Description:
We live and teach in an environment that we are told is increasingly depersonalized, decentralized, and mediated by technology. At the same time, we are encouraged to get to know our students, understand their diverse life experiences, backgrounds, and learning styles as a way to facilitate their learning and development and to aid in retention and engagement. Privacy laws, problems such as stalking or harassment, and our increased awareness of personal problems that students experience work against this attempt to get to know them and opens us up to areas and issues with which we are not always equipped to deal. In addition, we are teaching larger classes where individual contact with students is even harder to achieve. With all these competing demands and pressures, how do we connect meaningfully but prudently with our students as people? This session offers practical advice, activities and strategies that have been tested in the classroom and have facilitated achieving our desire to communicate meaningfully and influence lives without crossing boundaries or being invasive.
Bio:
Elizabeth A. Wells completed her doctorate in musicology at the Eastman School of Music and is now Dean of Arts and Pickard-Bell Chair in Music at Mount Allison University in Sackville, New Brunswick. Her book on West Side Story was published by Scarecrow Press, and won the AMS Music in American Culture Award. She has won national teaching awards and has presented over 20 papers on pedagogy. Her research interests include Leonard Bernstein, musical theatre at mid-century, and the scholarship of teaching and learning.
References:
These are some of the references cited by Dr. Wells on her talk:
Clayson, D. E. (2020). Student perception of instructors: the effect of age, gender and political leaning. Assessment & Evaluation in Higher Education, 45(4), 607-616.
Clayson, D. E., & Sheffet, M. J. (2006). Personality and the student evaluation of teaching. Journal of marketing education, 28(2), 149-160.
Faranda, W. T., & Clarke Iii, I. (2004). Student observations of outstanding teaching: Implications for marketing educators. Journal of marketing education, 26(3), 271-281.
Goldsmith, J. A., Komlos, J., & Gold, P. S. (2010). The Chicago guide to your academic career: A portable mentor for scholars from graduate school through tenure. University of Chicago Press.
Martínez-Alemán, A. M., & Wartman, K. L. (2008). Online social networking on campus: Understanding what matters in student culture. Routledge.
Ware Jr, J. E., & Williams, R. G. (1975). The Dr. Fox effect: A study of lecturer effectiveness and ratings of instruction. Academic Medicine, 50(2), 149-56.
Wells, E. A. (2022). The Organized Academic: How to Transform Your Academic Life. Rowman & Littlefield.
25 сен 2024
