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
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1 comment:
Hi,
I really liked the link and I plan on showing it to my senior class on the first day.
The first point is VERY difficult for scientists. I am a 2nd year professor and I already see myself falling out of the loop of new techniques. Scary what will happen in 10 years. Ways I stay current is reading journal articles, discussing the latest research with my husband (who happens to be a research scientist in a close field - but this could be a friend), and I plan on "volunteering" to do research in the summer at my former postdoctoral lab. The latter is especially important to me.
Second point. I totally see how the students expect entertainment. Its sad. What I try to do to cope is focus (my thoughts) on the few really excited interested students in the class. I am annoyed that they are the only ones actively paying attention, but hey, I usually have at least one or two of them in each class.
Third is VERY hard. I find that almost all my students focus entirely on grades as their carrot. What I try to do is constantly remind them that in a year or two, they will be employed and will have a boss and they will be expected to know the material then (not just tomorrow for the test). I constantly remind them why I am doing certain things (like group work - because most employers find that one of the most important qualities in an employee is to work effectively on a team). Some get it, some don't.
Melanie Berkmen (Biochemistry)
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