Teaching Mentoring and Service at a Teaching College

Teaching, Mentoring, and Service at a Teaching College Sheila Castañeda Chair, Associate Professor Clarke College Dubuque, Iowa April 17, 2005 Career Mentoring Workshop

Teaching, Mentoring, and Service at a Research University Lori Pollock Professor Computer and Information Sciences University of Delaware Newark, DE April 17, 2005 Career Mentoring Workshop

Professional Expectations 50 -80% Teaching n 10 -30% Professional Development n 10 -20% Service n April 17, 2005 Career Mentoring Workshop

Expectations at a Research University 65% Research n 20% Teaching n 15% Service n April 17, 2005 Career Mentoring Workshop

Teaching Evaluation Areas Content Expertise – 35% n Instructional Delivery – 30% n Instructional Design – 25% n Course Management – 10% n April 17, 2005 Career Mentoring Workshop

Content Expertise Possesses an appropriate degree n Knowledgeable about recent trends, findings and value issues within the discipline and incorporates this in the teaching-learning experience n Develops a breadth of knowledge that enriches her teaching by making connections to other areas within the field of expertise or in other fields n April 17, 2005 Career Mentoring Workshop

Instructional Delivery Meets all classes at designated times n Conducts all classes in accordance with course syllabus n Maintains regular office hours n Demonstrates interest and enthusiasm for the student learning process n April 17, 2005 Career Mentoring Workshop

Instructional Delivery (cont. ) Elicits responsible student participation n Assessment strategies are varied and reflect course level, content and objectives n – Appropriate rubrics are used n Interactions with students are respectful and professional April 17, 2005 Career Mentoring Workshop

Instructional Design n n All required components of course syllabus are present Course materials are free of errors Consistent and ongoing evaluation of course is evident Effort to improve teaching is evident in course design over time April 17, 2005 Career Mentoring Workshop

Instructional Design n (cont). Learning activities are suitable to students and instructional goals – Bloom’s Taxonomy n n n Knowledge Comprehension Application Analysis Synthesis Evaluation – Learning styles n n n April 17, 2005 Visual Auditory Kinesthetic & Tactile Career Mentoring Workshop

Instructional Design n (cont). Selects teaching strategies that are appropriate for course level, content, and objectives and that promote student participation in course and engagement in area of study Course is congruent with departmental curricula and institutional mission Is fully aware of and uses available college resources in a way that augments the quality of teaching and enhances student learning April 17, 2005 Career Mentoring Workshop

Course Management n n Student evaluations administered according to policy Processes course related information in a timely manner (grades, enrollment lists, …) Schedules use of supplementary resources and support services as needed Insures that necessary resources are available when class begins April 17, 2005 Career Mentoring Workshop

Teaching at a Small School n n n n April 17, 2005 More classes More preps Teach what needs to be taught Sub-area may be too specialized Smaller class size Teaching assistants may not exist Classes aren’t offered every semester May have other responsibilities associated with classes Career Mentoring Workshop

Teaching Activities at a Research University n Undergraduate/Graduate Education – Formal Courses (1 -3 per year) – Independent Studies – Honors theses – Undergraduate advisement – Research targeted to education – Activities toward helping students from underrepresented groups April 17, 2005 Career Mentoring Workshop

NOT Teaching Activities Supervision of Ph. D dissertation work n Supervision of Masters theses n Service on program committees for educational conferences/funding panels n Recruitment of students to department n Invited lectures/talks for students n Supervising teaching assistants n April 17, 2005 Career Mentoring Workshop

Teaching with Reduced Stress n n n n Seek colleagues with materials/experience Prepare assignments before semester Plan semester-long calendar Be specific with TA, then distribute work Be clear about availability Course webpage, faq, submission software Repeat Courses Ph. D mentors for undergrad researchers April 17, 2005 Career Mentoring Workshop

Mentoring Students ADVISER, TEACHER, ROLE MODEL, FRIEND ON BEING A MENTOR TO STUDENTS IN SCIENCE AND ENGINEERING NATIONAL ACADEMY PRESS, Washington, D. C. 1997 http: //www. nap. edu/readingroom/books/mentor April 17, 2005 Career Mentoring Workshop

Mentoring – Why? n Main goal of a mentoring relationship: to advance the educational and personal growth of the student n Benefits to you, the mentor: – Can be a very satisfying part of academics – Can be fun – Can lead to lifelong relationships April 17, 2005 Career Mentoring Workshop

Your Mentors Think about mentors you have had. What made this person feel like a mentor, rather than a friend or teacher, to you? April 17, 2005 Career Mentoring Workshop

Mentoring – What is it? n Mentoring is about relationships. – Takes time to develop – Can’t be a good mentor to every student – Two-way street n Mentoring is about forming a personal as well as a professional relationship – Goes beyond teaching and advising students April 17, 2005 Career Mentoring Workshop

Mentoring As a Personal Relationship n n Get to know students beyond their academic performance and interests Let students get to know you as a person, beyond just Computer Science Should not try to be a mother to your students Must not be their professional counselor April 17, 2005 Career Mentoring Workshop

Mentoring As a Professional Relationship Help students to make good and informed college decisions n Discuss career options with students n Help students make contacts for future work n April 17, 2005 Career Mentoring Workshop

Mentoring – How? n In Theory: – Share technical expertise, wisdom, and life experiences with student – Make effort to know and respect goals and interests of student – Be a good listener – Make effort to empathize with students April 17, 2005 Career Mentoring Workshop

Mentoring – How? (cont) n In Practice: – Interact with students outside of your office sometimes – e. g. , coffee, seminar, walk across campus – Touch base with students on a regular basis April 17, 2005 Career Mentoring Workshop

Mentoring – How? (cont) n In Practice (cont): – Give students some amount of dedicated time, where interruptions are minimized – Give students information for them to make decisions, rather than deciding for them April 17, 2005 Career Mentoring Workshop

Who to Mentor? Students who seek you out n Advisees/students that you “click” with n Students recruited to a research team n n How does being the only female faculty member come into play? April 17, 2005 Career Mentoring Workshop

Mentoring -Watch Out For Amount of time you’re spending with your mentees – too much or too little? n Distinction between friendship and favoritism n April 17, 2005 Career Mentoring Workshop

Mentoring -Watch Out For n When students need professional counseling – Find out about counseling services, and other services, available at your school – Ask directly if student is in immediate danger April 17, 2005 Career Mentoring Workshop

Mentoring Students in Research Apprentice relationship: n n n Show and help student train in research process Identify open research problems Gain proper background: literature, skills Do research collaboratively – – How to tackle problems Organize and write papers & proposals Give talks Manage time and make progress April 17, 2005 Career Mentoring Workshop

Mentoring for: Personal Development Help build confidence – encouragement n Help build sense of ownership in research n Help with networking – conferences, workshops, email n Help with finding right job when graduate – job interviews – job talk, etc. n April 17, 2005 Career Mentoring Workshop

The Personal Relationship + Get to Know the Person - background: context - goals: long term/ short term - strengths - weaknesses + Assess the Individual - knowledge - skills - experience … Mentor the Individual April 17, 2005 Career Mentoring Workshop

How does a Good Mentor Benefit? + Satisfaction and joy of parenthood! + Most likely to recruit/retain good students + Stay at the forefront of discipline + Continually hone own mentoring skills + Strengthen your own professional network + Extend your contribution April 17, 2005 Career Mentoring Workshop

Mentoring Graduate Students Attention: Weekly research meetings, individual progress and goal-making, annual review Advice: Course selection, professional skill building activities, time management Information: Requirements, career choices Encouragement: Praise successes, challenge Opportunities: Conferences, reviewing, teaching, , Career Mentoring Workshop mentoring, internships, service, funding April 17, 2005

What is an Ideal Mentor? n No such thing as a profile of an ideal mentor (or mentee) n Success depends on both – drive and ability of mentee – willingness, availability and knowledge of mentor April 17, 2005 Career Mentoring Workshop

Service College n Department n Community n – Professional – Home April 17, 2005 Career Mentoring Workshop

Service n College – Committee work n Find something you are interested in n Special needs: woman, computing – learn to say NO April 17, 2005 Career Mentoring Workshop

Service n Department – Department Chair – Advising – formal and informal – Recruiting – Labs, work study, library acquisitions, clubs, curriculum revisions, … April 17, 2005 Career Mentoring Workshop

Service n Community – Home n Consulting n Speaking n Committees – Professional n Organizations – Education (SIGCSE, CCCS, …) – Research Discipline April 17, 2005 Career Mentoring Workshop

Service at Research University n Department – committees : (member on one) n n n n graduate program/recruiting undergraduate program faculty recruiting colloquia executive. . . adhoc College (avoid pretenure) – committees, promotion and tenure panel, recruitment activities n University (avoid pretenure) – committees, panels April 17, 2005 Career Mentoring Workshop

Service at Research University n Professional Community (later) – volunteer in organizations (ACM, IEEE, CRA-W, . . . ), conference/workshop organization n Research-related - FOCUS HERE!! – funding panels, program committees, paper reviewing April 17, 2005 Career Mentoring Workshop

Open Discussion Teaching n Service n Mentoring n April 17, 2005 Career Mentoring Workshop