Success Considerations & Teaching

Attached is a link to a very entertaining mini-discussion on the components going into being successful. I have found at least three of the eight factors to cause me reflection from time to time.

First - is what we are offering of true value to the students? In my case, are the skills and insights I am striving to introduce to my engineering students those that will benefit them in the current market? I am also aware of how technology marches on, and my proclivity for older equipment (esp. for learning on), such a analog (vs. digitizing ones) oscilloscopes (to look at signals with) are being phased out. So am I staying current? Is what I am teaching strongly correlated with what they need when they graduate?

Second - do I keep my passion alive? I love teaching engineering, but can get discouraged when students do not seem to fulfil their part of the effort needed to master material. Sometimes I feel (esp. in Freshman Seminar) as if I am there to entertain them rather than to have a reciprocally exciting experience or exchange. I wonder if those of you reading this blog have any insights to offer if you've felt similarly?

Third - working hard - what is providing the "push" that the students need? If they are no longer in the circle of influence of attentive parents, what are their motivations? It seems unfortunate if deadlines, grades, or testing are the primary situations that students trigger off of to dig deep to understand the material. Sometimes I perceive that students behave as if attending classes is sufficient to do well, and I am constantly reminding them of the effort that goes on outside of class.

SO - I welcome your response about the ideas professed in the link, whether you enjoy / agree with it or not, and esp. how it may apply to your notions about teaching excellence. Craig Christensen


The link:

www.ted.org/index.php/talks/richard_st_john_s_8_secrets_of_success.html

Report: Student Views on Campus Technology

Computer technology is a means to an end, not the end in itself. Technology in the classroom is a tool for communicating ideas and content (e.g., Powerpoint) as well as an organizing tool, such as the application of Blackboard for course management. Technology cannot replace the faculty member and their knowledge; it can, as a tool, help transfer that knowledge to a student willing to learn.

An unscientific yet interesting report made available this week by computer parts vendor CDW Government, Inc. -- The 21st-Century Campus: Are We There Yet (available at http://webobjects.cdw.com/webobjects/media/pdf/newsroom/CDWG-21st-Century-Campus-1008.pdf) -- finds that regardless of major, students say that campus technology played a key role in their school selection. Furthermore, employers say tech skills are growing in importance -- and that universities are responsible for preparing graduates for the 21st-century workforce. The report also finds that students want more than a lecture-hall atmosphere from their college experience -- they want regular and immediate communication with faculty. Students rated online chat with professors the technology capability that would be most useful in their studies. It should be noted that Suffolk’s version of Blackboard includes an integrated chat feature.

Despite the shortcomings of the report, there are some unanswered thoughts after reading it:

• Technology as a factor when students choose a college to attend -- do prospective students actively seek to review the technology available in computer labs and in the classrooms? What do students use as benchmarks in their comparative evaluation of an institution’s technologies?
• Employers want the faculty to prepare the student for the workforce. What do employers think should happen when the graduate needs to be re-“prepared”?
• The student’s request for online chat resulted in comments from a few faculty members (reviewable at http://chronicle.com/wiredcampus/article/3384/dear-professor-students-want-to-chat-with-you?utm_source=at&utm_medium=en). Faculty have in the past blogged that student expectations of faculty availability 24/7/365 are unrealistic. What are the roles for online chat in courses? Are faculty members feeling pressure from students to offer and participate in online chats? Do students expect the chats to be individual-based, or class-based such as an online Q and A prior to final exams? Should its application be limited to brief exchanges or will the faculty’s deployment and availability of online chat result in broader usage?

Do students view technology as the means to an end?