What New Faculty Members Need to Know

Rob Jenkinsrjenkinsgdp@yahoo.com

Rob JenkinsAssociate Professor of English

Georgia Perimeter College

Background

• 26 years teaching experience• Land-grant university, small rural

community college, large metropolitan community college, suburban technical college

Background

• PT faculty, FT faculty, department chair, academic dean• Served on 15+ search committee,

chairing more than half • Evaluated hundreds of faculty,

observed dozens

Background

• Chronicle of Higher Education “Two-Year Track” columnist and “On Hiring” blogger• Frequent speaker at conferences

and on university campuses

Background

• Author of Building a Career in America’s Community Colleges (AACC/Community College Press, 2011)

http://www.aacc.nche.edu/Publications/Pages/Product.aspx?Product_Id=863

Overview• Developing a teaching philosophy• Succeeding as a classroom teacher• Managing the classroom

environment• Succeeding outside the classroom• Moving beyond the classroom

My Teaching Philosophy• Developed as both student and

teacher• Learned what to do and what not to

do from my own teachers• Also learned from colleaguesHow to Write a Statement of Teaching Philosophy:http://chronicle.com/article/How-to-Write-a-Statement-of/45133/

My Teaching Philosophy• Idealism: “perfect classroom”• Reality: what has worked and what

hasn’t• Constantly evolving

My Teaching Philosophy• College students are adults• Teaching is performance art• Great teachers are born; good

teachers are made• You don’t have to be a jerk• Love is all you need Teaching philosophy examples:http://www1.umn.edu/ohr/teachlearn/tutorials/philosophy/samples/index.html

Students are Adults• People rise to level of expectations• Treat students like adults, and they’ll

act like adults

Students are Adults• This means granting certain

freedoms• With freedom comes responsibility• Burden to “keep up” on student

Teaching is Performance Art• Foundational belief• “Sage on the stage”

Teaching is Performance Art• How we teach as important as what

we teach• Good performance = student

engagement• Good performance requires planning

and practice

Great Teachers are Born. . . • Teaching is a talent some are born

with• It’s also a skill that can be developed• Very best teachers have talent and

develop it

. . .But Good Teachers Are Made

• Hard work can overcome lack of ability• Not that different from learning to

play a musical instrument or a sport

You Don’t Have to Be a Jerk• Jerk: someone who consistently puts

his/her interests ahead of others• Passive jerk: doesn’t return papers,

keep office hours, meet with advisees, etc.

You Don’t Have to Be a Jerk• Active jerk: berates students,

arrogant, always takes hard line• “We have to be hard on students.”

Really?

All You Need Is Love• Love of students in general• Not hating students is a start• Love of subject matter

All You Need Is Love• Inspires students and instills that

same love• Students can tell

Your Teaching Philosophy• Ultimately, it must be your own• You can borrow bits and pieces from

others• Conduct your own “teaching

experiments” in every class

Your Teaching Philosophy• Be true to yourself—don’t try to be

someone you’re not.• Remain flexible and open-minded• Philosophy will evolve

Succeeding in the Classroom

Five Tips for New Teachers

Five Tips for New Teachers• Appear confident from day one• Be consistent• Don’t take yourself too seriously• Keep your distance

Five Tips for New Teachers

• Remember whom you’re teaching

Appear Confident• Act like you know what you’re doing• True or False: Starting your very first

class with “This is my first day” or “I’m kind of new at this” is a great way to demonstrate empathy with students.

Appear Confident• “Appear” not the same as “be”• For students, confidence equals

competence• Screw up your courage

Appear Confident• Remember Stuart Smalley:

“I’m smart enough, I’m good enough, and doggone it, people like me.”

Be Consistent• Most important thing you can do• Indecisiveness screams “rookie”• Students will take advantage of a

“soft touch”

Be Consistent• Construct detailed syllabus—policies

and schedule—and stick to it• If you have to change, make reasons

clear• Don’t make changes that create extra

work for students: “bait and switch”

Yourself Too Don’t Take Seriously• Every instructor thinks his/her

subject is most important• Students likely to be unimpressed• Don’t treat every assignment like life

and death

Don’t Take Yourself Too Seriously

• Lighten up: tell a joke, make fun of yourself and your subject

• Students are more likely to believe some things are important if you don’t act like everything is.

Keep Your Distance• Friendly vs. inappropriate• Most err on one side or the other• Dress like an adult

Keep Your Distance• Ask students to address you by title• Don’t socialize with students outside

of class

Remember Whom You’re Teaching

• Mostly underclassmen/women• Not majors• Make tests and assignments

appropriate

Remember Whom You’re Teaching

• Not “watering down”• Realistic expectations

Classroom Management:Setting the Tone

• Purpose• Faculty expectations• The syllabus

Classroom Management:Setting the Tone

• The first day of class• Follow-through

Purpose• Anticipate and head off potential

problems• Create positive learning environment• Avoid career issues and liability

Faculty Expectations• How do you expect students to

behave?• What will you and won’t you tolerate?• What compromises or “concessions to

reality” are you willing to make? (Examples: smart phones, laptops, sleeping)

Faculty Expectations• Remember:

college students are adults• Be true to

yourself

The Syllabus• Cover all bases: rules, penalties• Be realistic• Be clear and specific• Follow college policy

The Syllabus• Leave yourself some leeway• Make sure everyone has a syllabus

(new additions)• Signed agreements?

The First Day of Class• Cover syllabus thoroughly• Clarify and expound• Be candid and direct

The First Day of Class• Use effective tone and body

language• Dress appropriately• Remember: It’s easier to start out

tough and lighten up than vice-versa

Follow-ThroughQuiz: What’s the single worst thing you

can do as a classroom instructor?a) Come to class barefoot b) Talk about yourself incessantlyc) Argue for your personal politicsd) Change your syllabus

Follow-Through• Frequent reminders, as needed• Do what you said you would do!• Follow syllabus

Follow-Through

• Adjust as necessary (remember leeway?)• Any changes require detailed

explanation

Dangerous StudentsIona College: “How to Recognize

Warning Signs for Troubled and Dangerous Students”:

(http://www.iona.edu/studentlife/counsel/guide/troubledStudent.cfm)

Succeeding Outside the Classroom

The Five Characteristics of Successful New Faculty

The Five Characteristics of Successful New Faculty

• Be humble• Be willing• Be organized

The Five Characteristics of Successful New Faculty

• Be collegial• Be low-maintenance

Be Humble

• Don’t be smarter than the room• Assume you know next to

nothing

Be Humble• Watch, listen,

and learn• Find an

experienced and willing mentor

Be Willing

• Willing to do anything, within limits• Virtually limitless opportunities

for “volunteering”—or being volunteered

Be Willing

• Plus all the regular chores• There are limits: learn to say no• But there are no “extras”• It’s not “exploitation”—it’s part of

the job

Be Organized

• Only way to cope• Organization = time

management

Be Organized• Organization = paper management

• Find a system that works

Be Collegial

• Friendly• Not a jerk• Open to sharing

Be Collegial

•Willing to help out• Not just other faculty:

everyone on campus

Be CollegialQuiz: The most important person oncampus, as far as you are concerned, is

a) Your department chairb) The deanc) The cafeteria ladyd) The department secretary

Be Collegial

• Don’t forget the department secretary!

Be Low-Maintenance

• “High maintenance” one of worst labels you can have• “High maintenance” = always

needy• Give help before you ask for help

Be Low-Maintenance

• Don’t expect chair to hold your hand• Learn to fend for yourself (typing,

copies, etc.)• Reputation will stick

Beyond the Classroom

Consider Administration

• Colleges need good administrators• Lots of retirements coming• Satisfaction in helping faculty and

students• Financial and career rewards

Prepare Academically

• Probably need a doctorate• Ed.D., online degrees OK• “Higher ed leadership” versus

academic discipline

Gain Experience• Any leadership opportunity• Student clubs and societies• Large departmental and college-wide

committees• Faculty Senate

Be Open to Opportunities

• Peruse openings on campus• Talk to administrators• Assistant chair or dean?• Willing to move?

Be Patient

Program Director or Assistant Chair

Department Chair or Division Dean

Campus or Discipline Dean

Vice President

President?

Questions?

Contact Me

Rob Jenkinsrjenkinsgdp@yahoo.com