The End of Another Semester

So, the semester comes to an end again, a group of students moves on, and a new group prepares for the Spring semester.

Back in the stone ages of the 1990's, when I was in college, some fraternities used to carry around books containing teacher ratings. Of course, nowadays, it is much easier on the Internet. I love the idea behind ratemyprofessor.com - this is a free site that does not require signing up, and it allows you to anonymously post ratings for your professors.

Of course, there are always students who dislike certain professors who everyone else loves, but the more ratings a professor receives, the more accurate you would assume the rating is.

In terms of positives in my class, I know I have a passion for the material and I do try very hard to make it something students can relate to. I also try to encourage dialog in the classroom, and make it safe for students to ask questions. I also try to be entertaining and avoid using the PowerPoint presentations. Sometimes students don't like that teaching style. I also know some students dislike that they need to read the book, be on time to class, and turn work in on time. Personally, I feel like timeliness is critical one students transition to the business world, so I choose to emphasize these things in my classroom.

It's a great site, and here are links directly to my ratings pages:

Ratemyprofessor for me (Passaic)

Ratemyprofessor for me (Bergen)

Spring 2012 Semester Schedule

I am in the process of figuring out my Spring 2012 schedule. Of course, my schedule is up in the air until we are certain some classes will run. For the moment, here is what I know.

Definitely mine:
CIS 125 M02 (Microcomputer Software I): Tue/Thu 10:20 AM to 11:35 AM Paterson Campus
CIS 273 ME1/GD 273 ME1 (Web Graphics): Thu 7:05 PM to 9:35 PM
CIS 294 M01/GD 294 M01 (CIS Internship): Times TBA

Probably mine:
CIS 101 P01 (Computer Concepts and Applications): Mon/Wed 10:20 AM to 11:35 AM Passaic Campus
CIS 101 P02 (Computer Concepts and Applications): Mon/Wed 8:55 AM to 10:10 AM Passaic Campus

Here's where it gets complicated. If the CIS 125 P01 runs at Passaic, that will probably be mine, but if it does not, then I may get one of any number of classes.

At Bergen:
INF 163 001 (Internet Concepts and Applications): Mon/Wed 3:55 PM to 5:50 PM Paramus Campus

Evolution

My semester is now officially over. I have from now until September off, and then I will be teaching six courses in the Fall 2011 semester (my complete Fall schedule is linked here). I got to thinking about the last year, and how it has changed me as a professor. Here are some of the things I learned this year.

1. Teaching less classes yields better results. I have in the past had a tendency to take on a very heavy load, and only teaching two courses a semester has left me with more energy to get in to the classroom. 
2. There is a better way to teach application software. This was inspired by one of my students in INF 101, Kevin. Teaching application software in introductory computing classes is difficult, because of the different levels of students. I've tried to teach this a number of ways. First I would lecture and leave the computers open, which led to people not paying attention. I feel like my job is to structure a lesson to promote the maximum possible learning, so I did not like that. I then tried using hardware to lock the computers and offer class time to work on things, but as soon as I stop lecturing students seem to disappear. I then moved to a model where I first demonstrate the software (with the computers locked), and use ungraded groupwork to practice (with two students sharing one machine to prevent drifting), and then assign an individual case problem to students. This seems to work well, but in the CIS 101/INF 101 courses, there is never enough time to leave for that groupwork. Kevin inspired me to try something different, so I combined groupwork and lecture for Access and PowerPoint this semester. I would lecture and demonstrate, and the groups would follow along. It gives the advanced students a chance to teach, and what better way to reinforce skills than by teaching? It gives less advanced students more individualized attention, since they are more likely to ask a peer a question. Finally, it keeps everyone focused on the work. I really liked how this turned out and I will use it in the future in certain classes.
3. Electronic tests have many advantages. At PCCC, I never really investigated giving tests on hte computer. We have a campus portal (which allows students to submit assignments, allows faculty to share files, etc.). This portal does not allow students to take tests online. We also have WebCT, which is primarily used for online classes at PCCC, but is available for regular classes. I may continue to use the portal for assignments, and use WebCT for tests. It's convenient, ends up with less mistakes (and no true/false answers that look like a combination of the letter T and F), and saves me from reading handwriting for essays. Bergen has a software tool called Respondus LockDown browser, which allows me to prevent students from using the Internet and other electronic files. This tool works both in WebCT (which we used this year) and Moodle (which we are moving to). At PCCC, I don't think we will have the software, but I can use the monitoring software we have in our classrooms in Hamilton Hall.
4. Open book tests work. I always was sort of against open book tests, but I tried it this year, and I see similar results to non-open book tests. The trick I never caught on to is a time limit of 45 seconds to one minute per multiple choice/true false/completion question. With a strict time limit, looking up every answer is near impossible, and students still need to prepare for the tests. Even better, if they know it is open notes, they may take the time to really organize their notes. Organizing notes requires students to re-read the notes, review them, and even look up things they are not familiar with. This is a good thing. I found the standard deviation and average for the open book tests were similar to tests I've given in the past. Anecdotally, I feel like this gives students with a good work ethic an advantage over students who come in to the class with some knowledge.
   
5. I can kill less trees. I generally would create and print assignment sheets for every assignment I give out, and run off copies. I would also make those descriptions available electronically. I did everything electronically this year in my INF 163 course, and it went well. I figure students can print things manually if they would like a copy.
6. Doing textbook supplement authoring is kind of fun. Since I had so much time on my hands, I did some freelance textbook supplement authoring. I've done test banks, PowerPoint presentations, scorecards (rubrics), lesson plans, and book reviews. I've actually had some fun doing this, and I may pick up a small project or two. 
7. Sign language interpreters have a tough job.  I had one deaf student each semester, and in a technical course, it becomes difficult for the interpreters to keep up. I have a tendency to throw out all sorts of technical terms and abbreviations, and interpreters are experts in translation, not in technology. In addition, there are many technical terms that need to be fingerspelled (in which the interpreter spells it one letter at a time). Bergen actually had a grant to provide signers for students, so they sent a team of two signers to every class, and paid a student notetaker. Even with that, there were challenges. For example, Bergen's INF 101 course has podcast and video assignments, and the publisher hadn't made accommodations for deaf students. The college allowed the interpreters to work with the student in an open lab, and the publisher did eventually provide transcripts and captioning. It was a learning experience for me, to be certain.

All in all, I think being taken out of my comfort zone has led to growth, and for that, I am grateful. I look forward to returning to PCCC, evolved.

Spring 2011 Schedule

I just wanted to post my tentative Spring 2011 schedule at Bergen.

I am scheduled to teach:
INF 163 001 (Monday/Wednesday 3:55 PM to 5:50 PM)
INF 101 009 (Tuesday/Thursday 3:55 PM to 5:50 PM)

I may also be teaching a Summer I 2011 course, if that information is solidified, I shall announce it here.

Back to School (Fall 2010 Edition)

Today starts a new semester...as I mentioned at some point, I will be teaching two classes at Bergen.

I think in my case I have become very comfortable in Passaic. As a full time faculty member, I have a lot of freedom as to what I do in my classes. As I am a creature of habit, when I found something that worked, I stuck with it.

I have been teaching since 2001, and I hope I have improved each year, but the only place I have taught a formal class is at PCCC. I am impressed with the amount of work the department chair does at Bergen to provide support for the faculty teaching the intro course. I know some faculty resist things like standard tests, etc. However, I generally do not find this offensive. I may be in the minority, but I feel like if we as a community college want four-year colleges to accept our courses, there needs to be some standardization. I have heard it argued that the four-year schools do not standardize, but all we can do is keep our side of the street clean.

My prep time is less because the full time folks have done work setting up tests, assignments, etc. I generally spend a lot of time on assignments, so they have freed up my time. As such, I am going to try new things that I would not have had the time to do at PCCC. There is no doubt that this will make me a better educator.

So today I have INF 101 004, an Intro to IT course similar to PCCC's CIS 107, and INF 163 001, similar to PCCC's CIS 152. My experience at Bergen will certainly serve me well, and I am excited to get started.