Stories from my Life as a Technologist
Transition to new technology can be hard, but while it can be difficult to learn new technology, there are some positive sides e.g. story of his father getting immediate help when having a heart attack. Continue reading “Ryerson Faculty Conference: Opening Keynote Notes”
Some notes from the panel, which consisted of three presenters/moderators and a group of 5 students.
Above averages over all students in survey (except the last, which is below).
The theme seemed to be convenience in many comments:
Faculty also expressed concerns not only on the time commitment needed in an attempt to engage students with different social media outlets, but also privacy. Students, however, said they were more likely to use the CMS if it was more user friendly, had more options, more consistently used, and most importantly, that expectations were clearly outlined.
Presenter: Dr. Arne Kislenko
Everyone does things differently and there is a huge subjective component to teaching. What’s presented is also not necessarily based on theories of teaching, but based on overarching principles garnered from experience.
Teaching is the greatest job in the world. This is the most important place to start, that students understand that you like your job, that they see your enthusiasm. Faculty can actually influence people’s lives, which is a great honour. However, some teachers don’t show up, cut classes, lecture right from a textbook, substitute with technology, which does not allow the development of a personal connection. You need to be there, students need to want to come to class.
It’s worrisome that many universities seem to be diminishing the role of teaching by putting the pursuit of research above all else. However, teaching reinforces research and through teaching we actually communicate with our students.
We have to teaching from the perspective that students in our classrooms are trying to become citizens in the full sense of the word. We should teach research, writing, critical thinking, objective analysis, to care and take an active role in the world. We should impart some broad consideration of the world.
If someone is apathetic about everything, they are a lost cause. Students should see their education as more than 3-4 years here with a job at the end. They should graduate with a sense of ability to think critically, engage in analysis, direct thoughts about search, and care a little bit about the world, especially since they want to work in this world.
Not only do students need to be engaged, they need to be made engaging with a broad perspective, not just the classes they take. They should be questioned about how they are going to move forward in the working world.
Many students though feel unchallenged and many instructors are fine with them just getting by.
Respect them as adults with responsibilities and obligations instead of coddling them as children. Have high standards, communicate that to students, and they may aspire to them.
We should leave students guessing what we think, and we should welcome them as participants and journeymen.
Be prepared to deliver to our students more than just in the classroom. e.g. alternative spring break – overseas working with NGOs, international discussions
This is the best way to enrich the educational experience, and increase personal growth for students.
Presenter
While statistics don’t tell the whole story, it shows student perceptions, which are important because those are passed onto other current students and prospective students.
This last point is valuable experience for students and gives a little window to faculty life, which allows students to get to know faculty a little better.
All instructors feel that they give prompt feedback, but perception might be skewed somewhat. For example, an instructor might return a quiz the next class, but when midterms are returned a week later, students may think faculty are being lazy. Faculty activities become important for student perception of engagement as well.
These were very generic answers.
Faculty feel large class sizes are a problem, but students don’t.
NSSE data gives us hints about academic and social interaction
Some faculty portray a kind of remote veneer that keeps them at arm’s length, which makes them unapproachable.
The data tells the what, but not the how or why, and only about student perception.
While the NSSE focus on two types of levels of engagement, the data doesn’t give us much insight into any of the others.
Faculty may find it a bit of a balancing act for sure, but asking about a student concern at the time may help to save time later, should situation grow worse.
One slice does not fit all – some suggestions will not be for you.