Being a new instructor and implementing academic rigor
I am a new instructor and while comfortable with my content and subject matter, I find it challenging to learn how to instruct, navigate the day to day needs of each student as they arise and still uphold the academic rigor that I feel is necessary to make competency in the subject matter the number one priority. This is especially relevant in the attitude of the expectation of instant gratification that is prevalent among students of all ages today. I would greatly welcome advice on this topic.
Tim,
I feel like I'm in your shoes. I have recently started teaching a new group of students through some of the introductory science classes for the course. As we've progressed through a few quizzes, I'm realizing that academic rigor (in my mind) and their success are not always aligned in perfect harmony.
One thing I would say, and advice that I am trying to take myself:
What does the student need to know in order to succeed in the class, and ultimately in the field? Focus on teaching those things rather than the larger body of knowledge that might overwhelm them. In this way you can both "win." They get the "instant gratification" of learning the information that is necessary, you keep their attention, and maybe spark their interest in learning more.
E. Young
Mary,
Good way to bring value to your subject area for your students. The more connections you can make to their field the better. By doing so you are increasing both the relevancy and application of your course to your students and this will help them to become in engaged in a subject area that they don't feel has much to do with their career preparation.
Gary
Gary Meers, Ed.D.
I agree and can sympathize with this challenge. I am an English Instructor at a technical college, and motivating students to do well in a subject that they are not particularly interested in can be quite frustrating sometimes.
I do my best to refer back to their own fields of interest and emphasize how proficiency in my class can be of value to them in their other classes. Furthermore, it is sometimes necessary to adjust my own expectations and spend more time on specific topics that I recognize are posing problems for students-- even when they would rather ignore it and move on.
Tim,
You have a good start on your effort with your goal of maintaining the standards of your field and the expectations that goes with competence resulting from taking the course. Make sure to convey this message to your students. Your level of success and course content is based upon the expectations and requirements of the field. If they want to be successful in the field they need to have these competencies. Sometimes students forget or choose to forget this is the reason you are teaching what you are.
As for the instant gratification factor along with an entitlement culture we are experiencing it means that some students will not pass the course because they will not do the required work or put forth the needed effort. In that case they get the grade they earn and that is a non-passing grade.
Gary
Gary Meers, Ed.D.
