by Julie Dodd
The last assignment for Mass Communication Teaching (MMC 6930) is to develop an online teaching portfolio.
Most of the students in the course typically are at least a year away from being on the job market, but the process of preparing job application materials helps them be more prepared to enter the job market — both by having materials developed and by realizing now what they should be working on to be more competitive when they do apply for faculty jobs.
Dr. Karen Kelsky has a helpful website with faculty job advice — “The Quick and Relatively Painless Guide to Your Academic Job Search” (2014)
Here are five tips for finalizing your job application materials:
Tip #1 – Embed your name on your documents – Any documents posted online, such as your PPT slides or syllabus, should include your name as a header/footer. That’s not a requirement for our assignment but advice for “best practices.” That helps you get credit for your work when it may be used by others – such as someone who might use your PPT slides in their own teaching.
Tip #2 – Name your digital files – In naming files, include your name and use all lower case and no spaces.
NO: Teaching Philosophy.pdf
Tip #3 – Be consistent with font and type size – When preparing documents, we sometimes copy/paste materials from different files. But you don’t want your final document to look like it was copy/pasted. So when you’ve completed the document, select all and then set the font and point size.
Tip #4 – Carefully proofread your work – Be sure to proofread your work. The impact of a well-written cover letter or vitae is diminished by grammatical or spelling errors. Read your writing aloud. Have a trusted colleague or friend read your work.
Tip #5 – Test digital files and links – Be sure you have tested links in digital files and have made sure your digital files open. (If you are creating your vitae in InDesign, for example, you should save the file as a PDF to make it easier for those receiving the file to open it.)
by Julie Dodd
Every college instructor is concerned about that issue.
We want to evaluate each of our students on his/her own work. We want students developing standards of ethical behavior to carry forward into their professional and personal lives.
What can we do to promote academic honesty? And what can we do if we discover academic dishonesty?
Strategy #1 – Determine what your educational institution has in place to help you as an instructor.
At the University of Florida, the Dean of Students Office provides that support.
UF students are required to sign the Student Honor Code that lists and explains a range of inappropriate academic behavior, including plagiarism and unauthorized collaboration.
UF has an established process for addressing honor code violations. The guidelines are very clear that the instructor must contact the Dean of Students Office to report any academic dishonesty issue. The Dean of Students Office provides a form for reporting violations and has a Student Hearing Committee and review process for a student who has more than one violation.
by Steven Gallo
University of Florida Master’s student
It’s a topic that many teachers think they’re prepared for, but it’s easy to get caught off guard when confronted with a discipline problem or some other disruption in the classroom. Just like a lesson plan or a presentation, it’s important for teachers to rehearse and prepare for disciplinary situations so that we don’t feel prepared and don’t respond well when problems arise.
Let’s take a look at a few common scenarios that teachers may encounter and the strategies we could employ for each.
Students who argue about grades
There will almost always be a student each semester who has concerns about a grade(s) and who will want to speak with you about it. A situation like this could potentially evolve into a disciplinary matter, but if handled correctly, it can be a “teachable moment.”
Here are a few strategies to consider:
- Make sure your syllabus outlines the expectations for when grades can be discussed (e.g. must be during office hours and within a week of receiving the assignment grade, etc.)
- Review the assignment expectations and/or grading rubric with the student
- See if the student understands your written feedback
- Identify areas for improvement so the student knows what to work on going forward
- Wait to make any decisions about changing a grade until after meeting with the student
by Julie Dodd
In Mass Communication Teaching, the students are developing materials for an undergraduate communications course. Those materials include:
- Course proposal – Updating the proposal that you wrote at the beginning of this project.
- Syllabus – This is the version of the syllabus that you would provide your students. Be sure to follow UF’s guidelines and our discussion of best practices for the content. The syllabus should include a timeline of each class meeting, with the topic for that class, any readings or other homework, due dates for major assignments, and dates for exams.
- Class-by-class listing – For each class meeting, you need a brief explanation: objectives for the class and class activities (i.e., you presenting, minute paper, pair/share activity, small group work, student presentations, case study analysis, etc.). I would expect to see a variety of appropriate teaching and learning approaches.
- Sample lesson plan – For the equivalent of two hours of instruction, develop a lesson plan. The plan should include all needed materials — readings, case studies, presentation slides, and your presentation notes for yourself. This should be a class where you are guiding the instruction and not a class with guest speakers or student presentations.
- Assessment tool – This should be a major evaluation for the course — a major project or a major exam. For the major project, include the directions (with timeline that indicates small-stakes grades) and the grading rubric. For an exam, include the exam and the grading criteria (which could be an answer key and rubric for essay answers).
The class recently submitted the draft of their assessment tools. They could either develop an exam and answer key or a major project with grading rubric. Based on the courses they are developing, they all decided to create a project and rubric.
Here’s feedback that I provided on the project and rubric. Some of these suggestions might be useful as you are evaluating your teaching materials:
by Julie Dodd
The assignment to create materials for an undergraduate communications course gives you the opportunity to plan a course that you would like to teach (or that you already teach and would like to improve) and to demonstrate best practices for teaching and learning.
You are drawing from your own experience as teaching assistants and from our work this semester, including readings such as “McKeachie’s Teaching Tips,” “Who Gets to Graduate?” and “Rebooting the Academy.”
You are designing your course as if you were teaching it at UF during Fall Semester 2015. You are keeping the various UF calendar dates in mind and are following UF’s guidelines for syllabi. [For example, Ligia Cervera’s teaching presentation on working with students with learning disabilities was an excellent reminder of how important it is to include in your syllabus information on UF resources.]
An important component of the syllabus is the timeline. You list every class meeting and indicate the topic for each class (not just a chapter number), any assignments or quiz/test for that date, and any assigned readings.
[You’ve submitted a draft of the syllabus and we did a critique in class.]
by Julie Dodd
For graduate students, a strategic aspect of applying for faculty job positions can be reading job announcements several semesters before actually applying for faculty jobs.
The BEA jobs website is one of several sites that provide listing of faculty jobs. These sites are regularly updated and provide search options to assist you in finding relevant jobs for you.
By reading job announcements, you can get a better perspective of what faculty jobs include.
- What is the job title — assistant professor, associate professor, visiting professor, lecturer, adjunct, etc. — and is the position tenure-track or not.
- What academic degree is required — or preferred.
- What classes will you be asked to teach.
- What is the course load — meaning how many courses will you teach each semester.
- Will you be expected to develop new courses.
- Will you be expected to conduct research, and, if so, how will that be assessed.
- Will you need to write grants.
- What are the service expectations, including serving on committees.
- Will you be an academic advisor for students.
- Will you serve on thesis and dissertation committees.
- Will you advise student media or student organizations.
- Would you be expected to lead a study abroad group?
by Ah Ram Lee
Ph.D. student, University of Florida
Ah Ram Lee
Motivation is one of the fundamental and critical basis in teaching. Most of the practical teaching tactics that encourage learning would not likely work without motivation. Lack of motivation can be lead to academic discipline problems. In other words, almost all the worries that teachers have can be resolved if students are motivated.
There are two types of motivation that we need to be aware of — intrinsic motivation and extrinsic motivation.
Intrinsic motivation is closer to core value of learning, and extrinsic motivation is often related to more external factors.