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• W2014347388 abstract "We have all thought about and even agonized over how much time and energy should we invest in preparing course syllabi, lectures and assignments, in addition to grading and meeting with students. Is it realistic to find any balance in teaching, service and research before tenure? How do we captivate, motivate and ultimately inspire both traditional and nontraditional students? Are we becoming enslaved to new technologies because it is easier and more convenient to prepare a power point presentation rather than to use a guest speaker or to process an exercise with students? Based on the following essays from our teaching award recipients for 2001, the answers to the previous questions are ABSOLUTELY NOT! All of the essays centered on teaching philosophies, descriptions of ideological foundations and teaching influences that have shaped individual careers. Each of the authors found a different voice but all of the voices were passionate, empathic, wise, articulate, reflective and full of humility. After reading the four essays, you will find yourself reminiscing about being a graduate teaching assistant and the delicate balance between teaching undergraduates, participating on research teams and completing courses. Boundaries changed moving from a first year graduate student to passing comprehensive exams, forming a dissertation committee to finally completing the dissertation and finding a job. These essays will trigger memories of great teachers and mentors that made time for you in their busy schedules to answer a question, hold your hand and sometimes remind you of your naivete/ignorance. All of the essays centered on three fundamental questions: (a) what is my educational philosophy? (b) what is the conceptual/ideological foundation on which my philosophy is based? and, (c) who has shaped/influenced my teaching? What follows is a synthesis of our teaching awards' responses. Educational Philosophies Paul Turman (2001) reflects on his six years as a graduate teaching assistant and encourages beginning teachers to develop a philosophy for teaching that is student centered. At the core of student oriented learning are assessment, objectives and teaching strategies. Turman argues convincingly that we must be deliberately mindful in our classroom choices. Knowing where we want to end up is critical when assessing outcomes for students' learning. Creating and articulating course objectives helps our students to connect theory to actual practice and to understand the relevance of course concepts and assignments. Finally, because of the various types of learners, making informed choices about our method and mode of presentation is important. Similarly, Cheri Simonds (2001) argues that teachers should be student-centered when developing rules, standards and expectations for courses. Central to the process of teaching and learning is communication. Simonds stresses the importance of clarity and consistency when conveying instructional expectations and establishing a relational climate in the classroom. In short, teachers must consider students' rights and learning styles in addition to the climate/culture of the classroom. The interplay between student and teacher influence creates an ongoing negotiation about the classroom climate/culture. For David Worley (2001), teaching philosophies develop over time. He distinguishes between effective and great teachers. While effective teachers are skilled, great teachers have a mission, a teaching impulse and a vocation to teach. Worley's teaching orientation is both student-centered and process-oriented. Being student-centered to Worley means more than simply covering course content. Student-centeredness focuses on creating opportunities for student growth. Being process-oriented to Worley entails making adjustments both micro and macro to course content and specific methodologies when and if course assignments or lectures seem ineffective/inappropriate. …" @default.
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• W2014347388 date "2001-12-01" @default.
• W2014347388 modified "2023-09-24" @default.
• W2014347388 title "Central states outstanding teachers award winners recognizing the importance of teaching: An introduction to our very best!" @default.
• W2014347388 doi "https://doi.org/10.1080/10510970109388560" @default.
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