Metz’s question yielded a bunch of insightful responses, many of which focused more on the importance of a teacher’s mind-set than on any specific strategy. Among them:
- “Don’t. Lose. Your. Joy. For the subject you’re teaching, for the blessing of being able to share it with people, and for/in those people,” wrote Rebecca Weaver, an associate professor of English at Georgia State University’s Perimeter College at Clarkston.
- “The best predictor of student satisfaction is the instructor caring about them as people,” wrote Kimberly Quinn, a professor of psychology at DePaul University. “This doesn’t negate the necessity of good course design, but knowing that showing that you care can go a looooong way toward student engagement makes the other parts less daunting.”
- “That the students before you are not your antagonists,” wrote Cate Denial, a professor of American history at Knox College. “They are your collaborators in making learning happen.”
- “Take the time to get to know your students,” wrote Anne Fernald, a professor of English and women’s, gender, and sexuality studies at Fordham University. “Then, cut a reading, lecture, or activity and take the time to get to know your students. We learn better when we are seen. Even if it’s a huge lecture find a way to take the time to get to know your students.”
Some of the instructors who responded linked to articles and other documents, and Metz replied to some of their suggestions, voicing agreement or asking a follow-up question.
In an email, Metz told me she was struck by how much of the advice provided was “social/relational/psychological” rather than technical. “This is consistent with my experience,” she wrote. “Think about what you and the students need as people, and figuring out the content-specific stuff will follow. I still love this thread, though, because I find sometimes it helps students to hear things from someone other than me!”
And, she added, “I’ll use this thread to show what I think is one of the most important lessons — we’re not in this alone, and having a community of others who care about the same things you do is irreplaceable! And, when in doubt, ask Twitter.”
What one tip would you give a first-time instructor? Let me know and I may share some reader responses in a future newsletter: beckie.supiano@chronicle.com
Teaching Professors
A number of public research universities have created teaching tracks, which more or less parallel the tenure track. Professors in these positions, the thinking goes, can provide excellent — and inclusive — instruction, especially in those courses that have traditionally served to weed students out. Some of them conduct research on teaching. And they can help their colleagues fine-tune their teaching, too.
I’m working on a story about the teaching track. If you’re a teaching-track faculty member who’d like to share your experience, or you have other expertise or experience with these positions, please reach out: beckie.supiano@chronicle.com
ICYMI
- Beth’s latest story explores what it really takes for a university to put student success first. (Hint: a lot more than tinkering around the margins.)
- In a Chronicle advice piece, James Lang offers ideas for making the dreaded group project go over better with students.
- In a recent piece for The Chronicle, Richard Badenhausen lays out what a cultural shift in the way teaching is evaluated would entail.
Thanks for reading Teaching. If you have suggestions or ideas, please feel free to email us at beckie.supiano@chronicle.com or beth.mcmurtrie@chronicle.com.
— Beckie
Learn more about our Teaching newsletter, including how to contact us, at the Teaching newsletter archive page.
