Course Management & Faculty Identity
Let's talk about you, and of course, your course management.
This week’s check-in activity includes a weather report prompt and a teachable moment exercise. A brief overview of how identity is formed, and how one incorporates the new role of teacher into their sense of self and identity. For our conversation on course management, we'll use an article from a 2021 research study of novice and expert teachers, identifying the different perspectives and how new staff may use this advice in their classrooms. All sessions review the current academic calendar and teaching tasks, as well as a teaching challenge from 33 Simple Strategies for Faculty, to inspire you to mix up your class activities and student interactions.
Review the content, respond to prompts, ask questions, and participate in activities presented in the video. Responses will be sent to the Center for Online & Digital Learning (CODL) and the faculty member themselves.
Resources / Cited Works
The Role of the Online Instructor/Facilitator
Berge, Z.L. (1995). Facilitating Computer Conferencing: Recommendations From the Field. Educational Technology. 35(1) 22-30.
How Novice and Expert Teachers Approach Classroom Management Differently
Terada, Y. (2021, August 13). How novice and expert teachers approach classroom management differently. Edutopia. Retrieved September 20, 2022, from https://www.edutopia.org/article/how-novice-and-expert-teachers-approach-classroom-management-differently
Who am I? Key influences on the formation of academic identity within a faculty development program
Susan Lieff, Lindsay Baker, Brenda Mori, Eileen Egan-Lee, Kevin Chin & Scott Reeves (2012) Who am I? Key influences on the formation of academic identity within a faculty development program, Medical Teacher, 34:3, e208-e215, DOI: 10.3109/0142159X.2012.642827