Gayle,
Your caring nature is reflected in your caring about Sandi just as it is in your
caring about the quality of your students learning.
You wrote that you assign:
> a team project that requires an interview or presentation outside our class
> and then two team presentations in class
I would appreciate your sharing some information about these assignments. The
idea of getting the students out doing interviewing is very attractive. What sorts
of directions do you provide them with? Also, how do they come to do
prsentations outside of class?
(and actually live in Bridgewater, New
Jersey). I would appreciate a copy of your syllabi very much. I teach organizational
behavior and myriad other management courses. I am very big on internet work
with my classes. I would appreciate learning about the off-campus interviewing
projects that your students do. Also, it would be nice for you to describe your
computer project.
Of course, I look forward to other Mg-Ed-Dvers posting information on interesting
assignments too.
Cybercollegially,
Charlie Wankel
St. John's University--New York City
Gayle Porter wrote:
> In response to your comments about the students and teaching situations . . .
>
> I would suspect you're going to get many responses saying, "I've had those
> same feelings." I can only suggest that you use these experiences to help
> you locate a better situation for yourself eventually. As a doctoral student
> I also worked with some large sections and decided that just wasn't my idea
> of education. So, when I began interviewing, I knew that I would not be
> happy in that kind of situation. Now, although I with a large university,
> I'm on a small campus. My classes range in size from 12 to 30; I've once or
> twice had about 40 students in a group.
>
> I've also run up against the problem of being one of 4 people who teach the
> same course, and the work load I impose on students is much heavier. Instead
> of three multiple choice exams and maybe one paper, I ask for 3 or 4 exams
> (all with comprehensive component), a computer project in two stages, a team
> project that requires an interview or presentation outside our class and then
> two team presentations in class, plus a couple of small papers along the way.
> Imagine how the students react when they first see my syllabus and then find
> out their friends are getting the same three credits in Organizational
> Behavior for 3 MC tests!
>
> The bottom line is -- I had to decide what I wanted my courses to be and
> create the environment I was looking for. It was part of the discussions
> when I interviewed with schools. The students are eventually hearing from
> previous classes how much value they get from my course and buying into the
> process a little more quickly. It's been a gradual building process, but I
> recently won a very nice teaching award, so I guess it's getting there.
>
> What you've discovered is how much opportunity there is to make things
> better. Don't lose your critical eye. The depression comes and goes, but
> if you notice these situations are not bothering you at all any more that's
> when you'll know you've given up (and perhaps then should think about another
> profession).
>
> Good luck,
>
> Gayle
>
> Gayle Porter, PhD
> Rutgers University
> School of Business
> Camden, NJ 08102
> 609-225-6216
>
gporter@crab.rutgers.edu