Gary Meers, Ed.D.

About me

I am an Education Advisor/Consultant for MaxKnowledge. I write courses that assist in the professional development of career college instructors. These courses range in content from the introductory level to advanced instructional development. I started my teaching career as an instructional technology teacher on the high school level, completed graduate school and then moved into higher education. I spent many years in the area of teacher training at the University of Nebraska. While at the University of Nebraska I stared working with career college instructors to improve their instructional delivery skills. As a result of these experiences I have been a consultant to career colleges throughout the United States and a number of foreign countries.

Activity

Gary Meers, Ed.D.

Discussion Comment

Strategies for Keeping Students Engaged in Learning

Kevin Paul, Students like variety and change of pace in their instructional delivery and you are doing both with your approach. Good strategy to bring value to your course. Gary Gary Meers, Ed.D.

Gary Meers, Ed.D.

Discussion Comment

Implementing Relevant Course Content

Joseph, I do to. I use case studies and role playing a lot in my courses to help my students make application of the content being shared. The more this can be done the greater the retention of content there is going to be. Gary Gary Meers, Ed.D.

Gary Meers, Ed.D.

Discussion Comment

Implementing Relevant Course Content

Joseph, Like the way you bring value to what you are teaching by helping your students to make a connection to the application of the skills they are developing in the course. This is what the ROI will be for them and helping them realize this is important if you are to keep them engaged. Gary Gary Meers, Ed.D.

Gary Meers, Ed.D.

Discussion Comment

Making Your Expectations Clear

Sandy, This is a good way to make the policies of the course known from day one. Students as you know have selective memories when it comes to rules, due dates, and project requirements. So the more you lay it out for them and highlight your policies the easier it will be for you to remind them that you in fact did cover that expectation at the beginning of the course. Gary Gary Meers, Ed.D.

Gary Meers, Ed.D.

Discussion Comment

Making Your Expectations Clear

Joseph, I like the way you explain the components of your syllabus. I especially like the way you explain plagiarism. I had never thought of it in this way. For some of my students and their lack of effort leading to their plagiarizing of I would start them at the felony level and work up from there. Hard to convince some of them that original means original when it comes to their work. Thanks for sharing this approach. Gary Gary Meers, Ed.D.

Gary Meers, Ed.D.

Discussion Comment

Making a Positive First Impression

Kevin Paul, Yes it does. This is the foundation upon which the course is built. Gary Gary Meers, Ed.D.

Gary Meers, Ed.D.

Discussion Comment

Using a Well-prepared Syllabus

Kevin Paul, This is a necessary part of instructional planning. Without an overall plan it is tough to show students where the course is going. Gary Gary Meers, Ed.D.

Gary Meers, Ed.D.

Discussion Comment

The Learning Environment Effect

Sandy, I think this is a great way to support the environment as well as your current students. By having previous students share their experiences you are helping the current students to see the value of the course content and make application of the concepts being presented. Gary Gary Meers, Ed.D.

Gary Meers, Ed.D.

Discussion Comment

The Learning Environment Effect

Joseph, Your expansion on the value of a supportive environment is right on. We need to see the total environment not just the physical as you mention if we are to engage our students at a higher level. Gary Gary Meers, Ed.D.

Gary Meers, Ed.D.

Discussion Comment

Your Instructional Style

Kevin Paul, These are things we all need to be concerned about and aware of so we make sure we are good role models for our students. Gary Gary Meers, Ed.D.

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