"My 'day job' has come alive."

Different motivations draw us into the Centenary College classrooms yet, once there, we share an identical opportunity, and that is to change lives. Our own slice of the College, the Adult Program, has a special identity. Our educational product is rooted in adult learning theory, oriented in a student-centered perspective, problem based, and applicable. If you ever doubt the power of those forces, I invite you to read the piece of student feedback (exerpted below) that came across my desk recently.

Ellen Boltizar (pictured) is a colleague who teaches Management Information Systems and Global Business in Centenary's adult program. Postive feedback about Ellen is routine but the depth and passion of this particular feedback is striking. When a student labels your class "life changing" and thanks you for making their day job "come alive", you have achieved something of which to be proud. Great job, Ellen.

For your consideration are the direct words of a student describing the impact of Ellen's Global Business Course:

"I want to pause in this fast-paced world and sincerely thank you for a very well taught, dynamic, and thought-provoking 'Global Business Environment' class. From the title and day 0, I never thought it would engender such mental creativity and have such intense personal and immediate application. Never.

This class represents a turning point for me though, a life-changing moment of clarity ...Through this class you've focused on culture from the inside out (firm) and the outside in nationalistic/country. With your (rare in academic circles) life-experience, you've made the book-speak tangible and germane.

You've often not just provided a foil for me to see 'big idea' application, you've demonstrated an active listening approach, empathy and provided insight and alternatives to my sometimes rutted thoughts of trying to be strategic in a very transactional wireless world -- in an industry enduring massive inflexive transformations and consolidations.

To be honest, I've come to find over my life -- and never in such a concentrated form as this MBA series -- that one doesn't know what knowledge one has until it's reflected back to them through unselfish service.

Put in real terms, by applying the principles, approaches and considerations taught in your class, my 'day-job' has come alive. Kind of like a high tech 'Night at the Museum 2'.

In a larger context for me, you've woven together -- and I've apparently absorbed -- earlier course teachings in marketing, business, legal, economic and distribution ... now adding cultural and critical research/insights needed to not only gain a personal understanding of the in-country selling/buying environment, but also, as I've been told by my constituents, leadership and colleagues, allowing me during my facilitations to come across and coach in a sincere, knowledgeable, and sensitive way as I discuss local and distant business cultural success and alignment factors.

This is a very rare thing to happen, especially to put this newly acquired knowledge to use so soon, especially considering the ultra-compressed timescale we followed in class. It's the very reason why I committed to go back to school -- specifically to gain new perspectives and tools to broaden my mental horizon -- making me more effective at work.

I'm sincerely and gratefully able to say that I've achieved that end, and I want to take a brief moment to acknowledge you for your very creative, passionate, and enduring approach to Global Business -- not the least being your drive to share it with students.

In short, I care because you care about your work, the profession you tend to, and the ever-evolving business journey. It shows in you, and it sticks with me. I hope to be able to remain in touch with you over time if that would not be a burden -- perhaps in an informal mentor role.

My best to you for the upcoming Summer and in all life brings your way."

Accessing Your Course Materials

For your convenience, below is a brief refresher on accessing course materials for the new curriculum (8-week courses).

For each course, there is a standard syllabus containing the objectives, required textbook, readings, and assignments. Those are fixed features, required by the College's Academic Departments, and should not be changed. In addition, there is a companion instructor manual for most courses. The instructor manual includes further instructions for assignments, suggested classroom activities, and supplemental materials and inputs. While the syllabus is fixed, you have freedom to facilitate your class time in creative and personal ways to move learners towards the objectives.

The steps below will allow you to access your course materials:

1. Log into Blackboard
2. Click the red "Faculty/Staff" Tab atop the page
3. Click the Instructor's Lounge link
4. Enter the credentials (username = appfaculty / password = ThoseWhoCanDo)
5. Click "CAPS Adjuncts"
6. Click "Accelerated Curriculum"
7. Select either "graduate" or "undergraduate program"
8. Click the link for your course
9. Download the syllabus and instructor manual

For those with the aural fortitude to endure three-minutes of my impossibly unpleasant voice, click here for a screencast which walks through those steps.

Finally, with Labor Day approaching, we would like to thank you for your all of your hard work in making the Centenary College Adult Program an exemplar of academic excellence.

Dr. Norm Stafford - Thoughts on Teaching in the MBA Program

Few, if any, of our instructors have taught as many courses in as many subject matter areas as Dr. Norm Stafford (pictured left). Over the course of six years with Centenary College, Dr. Stafford has taught at the graduate and undergraduate levels in both the face-to-face and online formats. His teaching versatility is a byproduct of his impressive educational background (an MBA and two doctorates!) and workplace credentials.

He describes his occupational experience this way: "In 2002 I 'retired' after a long career in the fast paced telecommunications industry. I held a number of executive level Sales and Marketing positions with various well known domestic and international telecommunication companies. My playground was literally the world, and I enjoyed doing business with the many different cultures."

He put the word retired in quotes because he subsequently opened a consulting practice and started teaching with Centenary. As you will garner from the article linked below, teaching, to Dr. Stafford, is an opportunity to give back and help students grow vocationally. As such, Dr. Stafford is a proponent of academic rigor, attention to detail, and having pride in your final work product. So say the students.

Dr. Stafford was kind enough to put together and share his thoughts on teaching in the MBA program. Teaching MBA students, those who will be our future business leaders, is a stewardship and Dr. Stafford's piece demonstrates the weight and joy of that opportunity.

Click here to read "Some Thoughts on Teaching in the MBA Program" by Dr. Norm Stafford.

How do you provide feedback for online submissions?

Providing feedback is straightforward when you have a student's paper in hand -- (1) click pen and (2) begin writing (or scrawling, for us left-handers). For online classes it is not quite this simple to provide in-text feedback but it certainly can, and should, be done. I prefer to use the "comments" feature of Word. I open the student submission and immediately save it as a new file. As I read the paper I can highlight specific portions of text and add a comment bubble on the right hand margin of the page. The text becomes highlighted and a line is drawn from the text to the bubble.

In the bubbles I can provide positive reinforcement ("this is a well-supported assertion"), comment on format ("you need to provide a citation for these facts"), ask questions ("if you had to make the opposing point, how would you do it?"), provide constructive criticism ("this paragraph might have worked better under the prior section"), or provide food for thought ("if you are interested in learning more about eminent domain, I suggest your read the Kelo case").

These are the steps for inserting a comment (the screencast provides a quick demonstration of how to do it, as well):

1. Highlight text on which you wish to comment

2. Click "Insert" on the top tool bar

3. Select "Comment" and a bubble will appear to the right of the text

4. Type your comments in the bubble.

Be sure that students have Word set to "View Markup" so that they can view the comments you provide.

As demonstrated in the screencast, I also like to copy and paste the rubric on the final page of the student's submission. This creates a unified, triple-play of feedback: specific comments in the text of the paper, numerical assessment through the rubric, and general comments at the end. This is just one system. Please feel free to let us know the system that you use.

I know that the screencast is a bit small. If you want to view it in a larger format (Windows Media), click here.

Taking off the "Teacher Mask"

Before writing his acclaimed memoir Angela's Ashes, Frank McCourt (who passed away last month) was a high school English teacher in Manhattan.

One of his former students recently wrote an essay in tribute to McCourt which included this praise:

"Frank McCourt was a wonderful teacher. He wanted us to take our blinders off, reflect on the world broadly, get off the professional treadmill, and note the things around us. He was able to touch us so effectively, I suspect, because, just as he sought to escape the suffocating provincialism of Limerick, he knew many of us were seeking to escape the parochialism of our own families' lives." (Kenneth R. Weinstein, The Master of Class 205, printed in The Weekly Standard, August 3, 2009).

That observation from a past student neatly folds into McCourt's own self assessment. In a 2007 address to Syracuse University's graduating class, McCourt credited his teaching success on two factors: (1) extirpating his pomposity, and (2) learning about himself. He put it this way:

"I had to take off the teacher mask, which so many of us put on at the beginning; the mask that says: 'Well, I'm the teacher and I know it all. You sit there and I'll tell you.'"

I wonder if we, as adjuncts, wear more or fewer "masks" than our full-time counterparts. I think some of our masks are borne not out of pomposity but out of insecurity. It takes a certain confidence to take the risks that student-centered teaching requires, yes? Isn't the theory rooted in heavy reliance on others (the students) for a successful class?

In any event, the article and the commencement address both are worth a read. Even though McCourt taught high school, I think there are ideas that transfer to the college setting.

What research sources do you accept?

It probably would be hypocritical to ruminate on information overload using, as a vehicle, a blog. So let’s just stipulate that our students must weed through and evaluate much information in pursuit of valid facts. We assist that effort by teaching information literacy regarding our disciplines, setting standards for sources we will accept, and providing feedback on research through comments and rubrics.

For example, when I teach a law class, I will mention at the outset that Centenary students have free access to Lexis Nexis, which is the exact database major law firms pay great sums to use in battle. If I want students to rely on legal cases rather than Wikipedia, I have to help them find those cases.

In some of the standard syllabi, you will see that the assignment instructions require students to find and rely upon “peer reviewed journals.” This steers students to filter their searches in order to retrieve journal articles that were reviewed by a panel or a subject matter expert prior to publication. For integrity purposes, the peer review often is done without knowledge of who authored the paper.

The multi-purposed EBSCO database, for instance, makes it easy to decipher a peer reviewed paper. In addition to setting date and topic parameters, you can limit search results to "peer reviewed articles." The screen shot below shows this option. EBSCO also provides a definition of what they consider a peer reviewed article.

Did you know that Google, also, allows you to filter your searches for “scholarly materials”? The next time you are on the Google site, look at the top of the page, click the down arrow next to the word “more”, and select “Scholar” from the menu. It’s an interesting way to tidy up your search results.

The bottom line is that you know your disciplines and the type of information that practitioners rely upon in making decisions. Equipping students with information literacy for a specific field can become an important part of the learning in your class.

What type of sources do you allow and disallow? Post a comment to this entry and let us know your approach.

As a postscript, maybe I should take a quick step back here: In case you did not know, Centenary College instructors and students all have free access to a wide variety of online databases. To access them, log into Blackboard, find the link for Centenary College Library Website, and click “search databases.” If prompted, the password credentials are the same you use to log into Blackboard.

I hope you find this post to be a reliable source. I warn you though, it has not been peer reviewed.

How do you catch plagiarism?

Technology makes researching easier. Unfortunately, it does the same for cheating. I’m sure many of you can attest to the sinking feeling you get when grading a paper and noticing a sudden change in font or writing style. Those are telltale signs that you are reading something cut-and-pasted – one drag of the mouse, one quick click -- from a website. And then there is a rush of mixed sensations as you abort the attempt to have your eyes draped in wool: indignation, disappointment, anger, and, probably, uncertainty about what to do next.

You smell smoke but are yet to find the fire. Chances are, sometimes, through no fault of your own, you do not even smell the smoke. And others time you just cannot locate the fire. It is an unfortunate truth that detecting and proving plagiarism is complicated work, but the integrity of our program requires that we do so vigilantly.

There is a nice tool in Blackboard that can help: Turnitin.com. This is an anti-plagiarism software program that will check a submitted paper against a vast database of web materials and prior student work. The paper is collected through a specially created link. This automatically submits the paper to Turnitin.com and generates a report which highlights “matches” and assesses the percent of the paper that is not unique. It will catch word-for-word matches and also instances where wording is slightly altered.

Use of Turnitin.com is mandatory for Business Department courses. Those teaching others should strongly consider implementing it.

In a prior post, I explained how to set up an Assignment link in Blackboard. Setting up a Turnitin.com assignment link is similar. To assist you, our ever-resourceful Blackboard Director, Paul Vitagliano, has created a video tutorial and a step guide for setting up and managing a Turnitin.com assignment. Please review and share your questions or experiences by posting a “comment” to this post.

While Turnitin.com is a nice tool, it is not foolproof. There are international web services that will research and write a customized paper for students using the specific guidelines of the instructor. I’ve seen these papers and they are very good in a very bad way. That’s another post for another day.

Fulfilling Dual Roles - Is Socializing with Students Acceptable?

How would you respond to this invitation: “Professor, our cohort is going out for dinner and a few drinks to celebrate the end of another class. We would love it if you would join us.”

To complicate it, let’s assume that you really connected – personally and intellectually --with this group of adults over the course of eight weeks. Plus you’re down-right famished and just a little bit dry. Being that the invitation is an offshoot of your professional relationship with your students, must you look beyond hunger or thirst levels as the rationale for your choice?

Situations like these force adjuncts to consider the ethical boundaries, not always drawn with bright lines, of interaction with students outside of the classroom. You can find the horns of a dilemma here. Research shows that interacting with instructors outside the classroom can positively benefit a student socially and academically (see the prior entry on emotional intelligence in the classroom). At the same time, by socializing with students, the instructor might enjoy a power differential, risk losing objectivity, and undermine the professional nature of the relationship. (Rupert at 662).

With those competing interests in mind, what are your available options?

Does the fact that this is an adult program alter the equation? Does the timing of the invite – after the course rather than during it – matter? What if the request came from a single student rather than the whole class?

There is some interesting research on the contours of the professor-student relationship. Click here for an article in the Journal of Higher Education that explores “dual relationships” in higher education. Click here for an article using short case studies to consider ethical issues facing college professors (including social invites). And finally, click here for an offbeat article about an instructor who hosts colleagues and students at his home bar. What do you think about that?

Please feel free to share your thoughts in the comments section.

Reference: Rupert, Patricia A. and Holmes, Deborah L., Dual relationships in higher education. Journal of Higher Education; Nov/Dec97, Vol. 68 Issue 6, p660-678.

Mark Burgess wins Adjunct Award

Congratulations to Mark Burgess (pictured, left) for earning the 2009 Joel A. Kobert Distinguished Teaching Award, which is "presented annually to outstanding [Centenary College] adjunct faculty members in recognition of their excellence in teaching."

That accomplishment was recognized at the May Commencement ceremony (to the surprise of Mark, who, as I understand it, contentedly attended the ceremony thinking he was just a spectator). To me this is pleasing news, but certainly not surprising.

The official and unofficial feedback depicts Mark as a student favorite who knows how to animate his classes by tapping into real-world experience. That real world experience is not in short supply -- Mark is the Director of Marketing at Spectrotel, Inc. and responsible for all marketing and e-commerce activity.

Most importantly, perhaps, students frequently report that they are taking what they learn in his class…and using it. That's high praise in an adult business program.

To honor Mark's accomplishment, I decided to set aside some cyberspace so that he could share with us his teaching philosophy. In response to my request, Mark graciously provided the response below. Take it away, Mark...

Anthony asked me to write a few words about my teaching philosophy at Centenary. Here is what I focus on for each course.

1) Intense preparation based on the existing course materials.

2) Create new content that works with the existing course materials, e.g., relevant presentations, cases, real-life examples, etc. Basically, make the subject as current as possible.

3) Involve the students in the class discussions. Group activities are great, too. Go online. Use the Web in class. Teach them things they can apply immediately at work (today and tomorrow).

4)Ask students what their expectations are at the beginning of the first class.

5) Based on their feedback, brainstorm ways to exceed their expectations.

6) At the end of each course, ask the students if their expectations were met. Listen. Learn. Live the marketing concept. Get feedback and apply what you have learned.

My primary goal is to make each student understand and love the subject (Marketing) and to make learning an enjoyable experience. If you follow these suggestions, your students will look forward to coming to class (so will you). I believe that our students are counting on the instructor to raise the bar of excellence. Centenary students deserve the best we can deliver. Be enthusiastic. Enjoy what you do. Have fun. To quote an old Army campaign slogan, as an instructor, be the best you can be.

Emotional Intelligence in the Classroom

In reading Richard Lyon's excellent book "Success Strategies for Adjunct Faculty", I was struck by a passage he wrote about the factors impacting student success and satisfaction:

"Another commonly cited factor, teacher's knowledge of subject, was found in another major study to be the ninth most important dimension in both student achievement and student satisfaction ratings. Among more significant factors were teacher's clarity, stimulation of interest, openness to opinions, and sensitivity to class progress -- each largely functions of emotional intelligence." (Lyons 17).

Juxtapose that with the following research finding from Vincent Tinto, a Syracuse University professor and expert on retention:

"The frequency and quality of contact with faculty, staff, and other students is an important independent predictor of student persistence. This is true for large and small, rural and urban, public and private, and 2-and 4-year colleges and universities. It is true for women as well as men, students of color and anglo students, and part-time and full-time students. Simply put, involvement matters, and at no point does it matter more than during the first year of college when student attachments are so tenuous and the pull of the institution so weak." (Tinto, p. 3).

If you accept these ideas, in tandem they seem to suggest that we cannot run a successful classroom on the lights of our subject matter expertise, alone. There is a true human element in the learning process. Making a human connection with the students requires us to come out from behind the podium, step away from the Power Point presentation, and get to know and empathize with our students.

Maybe in preparation for my next business law course, I’ll have to read Daniel Goleman’s “Emotional Intelligence” in addition to brushing up on torts and contracts

I’d be curious to know, do your experiences bear out the premises of those quotes?

References:

Lyons, Richard E., Success Strategies for Adjunct Faculty (2004)

Tinto, Vincent, Taking Student Retention Seriously (2006)

Creating an Assignment Link in Blackboard

An instructor asked me how to create a place in Blackboard where learners can electronically upload their assignments. When an Assignment link is used, the instructor can retrieve the assignment through the Grade Center, provide feedback, and return the paper and the rubric to the learner, also through the Grade Center. Considering the organizational value of the feature, I thought the question deserved a public answer.

Step 1: From your course site, click the Assignment link on the left hand side of the page.

Step 2: Click “Edit View” at the top right hand side of the page

Step 3: Find the drop down menu next to the word “Select”, choose “Assignment”, and click “Go”

Step 4: Type in the desired attributes of the assignment. You can title the assignment, indicate the total point value, and provide and assignment description and due date. After entering this data, scroll to the bottom of the page and click “Submit”

This will automatically create (1) a link for learners under Assignments and (2) a column in your Grade Center for this specific Assignment. When learners submit it, you will see an exclamation point (!) in their row of the Grade Center.

For a printable version of these instructions, click here. The screen shots are much clearer in the Word format that is linked here.

Faculty Reception - A Debriefing

Last Thursday we held a reception in thanks of our adjunct faculty. After addresses by Dr. Joanne Cote-Bonnano and Dr. Deirdre Letson, my opening statement to the group was this: “We at faculty services want to do this more: get together, thank you for your hard work, tell you what’s new, and hear what is on your mind.” Not particularly profound, I know, but absolutely true.

Adjunct instructing does have some inherent drive-by qualities, but it should not be an anonymous or disjointed experience. Adjuncts are a crucial part of the College. For that reason, it was particularly nice to have adjuncts and faculty development staff in a room together, leisurely talking and sharing ideas.

We truly appreciated the questions that were raised and the input that was provided. I think two crucial channels of communication were opened further at the event: (1) adjunct-to-faculty services and (2) adjunct-to-adjunct. The more of that, the better.

I thought it might be helpful to recap, here, some of the updates that were provided:

First off, five goals have been established for faculty development:

1. Promote a learning-centered approach to instruction in both the online and face-to-face formats

2. Enhance adjunct understanding of College policy, procedure, and teaching resources.

3. Support the use of classroom technology in creating and delivering varied content.

4. Professionally develop adjunct faculty through the collection, analysis, and communication of assessment and evaluation data.

5. Foster a sense of community and support for adjunct faculty through an advising and mentoring program.

A variety of initiatives are in place or in the planning stage which align with these objectives. Below are some that were mentioned:

The APP Faculty Lounge: Shelly Nice is building a wonderfully informational, virtual place for adjunct resources. Currently, you can find there the syllabi for all of the eight-week, four credit courses plus the accompanying instructor manual and threaded discussion questions. This location also will house a calendar of events, teaching and learning resources, contact information, and policy and procedure. If there is specific information that you would like to see in the lounge, please let us know.

Adjunct Faculty Guide: Dr. Letson has compiled a “guidebook” for adjunct faculty members. The streamlined guidebook covers essential policies and procedures impacting adjunct performance. The guide currently is under review and will be made available soon. Stay tuned! In the meantime you might check out this Instructor Cheat Sheet.

Feedback: The End-of-Course survey program has returned. At the end of each course, the cohort Program Advisor will provide you with a packet of surveys to distribute to your class. The data is aggregated by an outside company and then reviewed by our evaluation expert, Dan Lane. Dan will summarize the results in narrative form and provide you with a hard copy.

In addition, Shelley Kurland continues to expertly run the Observation program, where each instructor is observed in the classroom at least once per year. After each observation you will have an opportunity to speak with the observer and receive written notes.

To best use that feedback, I welcome the opportunity to sit down with you, review the observation and/or survey notes, and think about how you can incorporate that information into your professional development plan.

Workshops: New instructors are required to take two workshops (1) Instructional Techniques I – a face-to-face, three hour workshop facilitated by Shelley Kurland (this workshop always receives positive feedback), and (2) Online Introduction – an online, three-week workshop covering topics such as adult learning theory, student-centered learning, team management, facilitation, and feedback. If you are interested in participating in either workshop (it is not limited to new instructors), please let me know.

Blog: You already know about the blog…because you are reading it right now. I envision this as a place to discuss important teaching and learning ideas, keep you abreast of College happenings, and highlight the good work that adjuncts are doing. Please feel free to comment on entries that strike your interest (just click “comment” at the end of the post and type away) and enroll as a “follower” of the blog.

Mentoring: We are designing a program that would pair adjuncts with a mentor who teaches in the same subject area. This program likely will start with accounting and math, and hopefully grow from there. More details to follow in the near future.

Thanks again to all who attended the reception. As always, please let us know if you have any ideas or comments as to where we can head, together, as a community of adjunct instructors.

Jim Samuel Hosts a Virtual Business Meeting

Last week, an adjunct instructor asked me a good question: If I were teaching a swimming class, would I prefer as my workspace a dry classroom or a wet pool?

The questioner was Jim Samuel (left), a Centenary adjunct who teaches, among other courses, Global Business, and we were discussing Jim’s use of technology in his class. As Jim points out, mastering global business requires more than memorizing culturally appropriate greetings and time zones. Global business coordination requires technological command and fluency in the virtual environment.

Jim easily could have taught his students about the virtual business environment in classroom Room 8 on the Parsippany campus. Or, perhaps, he could broach the topic while functioning, appropriately enough, in the virtual environment. Jim chose the latter. You see, he would teach swimming in a pool.

For his lesson on the virtual environment, Jim coordinated and ran an entire class, virtually, with all participants remote. How he did it is worth considering because it was an exemplar of careful planning and authentic learning.

The class first was provided with substantive content on virtual business communication. Teams were formed and charged with critiquing the content and creating a PowerPoint that communicated their views. One rub: to simulate the remote teamwork that is characteristic of global business, team members could not collaborate face-to-face. Instead, they “met” using a blog and other electronic means. Final presentations were to be made virtually, during a real-time, web conference with the entire class.

To organize logistics for the “conference,” Jim used an open-source tool called Meeting Wizard. This tool is useful in determining a mutually convenient time slot for meetings and sending confirmations and reminders.

As a platform for the web conference, Jim used an open-source application called DimDim. DimDim allows the meeting organizer to send an email invite for a live but private web conference. The online meeting site has public chat, private chat, and a whiteboard. In addition, users can “share their desktop,” allowing others to see what is on their computer screen (it seems to me that this setup is ideal for providing online learners with extra help, but that's another post in itself). For voice he arranged a separate conference call. (Others I know have successfully used www.freeconference.com – but be careful; it is not “free” under all circumstances).

On the day of class, Jim and the learners logged into DimDim and dialed into the conference call. The teams were afforded an opportunity to display their PowerPoint, present the information verbally, and field questions through the conference call and the chat feature of DimDim. As should be done in any meeting, Jim ensured that each member was acknowledged and provided an opportunity to participate. The overall dynamic mimicked a global meeting where a corporate team presented information in real time to geographically scattered recipients.

And all the while, Jim craftily was modeling how to manage all the details before, during, and after a virtual business meeting.

Going back to our original analogy, I think Jim’s assignment, all told, was the equivalent of discussing swim strokes, jumping into the pool to demonstrate, and then inviting the learners in for a dip of their own, with a reassuring, “Come on in, the water’s just fine.” Teaching about the virtual business environment from the virtual business environment. Nice touch.

This is Why We Do It

I had the pleasure of attending the Phi Theta Kappa honor society induction on Friday night at the Parsippany Campus. It was a wonderful event, the type that makes you proud to be part of higher education. PTK inductees are adult learners in the associates program who are maintaining a 3.8 GPA or higher. That standard demands near perfection, ensuring that PTK members are learners with a purpose.

The event confirmed for me, amongst others things, that education changes lives. I saw beaming family members filling the seats, camcorders in hand, anxious to record the event into permanence. Afterwards, flashbulbs popped as learners posed proudly with their induction certificates. Flower bouquets were presented and handshakes and hugs issued freely. Inductees, along with their family and friends lingered at the reception that followed, clearly enjoying the moment and savoring the achievement.

The significance of the event was a bit different than commencement (an event I also enjoy immensely). Commencement celebrates the completion of an educational period and the earning of a degree. The PTK induction was, plain and simple, a celebration of education done right.

Nights like these remind you of why you make the personal expenditures that good teaching requires. You do it because it matters.

[As a side note, a tip of the hat to Kathy Gandy, a fellow adjunct instructor, who organized the event, tended to the slightest details, and generated a truly special event to honor the hard work of the learners. Kathy is pictured above, left, with Kathleen Ball, President of the Delta Phi Chapter of PTK. Well done, Kathy!]

It Takes a Team: Letson and Nice (Zimmerman) Present Research Findings at SLOAN

When Centenary College moved to a four-credit curriculum, an opportunity emerged to re-examine how courses are designed. Dr. Deirdre Letson (right), Associate Dean for Curriculum and Faculty Development, and Shelly Nice (Zimmerman) (left), Senior Instructional Designer, spearheaded the course design task for Centenary’s Adult and Professional Programs. They knew the telltale components of a strong course – a student-centered approach, multiple learning options, self-direction, collaborative team work, practical knowledge gain, application opportunities, and continuous feedback. The question was how best to create such courses.

Together Letson and Nice (Zimmerman) systematically researched that very question, comparing courses created individually with those created by a “design team.” The results clearly revealed that a collaborative, team-based approach to course design generates authentic activity development and deeper learning. Those research efforts earned them an invitation to present their findings at the prestigious, nationwide SLOAN conference in November of 2008. A copy of their slide presentation is linked here.

The team-based approach incorporates four key players: a subject matter expert, an instructional designer, a course management system expert, and a quality control specialist.

Subject Matter Expert (“SME”) – using familiarity with the course discipline and industry needs, the SME identifies the knowledge and skills a learner should have upon completing the course. Full-time faculty members often partnered with the team and filled this role.

Instructional Designer (“ID”) – using knowledge of teaching and learning theory, the ID assists the SME in creating authentic activities and assessments to measure if course objectives have been met. The ID also searches for relevant “inputs” for learners, such as journal articles, web resources, and podcasts.

Course Management System Specialist (“CMSS”) -- using technological expertise, the CMSS populates the virtual course site with the course content, making it user friendly and visually appealing.

Quality Control Specialist (QCS) – using an approved Quality Matters rubric, a certified QCS reviews the course and provides feedback and suggested revisions.

All of the accelerated, eight-week courses in Centenary’s associates, bachelors, and MBA programs were created using that intensive team-based approach. As a result, the College continues to fulfill its mission of creating a learner-centered educational experience for its adult learner population.

Welcome to the Faculty Blog

Welcome to YOUR space.

As adjunct instructors, our job is to create "spaces" -- in brick and mortar classrooms, in Blackboard, and beyond -- where learning can take place. We might have divergent reasons for serving as adjuncts but we share a common objective -- to facilitate deep and life-long learning for adults. That makes us a community of shared practice, and this blog is space we are reserving to speak directly with that community. It is our space for sharing ideas about teaching and learning.

So what can you expect to read when you view this blog? Posts might center on developing ideas regarding facilitation, feedback, assessment, classroom management, adult learning, technology, or learning theory. Or perhaps we will discuss a new book or journal article on educational practices. We also want to recognize the work that you are doing in your classrooms. Tell us what you are finding through your own process of trial and error. Yes, this also is a place for stories about good teaching.

The blog will be run by members of the Faculty Development and Curriculum Design team. However, please note that each of you can provide your own personal comments to each blog entry. We hope discussions ensue.

We look forward to sharing this learning space with you.