Teaching to Teach

One of the hardest things to communicate is what effective communication means in and out of the classroom.  passionIt usually means helping colleagues disentangle the different components of the endeavor and set meaningful goals for each component with an eye their target audience:

What are you expectations for classroom readiness?  Are they reasonable?  What can you reasonably do if students don’t meet expectations?

What skills do you want to teach?  How do these intersect with your readiness expectations?

What information do you want students to retain?  How will your presentation help with retention?  Will your skill assignments intersect with retention?

How will you know you did your job well?

Most of the mentorship I do is informal new colleagues and adjuncts, and much of the department level formal work is documented elsewhere in this portfolio.

Beyond the department, I’ve taken on the role of Campus Mentor with the CUNY Mellon Diversity Initiative Fellowship.  The Fellowship focuses on research and publication, but this always intersects with the balance of responsibilities, especially how junior faculty balance teaching and research.

Examples of my work with this group are below:

an initial email thread including advice on tweaking syllabi pre-semester

agenda of first group meeting

I also work to create presentations for on-campus and professional bodies that help communicate the challenges of teaching a diverse audience and provide tools for thinking about means to overcome these challenges.  Below are two examples:

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Another example of similar work can be found under the page on my work on assessment.

 

 

 

 

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