I've taken the past week to consider what I would do if I should ever not be able to make it to campus to teach a class. I think there are opportunities that we've already discussed in class, such us Wimba, or even the chat room on a learning management system. I think these tools are best used in discussion with some student interaction, especially if using Wimba. However, in teaching many labs, neither of these tools would work for my students.
Twice I have taught for two of my fellow TA's, one who attended a conference, the other while he took his written comprehensive exams. Both times, I had been given enough advance notice to learn the lab and effectively teach for both TA's. It helps that I had already taught both labs. I think that if I found myself in this same position that I would choose to find a "substitute" to teach a lab. Another option would be to bring in a guest speaker who could talk to some extent on whatever the topic would have been for the day.
If I were teaching a discussion or lecture class, I would tend to favor the "guest speaker" approach. I think the students can sometimes benefit from having a change in instructor, though, it greatly depends on the quality of teaching from that guest speaker.
I'm not convinced these are my only options, but they are certainly the first that come to mind. Thoughts?
Tuesday, March 8, 2011
Monday, February 28, 2011
LMS, Social Networking in the Classroom
Tomorrow I will be offering information on Sakai, an open-source learning management system. It really is amazing to me how similar a lot of the LMS's are, and yet, each is really quite different. I definitely have a great deal more of respect for the people at universities who help to decide which system to adopt. There is a lot to consider, and even more to invest.
I think what has surprised me most in learning about Sakai is to learn about their new "Open Academic Environment" or "OAE" as they are calling it. This system has a feature which ties in social networking to the classroom environment. I think this has a lot of potential given the increased use of social networking in the classroom. However, I wonder how "legitimate" this type of social networking is. Meaning, is this true social networking, or is just kept from within those who can access the Sakai program at that specific university. I wish I had an answer to that, but this program is still being developed by Sakai, or perhaps I'll know in time for our tech talk Tuesday afternoon and you can be surprised by an answer.
I would have really liked to hear the talk last week on social networking in the classroom. I am highly tentative about communicating via social networking with my students. I feel almost like it's an invasion of my privacy, in addition to theirs. I guess I'll just explore the options and see who has done what with it.
I think what has surprised me most in learning about Sakai is to learn about their new "Open Academic Environment" or "OAE" as they are calling it. This system has a feature which ties in social networking to the classroom environment. I think this has a lot of potential given the increased use of social networking in the classroom. However, I wonder how "legitimate" this type of social networking is. Meaning, is this true social networking, or is just kept from within those who can access the Sakai program at that specific university. I wish I had an answer to that, but this program is still being developed by Sakai, or perhaps I'll know in time for our tech talk Tuesday afternoon and you can be surprised by an answer.
I would have really liked to hear the talk last week on social networking in the classroom. I am highly tentative about communicating via social networking with my students. I feel almost like it's an invasion of my privacy, in addition to theirs. I guess I'll just explore the options and see who has done what with it.
Sunday, February 20, 2011
Classroom Technology & Job Applications
So I've been on the job market for the better part of 3 months now and the one thing I notice is that very few applications are specific about expectations for the use of classroom technology. Given the emphasis that I've found at UGA for using classroom technology, I've found this to be somewhat surprising.
I recently submitted an application to a community college in Missouri (to which I was promptly rejected because it seems they had an internal candidate for the position). Most community colleges expect applicants to describe their experience with certain software packages, special technology and learning management systems. However, given the classroom environment at community colleges is often more technology based, whether it be for the demand of evening and weekend classes necessitates it, or that hybrid classrooms are becoming more popular, I wonder about the importance of emphasizing experience with classroom technology in a teaching philosophy or even cover letter.
As it stands, I have a section in which I discuss using classroom management systems (clickers) to engage students in class, and also discuss my experience with Blackboard-based learning managements systems. However, I still wonder if that is necessary or if it comes across as fake and just something I'm saying because I think they'll want to hear it. My personal opinion on that paragraph is that I truly believe it or I wouldn't have it in my philosophy. What are other people's thoughts on this?
Also, I'm curious to know how common it is for employers to post job openings for positions in which they know that have an internal candidate. This is the third of 7 applications in which I've been rejected the same day for this "internal candidate" reason. It is incredibly frustrating when it is necessary to tailor each application to each position, and the loss of hours of productivity I could be putting toward my dissertation instead. Not to mention my references who are taking time to craft letters for me. It just seems a little unreasonable, but is it because they have to post the job outside to be fair or for some non-discrimination clause?
So, for now, the job hunt continues while I work towards my June 14th, 10:00 am defense.
I recently submitted an application to a community college in Missouri (to which I was promptly rejected because it seems they had an internal candidate for the position). Most community colleges expect applicants to describe their experience with certain software packages, special technology and learning management systems. However, given the classroom environment at community colleges is often more technology based, whether it be for the demand of evening and weekend classes necessitates it, or that hybrid classrooms are becoming more popular, I wonder about the importance of emphasizing experience with classroom technology in a teaching philosophy or even cover letter.
As it stands, I have a section in which I discuss using classroom management systems (clickers) to engage students in class, and also discuss my experience with Blackboard-based learning managements systems. However, I still wonder if that is necessary or if it comes across as fake and just something I'm saying because I think they'll want to hear it. My personal opinion on that paragraph is that I truly believe it or I wouldn't have it in my philosophy. What are other people's thoughts on this?
Also, I'm curious to know how common it is for employers to post job openings for positions in which they know that have an internal candidate. This is the third of 7 applications in which I've been rejected the same day for this "internal candidate" reason. It is incredibly frustrating when it is necessary to tailor each application to each position, and the loss of hours of productivity I could be putting toward my dissertation instead. Not to mention my references who are taking time to craft letters for me. It just seems a little unreasonable, but is it because they have to post the job outside to be fair or for some non-discrimination clause?
So, for now, the job hunt continues while I work towards my June 14th, 10:00 am defense.
Thursday, February 17, 2011
Wisconsin: a personal learning opportunity
I'm not one to bring my political beliefs into many aspects of my life, but tonight I ask you to please take a look at what is happening in my home state. The current Republican Governor, Scott Walker, is trying to take away nearly all rights of state employees who are in unions, including teachers, nurses, steam fitters, etc.
There has been a lot of misinformation in the media and even more from the Governor, himself, about why these budget cuts are necessary. The truth is, that these cuts are supposedly necessary to reduce the state budget deficit that is only as high as it is because of measures he pushed through within the first few weeks he was in office as governor, including tax cuts.
Much of what is being said in the media is difficult for me to hear. It is a personal attack. I was born and raised in Wisconsin. Both of my parents taught in public high schools and to hear the cruel message in the media that the crowd that has gathered on the steps of the capitol is close to violence?! That is outrageous. What's further insulting is hearing media reporters on both ends of the spectrum insult high school students in Wisconsin who are out in the rally supporting their teachers. These students are being accused of not understanding what is going on, of being ignorant and just blindly following their teachers to a rally. That is insulting. Wisconsin high school students are not stupid.
But as frustrating to me as this situation is, and the misinformation that is being presented in the media and from our supposedly reliable representatives, I see this as a learning opportunity for students on this campus. I think some of the technology that we've already utilized in the class could facilitate discussion on this topic. Is what the governor of WI proposing legal? Is it logical? What are the potential consequences should this bill be passed? How will this effect students, communities and public safety in Wisconsin?
I think having students read blogs, view youtube videos and analyze pictures taken at the rallies is a great way to understand the crisis occurring in Wisconsin. Schools were closed for the second straight day in Madison today (the capitol city). Teachers can be followed publicly on Twitter. I think it is just as important that students understand the other side as well. Students can follow Republican representatives on Twitter or in blogs. Additionally, bringing in political analysts from the UGA campus, could further add to the discussion-potentially utilizing video conferencing if necessary, to speak with social analysts from the University of Wisconsin (in Madison). This is a tremendous learning opportunity for our students and this about our country, our freedoms, and having the right to stand up for what we as citizens believe to be our rights.
And here you thought I couldn't bring this back to our class topics!
This hits really close to home for me. I'm not asking you to agree with me. I'm just hoping that you'll take a closer look at what is happening in Wisconsin, and I've come to learn, Ohio as well. If you have the opportunity to discuss social issues in your classes, please consider finding a way to talk about this. This story is not going to end for a while, and it has deep, personal meaning for me and my family. I have talked to friends who are affected by this and some of these stories, hearing what is happening in the rallies, it really gets to me. It's hard not to be emotional. It's frightening. My heart goes out to my family and friends whose careers will be greatly affected should this bill be passed, and more so the people of Wisconsin who may not realize just how greatly their lives or their children's lives could be impacted by the passing of this bill.
Thank you for your time.
There has been a lot of misinformation in the media and even more from the Governor, himself, about why these budget cuts are necessary. The truth is, that these cuts are supposedly necessary to reduce the state budget deficit that is only as high as it is because of measures he pushed through within the first few weeks he was in office as governor, including tax cuts.
Much of what is being said in the media is difficult for me to hear. It is a personal attack. I was born and raised in Wisconsin. Both of my parents taught in public high schools and to hear the cruel message in the media that the crowd that has gathered on the steps of the capitol is close to violence?! That is outrageous. What's further insulting is hearing media reporters on both ends of the spectrum insult high school students in Wisconsin who are out in the rally supporting their teachers. These students are being accused of not understanding what is going on, of being ignorant and just blindly following their teachers to a rally. That is insulting. Wisconsin high school students are not stupid.
But as frustrating to me as this situation is, and the misinformation that is being presented in the media and from our supposedly reliable representatives, I see this as a learning opportunity for students on this campus. I think some of the technology that we've already utilized in the class could facilitate discussion on this topic. Is what the governor of WI proposing legal? Is it logical? What are the potential consequences should this bill be passed? How will this effect students, communities and public safety in Wisconsin?
I think having students read blogs, view youtube videos and analyze pictures taken at the rallies is a great way to understand the crisis occurring in Wisconsin. Schools were closed for the second straight day in Madison today (the capitol city). Teachers can be followed publicly on Twitter. I think it is just as important that students understand the other side as well. Students can follow Republican representatives on Twitter or in blogs. Additionally, bringing in political analysts from the UGA campus, could further add to the discussion-potentially utilizing video conferencing if necessary, to speak with social analysts from the University of Wisconsin (in Madison). This is a tremendous learning opportunity for our students and this about our country, our freedoms, and having the right to stand up for what we as citizens believe to be our rights.
And here you thought I couldn't bring this back to our class topics!
This hits really close to home for me. I'm not asking you to agree with me. I'm just hoping that you'll take a closer look at what is happening in Wisconsin, and I've come to learn, Ohio as well. If you have the opportunity to discuss social issues in your classes, please consider finding a way to talk about this. This story is not going to end for a while, and it has deep, personal meaning for me and my family. I have talked to friends who are affected by this and some of these stories, hearing what is happening in the rallies, it really gets to me. It's hard not to be emotional. It's frightening. My heart goes out to my family and friends whose careers will be greatly affected should this bill be passed, and more so the people of Wisconsin who may not realize just how greatly their lives or their children's lives could be impacted by the passing of this bill.
Thank you for your time.
Tuesday, February 15, 2011
Clickers & Video Conferencing
I really like using clickers and can see myself using them in a larger lecture class, as well as smaller classes. I think their versatility would definitely be an advantage. I think some of the more challenging biologically concepts, where it is often most difficult to assess student understanding prior to an exam, are the situations where I would find it most valuable.
The other great thing about clickers is that it is a great tool for student participation and also provides immediate feedback to the student about their progress in the class. I already have participation points in my grading schemes, but I think that a percentage of those points would come from clicker participation in class. In a smaller class, I think this percentage would be smaller because I expect my students to participate in class discussion, whereas in a larger lecture, it would probably be the majority of the points, with maybe some of the other points coming from attendance each day. I also like the idea of using those one-minute papers in class to find out if students are trying to cheat the system.
I'm also really interested in this video conferencing tech talk today. I have been thinking about utilizing Skype in the classroom as a way to bring in guest speakers for a lecture on special topics. This would be especially useful in topics in which I would want my students to know more about, but to which I may not have the best background to teach it well. It would also be great for bringing in people who are conducting research in the field, and show students that the topics they are learning about are really being studied in the "real world" and that these researchers are "real people." It never ceases to amaze me how many students don;t think we really study these things and having these researchers talk about their work and the impacts of it, is highly beneficial in the classroom. That is how I got interested in research and it can really change a student's level of interest in the class, and potentially his/her future beyond the class.
The other great thing about clickers is that it is a great tool for student participation and also provides immediate feedback to the student about their progress in the class. I already have participation points in my grading schemes, but I think that a percentage of those points would come from clicker participation in class. In a smaller class, I think this percentage would be smaller because I expect my students to participate in class discussion, whereas in a larger lecture, it would probably be the majority of the points, with maybe some of the other points coming from attendance each day. I also like the idea of using those one-minute papers in class to find out if students are trying to cheat the system.
I'm also really interested in this video conferencing tech talk today. I have been thinking about utilizing Skype in the classroom as a way to bring in guest speakers for a lecture on special topics. This would be especially useful in topics in which I would want my students to know more about, but to which I may not have the best background to teach it well. It would also be great for bringing in people who are conducting research in the field, and show students that the topics they are learning about are really being studied in the "real world" and that these researchers are "real people." It never ceases to amaze me how many students don;t think we really study these things and having these researchers talk about their work and the impacts of it, is highly beneficial in the classroom. That is how I got interested in research and it can really change a student's level of interest in the class, and potentially his/her future beyond the class.
Monday, February 7, 2011
Overwhelmed, excitement, SMARTboards, and other stuff
Three things were overwhelming this past week: (1) the dissertation, which never ends, (2) job applications, which also never end, and (3) departmental recruitment. All combined in a storm of unfortunate lack of productivity in a variety of ways.
Oh well, I guess there are several things to be excited about for the coming week. The first is finally making headway on my dissertation. The second is applying for a job in St. Louis, where I did my undergrad, and am always looking for a reason to go back. The third is tech talk topics.
So, on to SMART boards. I am really excited my group will be exploring this technology further in our short tech talk. The Plant Biology department acquired one this year, and although we've had it since August, I have yet to learn how to use it. I've accidentally set it off during a committee meeting, which I expected to be embarrassing until I realized none of my committee members know how to use it either. I think it will be really great to learn how to use it, as it may help in my defense.
More importantly though, this technology is extremely widespread amongst institutions of higher learning. Having this as part of my academic toolbox could really expand my marketability for jobs, but more importantly, enhance my instruction. I think it has a lot of potential, not just for me to utilize it during instruction, but it would also give students the opportunity to alter a computer document, in real-time. They could coem up to the screen and add information and, if I"m not mistaken, I believe the instructor can save that information to the document itself? I'd really like to have that option. I guess I will learn more about that soon.
In addition, it's been fun to explore other instructional technologies, like eLC. I think this will make for a great Tech Talk, and from one we can all benefit. In applying for jobs, I've come across a wealth of different applications and all of them are similar, but have their own sort of quirks and extras that make them unique, different, more complicated, or more user friendly. Since I've never had to use eLC for teaching, or in taking a class until this class, I think I will be able to come at this with more of an open mind. If I had been more familiar with eLC, I think I might have a bias toward it, but since I don't, I think this will be to my benefit.
The last thing I'm excited about is that the Green Bay Packers won the Superbowl! I had to say something!
Oh well, I guess there are several things to be excited about for the coming week. The first is finally making headway on my dissertation. The second is applying for a job in St. Louis, where I did my undergrad, and am always looking for a reason to go back. The third is tech talk topics.
So, on to SMART boards. I am really excited my group will be exploring this technology further in our short tech talk. The Plant Biology department acquired one this year, and although we've had it since August, I have yet to learn how to use it. I've accidentally set it off during a committee meeting, which I expected to be embarrassing until I realized none of my committee members know how to use it either. I think it will be really great to learn how to use it, as it may help in my defense.
More importantly though, this technology is extremely widespread amongst institutions of higher learning. Having this as part of my academic toolbox could really expand my marketability for jobs, but more importantly, enhance my instruction. I think it has a lot of potential, not just for me to utilize it during instruction, but it would also give students the opportunity to alter a computer document, in real-time. They could coem up to the screen and add information and, if I"m not mistaken, I believe the instructor can save that information to the document itself? I'd really like to have that option. I guess I will learn more about that soon.
In addition, it's been fun to explore other instructional technologies, like eLC. I think this will make for a great Tech Talk, and from one we can all benefit. In applying for jobs, I've come across a wealth of different applications and all of them are similar, but have their own sort of quirks and extras that make them unique, different, more complicated, or more user friendly. Since I've never had to use eLC for teaching, or in taking a class until this class, I think I will be able to come at this with more of an open mind. If I had been more familiar with eLC, I think I might have a bias toward it, but since I don't, I think this will be to my benefit.
The last thing I'm excited about is that the Green Bay Packers won the Superbowl! I had to say something!
Tuesday, February 1, 2011
Wimba
First off, I am notoriously bad at updating my two blogs and apologize for taking so long to get something posted here. I guess I should just do it right after class each week so I remember!
I really like the potential for Wimba in a classroom. There are certain activities that I could see using the whtieboard for in my biology classroom. I think it would especially useful in getting students to interact with me when it comes to learning different cellular or signaling pathways. Many students are afraid to be wrong about what enzyme is part of which process and then the products that result from that enzymatic reaction. But, I think in doing it anonymously through the whiteboard, could be a more effective way of increasing participation and the if the answer is incorrect the other students in the class can discuss what the correct answer is.
I also like the idea of being able to interact with students in an IM like setting, although I'm not sure that it would be my preferred method of communication. There are too many things that I would want to do in person in order to adequately answer student questions or just interact with them. Plus, when they come to an office hour, in a larger classroom, it gives me the opportunity to put a name with a face. However, I'm willing to try anything at least a couple of times. I may just find I like it.
I really like the potential for Wimba in a classroom. There are certain activities that I could see using the whtieboard for in my biology classroom. I think it would especially useful in getting students to interact with me when it comes to learning different cellular or signaling pathways. Many students are afraid to be wrong about what enzyme is part of which process and then the products that result from that enzymatic reaction. But, I think in doing it anonymously through the whiteboard, could be a more effective way of increasing participation and the if the answer is incorrect the other students in the class can discuss what the correct answer is.
I also like the idea of being able to interact with students in an IM like setting, although I'm not sure that it would be my preferred method of communication. There are too many things that I would want to do in person in order to adequately answer student questions or just interact with them. Plus, when they come to an office hour, in a larger classroom, it gives me the opportunity to put a name with a face. However, I'm willing to try anything at least a couple of times. I may just find I like it.
Tuesday, January 25, 2011
Link to Food Blog
I have not updated this blog in about 4 months? Maybe? Not sure. I have a project to do it this weekend, but I've also been saying that for the better part of two months... Oh well.
Scott's Food Blog
Scott's Food Blog
Teaching Philosophy
I think the most frustrating thing about writing a teaching philosophy statement is never actually being satisfied with it. How do you know what an employer really cares about? Is your philosophy actually good enough, or does it just sound like random banter about the state of education and how your perspective is somehow different enough without being so different it will be perceived in a negative way?
Overall, I find I have a love-hate relationship with mine. On one hand I know that firmly believe what I've written in it, but on the other hand is anyone going to buy it? i know I have to have one for every teaching job I'm applying to, and yet, I'm never actually satisfied with it. When I have the option for a 2-page philosophy, I get frustrated because I've hammered it down to one page, then I just submit that and wonder if it will hurt my chances of being considered. It has been drilled into me to be quick and concise. That's what we do in biology. Our grants get to the point. Our papers get into great detail, but it too, is to the point. If I can say what I want to say in one page, why would I need two?
Hopefully I'll figure all of this out soon enough to get employed. In the meantime, I geuss I'll just continue my love-hate relationship with it and hope for the best.
Overall, I find I have a love-hate relationship with mine. On one hand I know that firmly believe what I've written in it, but on the other hand is anyone going to buy it? i know I have to have one for every teaching job I'm applying to, and yet, I'm never actually satisfied with it. When I have the option for a 2-page philosophy, I get frustrated because I've hammered it down to one page, then I just submit that and wonder if it will hurt my chances of being considered. It has been drilled into me to be quick and concise. That's what we do in biology. Our grants get to the point. Our papers get into great detail, but it too, is to the point. If I can say what I want to say in one page, why would I need two?
Hopefully I'll figure all of this out soon enough to get employed. In the meantime, I geuss I'll just continue my love-hate relationship with it and hope for the best.
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