Quick Hits for Adjunct Faculty and Lecturers

Description

Non-tenure-track lecturers and adjunct instructors face particular challenges at US colleges, including heavy teaching loads, lack of office space, little control over the selection of course topics or textbooks, and long commutes between jobs at two or more schools. Quick Hits for Adjunct Faculty and Lecturers contains short, practice-oriented articles by experienced instructors that offer valuable teaching and career tips for balancing competing demands, addressing student issues, managing classrooms, and enhancing professional development.

[A]s we've seen the possibilities provided by new instructional technologies, they have served to clarify the fact that the authentic human presence provided by a great instructor is fundamentally critical to the success of our students, and the life blood of the institutional community. These truths are becoming more evident every day. The success of our lecturers and adjunct faculty is imperative to the achievement of the larger goals we have for our higher education institutions.

1. Balancing Competing Demands
2. Addressing Student Issues
3. Adopting Best Practices
4. Managing the Classroom
5. Enhancing Professional Development

Sujets

• Teaching
• EDUCATION
• Teacher education
• Higher
• Level
• General officer
• School
• Higher education
• General

Informations

• Publié par: Indiana University Press
• Date de parution: 15 octobre 2015
• Nombre de lectures: 0
• EAN13: 9780253018403
• Langue: English
• Poids de l'ouvrage: 1 Mo

Extrait

Q UICK H ITS FOR A DJUNCT F ACULTY AND L ECTURERS
Quick Hits for Adjunct Faculty and Lecturers
SUCCESSFUL STRATEGIES BY AWARD-WINNING TEACHERS
Edited by ROBIN K. MORGAN, KIMBERLY T. OLIVARES, and JON BECKER
Foreword by BARBARA A. BICHELMEYER
Consulting Editor ROBERT WOLTER
This book is a publication of
Indiana University Press Office of Scholarly Publishing Herman B Wells Library 350 1320 East 10th Street Bloomington, Indiana 47405 USA
iupress.indiana.edu
2015 by Indiana University Faculty Colloquium on Excellence in Teaching
All rights reserved
No part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying and recording, or by any information storage and retrieval system, without permission in writing from the publisher. The Association of American University Presses Resolution on Permissions constitutes the only exception to this prohibition.
The paper used in this publication meets the minimum requirements of the American National Standard for Information Sciences-Permanence of Paper for Printed Library Materials, ANSI Z39.48-1992.
Manufactured in the United States of America
Library of Congress Cataloging-in-Publication Data
Quick hits for adjunct faculty and lecturers : successful strategies by award-winning teachers / edited by Robin K. Morgan, Kimberly T. Olivares, and Jon Becker ; foreword by Barbara A. Bichelmeyer ; consulting editor, Robert Wolter.
pages cm
Includes bibliographical references and index.
ISBN 978-0-253-01834-2 (pb : alk. paper) - ISBN 978-0-253-01840-3 (eb) 1. College teaching-Handbooks, manuals, etc. 2. College teachers, Part-time-Handbooks, manuals, etc. I. Morgan, Robin K., 1961- II. Olivares, Kimberly T. III. Becker, Jon.
LB2331.Q52 2015
378.1 25-dc23
2015009092
1 2 3 4 5 20 19 18 17 16 15
CONTENTS

Foreword
Welcome to Quick Hits for Adjunct Faculty and Lecturers
Introduction
1 Balancing Competing Demands
Some Semi-Useful Advice for Part-Time Faculty
Nine Tips for Maintaining a Work/Life Balance
Time Traps-How Office Inefficiency is Stealing Your Time
Compartmentalizing, Prioritizing, Personalizing: Balancing Competing Demands
Rigor Versus Realities: The Challenge of Balance in the 21st-Century Classroom
Reduce Time Spent Grading: Use Rubrics!
Secret Agent
Balancing Competing Demands When Working as an Adjunct
2 Addressing Student Issues
All Together Now! Engaging College Students with Active Student Response
Attendance: When Build It and They Will Come Doesn t Work
Making Course Content More Engaging!
Deepening Conceptual Knowledge and Content Vocabulary Through Word Sorting
Helping Students Comprehend Scholarly Research
Knowledge Surveys: A Self-Assessment Tool
Quick Tips for Time Management
Encouraging Classroom Discussion with Real-Time Polling
Student Affairs 101
Student Writing Challenges
One Quick Tip for Addressing Test Anxiety and Increasing Exam Preparation
3 Adopting Best Practices
Applying The Five Rs to Traditional Assessment
How to Engage Students and Create High Teaching Presence in Online Courses
Incorporating Seven Principles for Good Practice in Undergraduate Education in Online and Traditional Courses
Strategies for Engagement in Online Courses: Engaging with the Content, Instructor, and Other Students
Doing It Right the First Time: Universal Design of Course Materials
Live-Tweeting Documentaries in the Classroom: Engaging Students and Enhancing Discussions with Social Media
Multiple Learning Environments in Higher Education
Leading Classroom Discussions
Modeling a Learning Community for Future Secondary Teachers
Turn Grading into a Learning Opportunity
Are Student Learning Outcomes Really Necessary?
Using Project-Based Service-Learning as Text for Reflection
Active Learning Strategies
Proof of Technology as a Multiplying Factor in Macroeconomic Growth Production
Using Quality Matters (QM) to Improve All Courses
4 Managing the Classroom
Managing Problematic Classroom Situations
What Does the Adjunct Bring to the Classroom? Hopefully, Not Just Teaching
The Participation Log: Assessing Students Classroom Participation
Keep It Central
Flipping the Classroom
Building Community in the Classroom through Utilizing Critical Pedagogy
Building Relationships in Online Classes
One Class, Twelve Students, Five Stations
Using Expectancy Theory and Small Win Theory for Classroom Success
Fostering Meaningful Peer Interactions: Going Beyond the Nice
Modifying Constructivism for Coherence
5 Enhancing Professional Development
Develop Professionally: Listen to Your Students
The Once and Future King: Adjunct Status and Impact at the American University
Colleague Observation/Evaluation of Teaching: Who? How? What? And What Next?
Writing with Familiarity: Comfortable or Trite?
Faculty s Concerns Regarding Adapting Technological Advances to Reach Pedagogical Goals
Peer Review: It s Not Just For Tenure
Getting Real about Mentorship
On Being Rooted in the Classroom: Top Three Teaching Tips from The Barefoot Professor
Taking your Professional Development on the Road
Developing Effective Syllabi: Key Points for New Instructors
Am I a Good Teacher? What Do My Evaluations Say?
Preparing Your Course Before the Semester Begins: Lessons Learned the Hard Way
Converting an Adjunct Position to Lecturer or Tenure-Track Position
Teaching and Learning Centers Serve All Faculty
Annotated Bibliography
Contributors
Index
FOREWORD

The focus of this edition of Quick Hits , published by the Faculty Colloquium on Excellence in Teaching (FACET) at Indiana University, is teaching tips for adjunct faculty and lecturers. In this volume, the reader will find advice about how to use effective teaching strategies in order to improve and ensure student learning.
I find it a splendid irony that I m addressing a foreword to lecturers and adjunct faculty for a publication that has as its goal the promotion of effective teaching and successful learning. As professionals dedicated to the teaching mission of higher education, the individuals who make up these two groups are keenly aware that their efforts to provide great instruction involve so much more than lecture, and that the lecture has never been the distinguishing feature of great instruction. The people who hold such titles also know well that great teaching cannot possibly be adjunct to the core purpose of a great university.
I understand the power of historical precedent; I know the titles of lecturer and adjunct have long held their place in the conventions of higher education, and perhaps at one point in history, such titles accurately reflected the work of these two groups. I am also aware that we are currently experiencing unprecedented changes in higher education due to the impact of forces such as shrinking revenues, massive and unsustainable growth of infrastructure, shifting demographics of the students we serve, new technologies for providing instruction and student services, and increasing calls for accountability. These forces are so profoundly changing expectations for higher education that we now find ourselves in the midst of a fundamental rethinking of the purposes, the operations, and the value propositions of our institutions.
In this shifting landscape, the one constant that has not changed, and that I predict will not change, is the hallmark of great instruction. Great teaching always has been, and always will be, highly engaging, extremely interactive, and deeply experiential. Great teaching always has been, and always will be, what brings students into our classrooms.
It is true that new technologies such as YouTube and Adobe Connect challenge us to consider what are the best means by which to deliver a lecture, while the flipped classroom challenges us to consider how we may better engage with our students. Great teachers recognize that new instructional technologies bring with them new affordances available for use. They understand that new technologies are neither inherently good nor bad in and of themselves; rather, they are good for some things and not so good for others, and it is the instructor s responsibility to learn how and when to best apply these tools in their classrooms.
The irony of all of this change is that, as we ve seen the possibilities provided by new instructional technologies, they have served to clarify the fact that the authentic human presence provided by a great instructor is fundamentally critical to the success of our students, and the lifeblood of the institutional community. These truths are becoming more evident every day. The success of our lecturers and adjunct faculty is imperative to the achievement of the larger goals we have for our higher education institutions.
The purpose of this publication is to facilitate success for two groups of instructors who do not receive nearly the support or the recognition they deserve. So here s a figurative toast to the lecturers and adjunct faculty who serve our higher education institutions. We hope you find the articles in this publication helpful to your work. We wish you great success when working with your students, and we want you to know that we appreciate all you do for the greater good of higher education.
Respectfully, Barbara A. Bichelmeyer, PhD Professor of Instructional Systems Technology Executive Ass