Teaching and Emotions

Here’s a post from Faculty Focus that just touches the tip of the iceberg, The Emotions That Fuel Our Teaching. Maryellen Weimer asks a great question, “How do our feelings about the content, students, and our department affect our instructional decision-making?”

One study she cites concludes that instructors who are more focused on “transmitting knowledge” experience more anxiety and nervousness, while those who are more focused on “what the student is doing and experiencing” report feelings of pride and motivation. That makes sense.

But there’s so much more complexity to be explored. What patterns can we identify in our own emotional experiences and teaching (dis)satisfactions from year to year? What might be productive about uncomfortable feelings in the classroom — for us or for our students? What can we learn from apparent disconnects, like the class that seemed disgruntled but gave good evaluations, or the class that seemed satisfied but complained on evaluations?

Wouldn’t this make an interesting Faculty Center Fellowship or SoTL project for an upcoming year? (hint, hint)




Fresh ideas for annual review/PDP goals

As we head into Annual Review writing season, how about some ideas for setting new teaching goals? I’m going to start a list, and I hope others will add to it in Comments:

  • Partner with a colleague to create a new First Year or International Learning Community
  • Conduct a new textbook search, including open-access materials, for a frequently taught class
  • Invite a colleague to conduct a mid-term instructional diagnosis (evaluation) with one of my classes
  • Study my student evaluations over a multi-year period and make an action plan to respond to suggestions
  • Plan to attend five faculty development events (workshops, forums, webinars) on topics of special interest
  • Apply for a Faculty Writing Fellowship
  • Apply for an Interdisciplinary Initiatives Grant
  • Apply for a Faculty Center Fellowship
  • Reflect on my toughest teaching challenge and conceive a SoTL research project/experiment to address it
  • Implement Team Based Learning
  • Restructure an existing traditional or fully online class as a hybrid
  • Apply for a summer study abroad program, either through CSU or USG programs
  • “Flip” just one assignment/section of the course
  • Consider how I might allow students to exercise some choice/control in their learning experience

CFP: Visualizing Learning: Essentials of Teaching and Integrating Visual and Media Literacy

Proposal Submission Deadline: February 15, 2014
Visualizing Learning: Essentials of Teaching and Integrating Visual and Media Literacy
An edited book by Dr. Danilo M. Baylen and Dr. Adriana D’Alba, University of West Georgia
The book provides an opportunity to showcase theory, practice and evidence that supports curricular integration efforts in K-12 and higher education contexts. It will describe and discuss various models of integrating visual and media-based tools and resources, as well as provide ideas and advice from a wide-range of experts and practitioners. That balance—of theory, step-by-step guidelines, expert advice, and practitioner experience — will provide those interested with a wide range of perspectives and possibilities on how to use and integrate visual and media-based tools and resources to promote literacy at all levels with various levels of guidance.
Target Audience
The target audience of this book is composed of different stakeholders involved in media and visual literacy. Educators, such as, media specialists and librarians benefit from the discussion of successful strategies and procedures; administrators acquire ideas for creating building blocks and processes in developing educational policies; researchers find inspirations kindled and supported by current practices; and students gain awareness of how visual and media literacy practices could improve outcomes across learning contexts, disciplines, and performance standards.
Recommended topics, appropriate for K-12 and higher education contexts, include but are not limited to:
·Developing creativity with visual-based applications·Using visuals in enhancing student learning
·Visual and media literacy and performance standards
·Visual-based tools to support communication, organization, production or distance learning
·Developing creativity, critical thinking or quantitative reasoning with visual-based applications
·Promoting collaboration with visual-based applications
·Cases of Teaching visual and media literacy across K-12 curriculum (Language Arts, Social Studies, Sciences, Mathematics, or Arts/Music Education)
·Cases of Teaching visual and media literacy across higher education disciplines (Humanities, Social Sciences, Sciences,Mathematics, Teacher Education, or Professional Education)
·Cases of Teaching visual or media literacy to young learners, adolescents, young adults and adults, or diverse populations
·The role of assessment in visual learning
·Evaluation of visual and media literacy initiatives or programs
·Rethinking the theory and/or practice of visual- or media-supported learning and teaching
Proposed Schedule
The key dates are
February 15, 2014 – Proposal Submission Deadline
February 28, 2014 – Notification of Acceptance
May 15, 2014 – Full Chapter Submission Deadline
June 30, 2014 – Feedback from Peer Reviewers
August 1, 2014 – Revised Chapter Deadline
October 15, 2014 – Publication
Submission Procedure
Researchers and practitioners are invited to submit on or before February 15, 2014 a 2-3 page chapter proposal clearly explaining the mission and concerns of his or her proposed chapter. Authors of accepted proposals will be notified byFebruary 28, 2014 about the status of their proposals and sent chapter guidelines. Full chapters are expected to be submitted by May 15, 2014 or earlier. All submitted chapters will be reviewed on a double-blind review basis. Contributors will also participate as reviewers for this project.
This book is scheduled to be published by Springer in 2014. For additional information regarding the publisher, please visithttp://www.springer.com.
Inquiries and submissions can be emailed to: Danilo M. Baylen (dbaylen@westga.edu)

Department of Educational Technology and Foundations, College of Education, University of West Georgia

Broadening Our Horizons

Exciting opportunity for CSU faculty coming up on March 10, 2014: Fulbright Representative Dr. Andy Riess will be delivering a workshop for anyone interested in learning more about opportunities to teach and research abroad. This year, two CSU faculty (Zewdu Gebeyehu in Chemistry and Vladimir Zanev in Computer Science) are Fulbright Scholars.

If you think you may be interested in a Fulbright program at any time in the next 5-7 years, please plan to attend the workshop. Lunch is included! More information at the Fulbright Scholar Program website.

Fulbright Faculty Workshop

Monday, March 10, 2014

Noon – 2:30pm

The Council for International Exchange of Scholars (CIES) will offer a workshop on the Fulbright Program for Faculty and Professionals:

  • Learn about teaching and research opportunities in more than 125 countries
  • Get Advice on selecting countries for application & making contacts abroad
  • Explore how your campus can host visiting foreign Fulbright scholars
  • Get Tips on how to prepare the Fulbright application

To reserve a seat please contact Administrative Coordinator Kristine Kunta: 706-507-8640 / kunta_kristine@columbusstate.edu.

Space is limited; please RSVP by February 14, 2014.

Proving that cell phones and attentive listening don’t mix

Happy New Year from the Faculty Center!

Here’s a great piece to kick off the spring semester: The Age of Distraction: getting students to put away their phones and focus on learning

Faculty Focus blogger Maryellen Weimer proposes the following experiment for an early class:

I’m wondering if you could give a presentation in class and five minutes before the class ends distribute or post a list of the five or six essential points made. Students could check their notes, or you could have students trade notes so that someone else is doing the checking, and see how many of those points they had. Now some students may miss a few of the points because they aren’t all that good at taking notes, but were some of the students who missed most (all) of the points also texting or surfing during class? Encourage them to ask themselves the question and to look honestly at the evidence revealed by their notes.

Teach for Understanding Rather than Exposure

Tomorrow’s Professor eNewsletter posted a great piece recently on Effective Teaching Behaviors, particularly for at-risk students. The first suggestion presents a pretty powerful challenge for faculty teaching courses in which “coverage” often drives the experience. Is it possible to re-examine that assumption, particularly for classes where passing a certifying exam isn’t relevant?

Often, teachers teach for exposure rather than in-depth understanding.  To teach for understanding, teachers reduce textbook information to a few areas of critical understanding and design and present instruction around big ideas.  Teachers can ask themselves questions such as “If my students only take one idea away from this unit, what would that be?”  “What do I want them to remember ten years from now?”  “What am I teaching that has universal application?”  “What key concepts do I need to cover in depth?”  and “How can I relate these key concepts to other lessons I have taught or to other disciplines?”

Read the whole post here.