Faculty who have participated in the Southern Miss faculty seminar on writing and speaking over the last few years have expressed an interest in continuing our discussions about teaching online. Here's your spot!
Monday, January 26, 2015
Welcome to the Spring 2015 Faculty Seminar!
Tell us a bit about yourself here. What is your discipline? Which classes do you teach that include writing/speaking? What do you see as the biggest challenges to successful teaching?
My name is Nancy Bounds. I am a practicing interior designer with over 35 years in commercial design. My passion is healthcare design and how the environment can influence people's actions and perceptions. I have been teaching for 1 1/2 years and thoroughly enjoy it. I teach the Capstone class in which I must assign and grade both a research paper and oral presentation. I have many articles to write for my research and do not think that I write in a scientific manner.
My name is Morgan. This is my third year as an assistant professor in the Center for Writers in the Department of English at USM, but I have been teaching for more than twelve years. All of my literature and creative writing courses require many writing assignments, and I have been trying to incorporate more speaking assignments into my courses. In answer to the last question, one of the biggest challenges I find in teaching is finding ways to design assignments that allow enough freedom for students to take risks, while providing enough structure for them to understand the assignment and meet the expectations in our field. I am continually redesigning assignments toward that goal!
My name is Cindy(Xinyu) Yu. I joined Southern Miss since 2007. I teach both graduate and undergraduate courses at the School of Library and Information Science. This Spring I teach the collection development course for our undergraduates, which is writing intensive. My graduate course, metadata, is about creating information for digital projects and developing funding proposals. Our courses are Web-based and it is a bit challenging to have students speak up in class. I lecture live via Blackboard collaborate with powerpoint each week and have tried hard to encourage them to speak and interact in class. I do want to make sure that they receive proper knowledge and skills.
This is Danny. I've been teaching Music Theory in the School of Music at Southern Miss for 10 years. Becoming a professor was a career change for me, as I am a "recovering" chemical engineer who used to work in (mostly) the pulp and paper industry. I'm looking forward to the seminar.
Greetings everyone. My name is Melanie J Norton, I am called J. I teach both graduate and undergraduate courses for the School of Library and Information Science. I have taught on and off for more than 25 years, but had a fully administrative role recently so I was out of the 'classroom' entirely for about 18 months. Our program uses Blackboard to teach online, and has since 1995. Our classes are real-time with attendance required. As the technology has advanced, we have attempted to better engage students through improved classroom media. Blackboard Collaborate allows us to use video and voice, a far cry from the old text based Multiple User Domains. All the classes I teach are writing intensive at graduate and undergraduate level, though not all of them are in the GEC system. Finding ways to assist students in developing writing skills is challenging in any situation. I applied to participate in QEP to work on my skills and learn about other teaching tools and styles. I am hoping being a student will help me better understand the modern student. I am looking forward to the opportunity to work with all of you.
I'm Andrew and this is my first year as an Assistant Professor in the History Department. I specialize in the history of gender and sexuality in nineteenth-century Europe, with a particular emphasis on France. I'm currently teaching History 400, the senior history capstone that requires students to complete both oral and written projects, but most of my classes require some form of both oral and written communication. My greatest struggle finding a way to simultaneously ensure that my students get enough content (the history) while also developing broader skills they can use elsehwere as well.
Hello! I am Sat Ananda Hayden (pronounced just as it's spelled! - Sat rhymes with pot). I am new to the USM College of Nursing but have been teaching in schools of Nursing for the past 10 years. I teach two sections of capstone course for the undergraduate nursing program and in the DNP program. I love to write and speak and would love for my students to home their professional communication skills! I try to engage them in these activities by using non-traditional approaches (story telling) and through reflection assignments. My biggest challenge is to have the appropriate expectations and not rewrite their work!
Welcome everyone! I look forward to meeting all of you tomorrow. It sounds as though we have a great group with a diversity of backgrounds and an interesting array of teaching, writing, and speaking issues to address.
Hello, my name is Evan Dart. I am in my second year as an assistant professor in the Department of Psychology. I teach an undergraduate Educational Psychology course that includes a writing assignment for extra credit. I use this as a less intense method to provide detailed feedback to students about their writing skills. I find it the most difficult to teach students to write professionally (as opposed to personally) without plagiarizing while keeping my expectations for their writing in check.
Evan Dart mentioned the issue of plagiarism. It can be a teaching opportunity to discuss plagiarism. I invest time with the undergrads, though I have to invest as much time with the grad students. Students basically do not know what plagiarism is or why it is wrong or what it has to do with them, except it can get them expelled. I have had students tell me that their parent is a college instructor and told them it was 'okay' to not provide a citation if they put quotes around whatever and even stranger things. I found explaining it as a sort of theft helps. I have tried asking them to write down or think about something they prize, worked hard to create or earn, and then give it to someone else with no credit for themselves. It has occasionally a hit of recognition. Also, I refer them to http://plagiarism.org. It is affiliated with WriteChek and Turnitin, but if you explore the site you may discover some new ways to present the discussion. I plan to have some assignments with it this semester and probably create my own quiz over it. All this to say, frequently, the students really do not understand the crime. I usually tell them I can not judge their intent, only their action - so ignorance of the law is no excuse.
Good meeting Wednesday. Any other ideas you have used to educate students about plagiarism would be appreciated!
10 comments:
My name is Nancy Bounds. I am a practicing interior designer with over 35 years in commercial design. My passion is healthcare design and how the environment can influence people's actions and perceptions. I have been teaching for 1 1/2 years and thoroughly enjoy it. I teach the Capstone class in which I must assign and grade both a research paper and oral presentation. I have many articles to write for my research and do not think that I write in a scientific manner.
My name is Morgan. This is my third year as an assistant professor in the Center for Writers in the Department of English at USM, but I have been teaching for more than twelve years. All of my literature and creative writing courses require many writing assignments, and I have been trying to incorporate more speaking assignments into my courses. In answer to the last question, one of the biggest challenges I find in teaching is finding ways to design assignments that allow enough freedom for students to take risks, while providing enough structure for them to understand the assignment and meet the expectations in our field. I am continually redesigning assignments toward that goal!
My name is Cindy(Xinyu) Yu. I joined Southern Miss since 2007. I teach both graduate and undergraduate courses at the School of Library and Information Science. This Spring I teach the collection development course for our undergraduates, which is writing intensive. My graduate course, metadata, is about creating information for digital projects and developing funding proposals. Our courses are Web-based and it is a bit challenging to have students speak up in class. I lecture live via Blackboard collaborate with powerpoint each week and have tried hard to encourage them to speak and interact in class. I do want to make sure that they receive proper knowledge and skills.
This is Danny. I've been teaching Music Theory in the School of Music at Southern Miss for 10 years. Becoming a professor was a career change for me, as I am a "recovering" chemical engineer who used to work in (mostly) the pulp and paper industry. I'm looking forward to the seminar.
Greetings everyone. My name is Melanie J Norton, I am called J. I teach both graduate and undergraduate courses for the School of Library and Information Science. I have taught on and off for more than 25 years, but had a fully administrative role recently so I was out of the 'classroom' entirely for about 18 months.
Our program uses Blackboard to teach online, and has since 1995. Our classes are real-time with attendance required. As the technology has advanced, we have attempted to better engage students through improved classroom media. Blackboard Collaborate allows us to use video and voice, a far cry from the old text based Multiple User Domains. All the classes I teach are writing intensive at graduate and undergraduate level, though not all of them are in the GEC system. Finding ways to assist students in developing writing skills is challenging in any situation. I applied to participate in QEP to work on my skills and learn about other teaching tools and styles. I am hoping being a student will help me better understand the modern student. I am looking forward to the opportunity to work with all of you.
Hi Everyone,
I'm Andrew and this is my first year as an Assistant Professor in the History Department. I specialize in the history of gender and sexuality in nineteenth-century Europe, with a particular emphasis on France. I'm currently teaching History 400, the senior history capstone that requires students to complete both oral and written projects, but most of my classes require some form of both oral and written communication. My greatest struggle finding a way to simultaneously ensure that my students get enough content (the history) while also developing broader skills they can use elsehwere as well.
Hello! I am Sat Ananda Hayden (pronounced just as it's spelled! - Sat rhymes with pot). I am new to the USM College of Nursing but have been teaching in schools of Nursing for the past 10 years. I teach two sections of capstone course for the undergraduate nursing program and in the DNP program. I love to write and speak and would love for my students to home their professional communication skills! I try to engage them in these activities by using non-traditional approaches (story telling) and through reflection assignments. My biggest challenge is to have the appropriate expectations and not rewrite their work!
How did you guys get your photos on here?
Welcome everyone! I look forward to meeting all of you tomorrow. It sounds as though we have a great group with a diversity of backgrounds and an interesting array of teaching, writing, and speaking issues to address.
Looking forward to it.
Hello, my name is Evan Dart. I am in my second year as an assistant professor in the Department of Psychology. I teach an undergraduate Educational Psychology course that includes a writing assignment for extra credit. I use this as a less intense method to provide detailed feedback to students about their writing skills. I find it the most difficult to teach students to write professionally (as opposed to personally) without plagiarizing while keeping my expectations for their writing in check.
Evan Dart mentioned the issue of plagiarism. It can be a teaching opportunity to discuss plagiarism. I invest time with the undergrads, though I have to invest as much time with the grad students. Students basically do not know what plagiarism is or why it is wrong or what it has to do with them, except it can get them expelled. I have had students tell me that their parent is a college instructor and told them it was 'okay' to not provide a citation if they put quotes around whatever and even stranger things. I found explaining it as a sort of theft helps. I have tried asking them to write down or think about something they prize, worked hard to create or earn, and then give it to someone else with no credit for themselves. It has occasionally a hit of recognition. Also, I refer them to http://plagiarism.org. It is affiliated with WriteChek and Turnitin, but if you explore the site you may discover some new ways to present the discussion. I plan to have some assignments with it this semester and probably create my own quiz over it.
All this to say, frequently, the students really do not understand the crime. I usually tell them I can not judge their intent, only their action - so ignorance of the law is no excuse.
Good meeting Wednesday. Any other ideas you have used to educate students about plagiarism would be appreciated!
J
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