by Julie Dodd
William Hedderson – Applied Physiology & Kinesiology
Will discussed two topics that I discussed and so did Carla and Michael — promoting active learning and learning students’ names. Teaching doesn’t mean that you need to be lecturing for the full time. Plan class to get students involved and talking with each other. After spending his first semester of teaching learning very few student names, Will made a real effort to learn names, and that made a big difference in his interaction with his students.
Carla Strickland-Hughes – Psychology
Carla talked about how to organize a lecture or presentation, including providing the students an overview at the start of class to help them know their objectives for the class. Other tips included making presentation slides easy to read and helpful with large point size (at least 24 point), relevant images, and not too many words. She recommended building in student activities about every 15 minutes to keep the students engaged. Having a supplemental textbook provides you, as the instructor, additional examples to use in class.
Michael Polo – Music
Michael told the story of how his teaching assignment was the one music area he had most disliked as a student himself — live singing. But he prepared to take on the challenge of teaching a course he had dreaded and wound up being very successful with his students. The take-away — You won’t always be assigned to classes that you enjoyed as a student, but you can become a very effective instructor … if you make the effort.