas off others who have had similar experiences and journal on my own. I can write down my comments and suggestions and share them with stakeholders.

IV. Methods and Materials- How did I learn?

MB 699: Success in the College Classroom

Teaching U-Engage

Presenting at regional NODA conference

Presenting distressed and disruptive student presentation to incoming GTAs: disruptivedistressedpres

Presenting registration information to incoming San Jose State University students at late-registration program • SJSU Late registration Powerpoint presentation

Publishing blog

V. Data- What did I learn AND Analysis- How do I know I learned it?

U-Engage syllabus • Dissection of assignments • Insights from teaching • Classroom Observations

The Value of Clear Expectations • Personalized Learning

Publishing a Blog

VI. Conclusions

a.) There are countless venues with which to share information. I have personally gained as much out some one-on-one conversation with colleagues and as I have from presentations at conferences. Great teaching opportunities are well thought out. They require a clear connection between theory and application. Taking into account individual learning styles and personal experiences is essential and is setting up clear expectations for both those doing the bulk of the learning and those doing the bulk of the teaching.

b.) I am not as interested in presenting ideas in original and innovative ways as I am in presenting them in ways that will reach my target audience and convey the information I want to present in effective ways. I plan on being thoughtful of which venues I chose to present in and unafraid to try new ways of teaching and presenting when I need to reach larger or more specialized audiences.

c.) When it comes to certain teaching, presentation and publication experiences I will rely on the formal feedback from assessment in order to determine my effectiveness. I will also rely on informal feedback from participants and my own critiques in order to facilitate constructive changes.

VII. Further questions

a.) How can teaching and learning be accurately assessed?

b.) How or can technology be as effective a teaching tool as traditional methods?


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4 Responses to “Teaching, Presentation, and Publication”

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How, if at all, do you think your advising internship with us fits into this competency?

I think that the goals of advising are very closely aligned with teaching. On the surface level I am trying to provide my students with the necessary information for them to register for the “right” courses and make progress towards a degree, similar to a teacher providing the necessary information for students to get the “right” answers on tests and make progress towards passing the class. On a deeper level, I am asking students questions and providing them with frameworks to analyze and critically think about what courses they most enjoy, what majors they are drawn to and how those correspond with their larger goals and values. Instructors are providing similar critical thinking and analytical tools and trying to help students recognize how the information they learn in class relates to the greater outside world.

Working as a UESP advisor requires an ability to provide original and innovative ways for students to explore majors. Some students I see come in and express a love of reading and learning. For those students I suggest reading professional journals, getting the reading lists for classes they are interested in and taking a look before registering, or taking a class to gain a better understanding of whether they will want to continue in that area. For other students, they need to see or do things in order to analyze the situation more thoroughly. So we talk about job shadows, internships, studying abroad, etc.

Lastly, I am constantly trying to make adjustments and improvements in order to ensure I have more time to discuss important matters with students and that I have the necessary information to best serve them.

Good. I consider advising as a form of teaching. It is an educational transaction, and in the case of UESP, one with defined learning outcomes, just like a class. These defined outcomes allow us to assess and measure student growth and learning. It’s also a progressive curriculum. First year students have different needs than upper division students. More relevant to our work in UESP, we will have different expectations and hopefully more complex conversations with students the more times we meet with them.

Portfolio Evaluation Comments: Very good. I’m impressed with how much teaching and presentation you’ve engaged in during your OSU tenure. I wonder if there are pedagogical approaches or philosophies that you explored in MB 699 that you want to discuss in light of your teaching experiences. If you are teaching an orientation, academic success, or learning community class in the future, can you reference strategies or pedagogies that you will utilize? I also think it might be good to include your classroom observation from AHE 599 First Year Students: Programs and Philosophies. Obviously the volume of information that you have in the blog is also a testament to how hard you’ve worked on putting your ideas out there. One blog post I’ll look for, perhaps in May, is where the blog itself is going to go from here.

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