Teaching, Mentoring, and Service at a Teaching College Sheila Castañeda Chair, Associate Professor Clarke College Dubuque, Iowa.

Teaching, Mentoring, Teaching, Mentoring, and Service at a and Service at a Teaching CollegeTeaching College

Sheila CastañedaSheila CastañedaChair, Associate Chair, Associate ProfessorProfessorClarke CollegeClarke CollegeDubuque, IowaDubuque, Iowa

Teaching, Mentoring, Teaching, Mentoring, and Service and Service at a at a Research UniversityResearch University

Lori PollockLori PollockProfessorProfessorComputer and Information Computer and Information SciencesSciencesUniversity of DelawareUniversity of DelawareNewark, DENewark, DE

April 17, 2005April 17, 2005 Career Mentoring WorkshopCareer Mentoring Workshop

Professional Professional ExpectationsExpectations

50-80% Teaching50-80% Teaching 10-30% Professional Development10-30% Professional Development 10-20% Service10-20% Service


Expectations at a Expectations at a Research UniversityResearch University

65% Research65% Research 20% Teaching20% Teaching 15% Service15% Service


Teaching Evaluation Teaching Evaluation AreasAreas Content Expertise – 35%Content Expertise – 35% Instructional Delivery – 30%Instructional Delivery – 30% Instructional Design – 25%Instructional Design – 25% Course Management – 10%Course Management – 10%


Content ExpertiseContent Expertise

Possesses an appropriate degreePossesses an appropriate degree Knowledgeable about recent trends, Knowledgeable about recent trends,

findings and value issues within the findings and value issues within the discipline and incorporates this in the discipline and incorporates this in the teaching-learning experienceteaching-learning experience

Develops a breadth of knowledge Develops a breadth of knowledge that enriches her teaching by making that enriches her teaching by making connections to other areas within the connections to other areas within the field of expertise or in other fieldsfield of expertise or in other fields


Instructional DeliveryInstructional Delivery

Meets all classes at designated Meets all classes at designated timestimes

Conducts all classes in Conducts all classes in accordance with course syllabusaccordance with course syllabus

Maintains regular office hoursMaintains regular office hours Demonstrates interest and Demonstrates interest and

enthusiasm for the student enthusiasm for the student learning processlearning process


Instructional Delivery Instructional Delivery (cont.)(cont.)

Elicits responsible student Elicits responsible student participationparticipation

Assessment strategies are varied Assessment strategies are varied and reflect course level, content and reflect course level, content and objectivesand objectives– Appropriate rubrics are usedAppropriate rubrics are used

Interactions with students are Interactions with students are respectful and professionalrespectful and professional


Instructional DesignInstructional Design

All required components of course All required components of course syllabus are presentsyllabus are present

Course materials are free of errors Course materials are free of errors Consistent and ongoing evaluation of Consistent and ongoing evaluation of

course is evidentcourse is evident Effort to improve teaching is evident in Effort to improve teaching is evident in

course design over timecourse design over time


Instructional Design Instructional Design (cont).(cont).

Learning activities are suitable to students Learning activities are suitable to students and instructional goalsand instructional goals– Bloom’s TaxonomyBloom’s Taxonomy

KnowledgeKnowledge ComprehensionComprehension ApplicationApplication AnalysisAnalysis SynthesisSynthesis EvaluationEvaluation

– Learning stylesLearning styles VisualVisual AuditoryAuditory Kinesthetic & TactileKinesthetic & Tactile


Instructional Design Instructional Design (cont).(cont).

Selects teaching strategies that are Selects teaching strategies that are appropriate for course level, content, appropriate for course level, content, and objectives and that promote and objectives and that promote student participation in course and student participation in course and engagement in area of studyengagement in area of study

Course is congruent with departmental Course is congruent with departmental curricula and institutional missioncurricula and institutional mission

Is fully aware of and uses available Is fully aware of and uses available college resources in a way that college resources in a way that augments the quality of teaching and augments the quality of teaching and enhances student learningenhances student learning


Course ManagementCourse Management

Student evaluations administered Student evaluations administered according to policyaccording to policy

Processes course related information in a Processes course related information in a timely manner (grades, enrollment lists, timely manner (grades, enrollment lists, …)…)

Schedules use of supplementary resources Schedules use of supplementary resources and support services as neededand support services as needed

Insures that necessary resources are Insures that necessary resources are available when class beginsavailable when class begins


Teaching at a Small Teaching at a Small SchoolSchool

More classesMore classes More prepsMore preps Teach what needs to be taughtTeach what needs to be taught Sub-area may be too specializedSub-area may be too specialized Smaller class sizeSmaller class size Teaching assistants may not existTeaching assistants may not exist Classes aren’t offered every semesterClasses aren’t offered every semester May have other responsibilities associated with May have other responsibilities associated with

classesclasses


Teaching Activities at a Teaching Activities at a Research UniversityResearch University Undergraduate/Graduate EducationUndergraduate/Graduate Education

– Formal Courses (1-3 per year)Formal Courses (1-3 per year)– Independent StudiesIndependent Studies– Honors thesesHonors theses– Undergraduate advisementUndergraduate advisement– Research targeted to educationResearch targeted to education– Activities toward helping students from Activities toward helping students from

underrepresented groupsunderrepresented groups


NOT Teaching NOT Teaching ActivitiesActivities Supervision of PhD dissertation workSupervision of PhD dissertation work Supervision of Masters thesesSupervision of Masters theses Service on program committees for Service on program committees for

educational conferences/funding panelseducational conferences/funding panels Recruitment of students to departmentRecruitment of students to department Invited lectures/talks for studentsInvited lectures/talks for students Supervising teaching assistantsSupervising teaching assistants


Teaching with Reduced Teaching with Reduced StressStress Seek colleagues with materials/experienceSeek colleagues with materials/experience Prepare assignments before semesterPrepare assignments before semester Plan semester-long calendarPlan semester-long calendar Be specific with TA, then distribute workBe specific with TA, then distribute work Be clear about availabilityBe clear about availability Course webpage, faq, submission Course webpage, faq, submission

softwaresoftware Repeat CoursesRepeat Courses PhD mentors for undergrad researchersPhD mentors for undergrad researchers


Mentoring StudentsMentoring Students

ADVISER, TEACHER, ADVISER, TEACHER,

ROLE MODEL, FRIENDROLE MODEL, FRIEND

ON BEING A MENTOR TO STUDENTS IN ON BEING A MENTOR TO STUDENTS IN SCIENCE AND ENGINEERINGSCIENCE AND ENGINEERING

NATIONAL ACADEMY PRESS, Washington, D.C. NATIONAL ACADEMY PRESS, Washington, D.C. 1997 1997

hhttp://ttp://www.nap.edu/readingroom/books/mentorwww.nap.edu/readingroom/books/mentor


Mentoring – Why?Mentoring – Why?

Main goal of a mentoring relationship:Main goal of a mentoring relationship:to advance the educational and personal to advance the educational and personal

growth of the studentgrowth of the student Benefits to you, the mentor:Benefits to you, the mentor:

– Can be a very satisfying part of Can be a very satisfying part of academicsacademics

– Can be funCan be fun– Can lead to lifelong relationshipsCan lead to lifelong relationships


Your MentorsYour Mentors

Think about mentors you have had.Think about mentors you have had.

What made this person feel like a What made this person feel like a mentor, rather than a friend or mentor, rather than a friend or

teacher, to you?teacher, to you?


Mentoring – What is it?Mentoring – What is it?

Mentoring is about Mentoring is about relationshipsrelationships..– Takes time to developTakes time to develop– Can’t be a good mentor to every studentCan’t be a good mentor to every student– Two-way streetTwo-way street

Mentoring is about forming a Mentoring is about forming a personalpersonal as well as a as well as a professionalprofessional relationship relationship– Goes beyond teaching and advising Goes beyond teaching and advising

studentsstudents


Mentoring As a Mentoring As a Personal RelationshipPersonal Relationship Get to know students beyond their Get to know students beyond their

academic performance and interestsacademic performance and interests Let students get to know you as a Let students get to know you as a

person, beyond just Computer Scienceperson, beyond just Computer Science Should not try to be a mother to your Should not try to be a mother to your

studentsstudents Must not be their professional Must not be their professional

counselorcounselor


Mentoring As a Mentoring As a Professional Professional RelationshipRelationship Help students to make good and Help students to make good and

informed college decisionsinformed college decisions Discuss career options with Discuss career options with

studentsstudents Help students make contacts for Help students make contacts for

future workfuture work


Mentoring – How?Mentoring – How?

In Theory:In Theory:– Share technical expertise, wisdom, Share technical expertise, wisdom,

and life experiences with studentand life experiences with student– Make effort to know and respect Make effort to know and respect

goals and interests of studentgoals and interests of student– Be a good listenerBe a good listener– Make effort to empathize with Make effort to empathize with

studentsstudents


Mentoring – How? Mentoring – How? (cont)(cont)

In Practice:In Practice:– Interact with students outside of Interact with students outside of

your office sometimes – e.g., coffee, your office sometimes – e.g., coffee, seminar, walk across campusseminar, walk across campus

– Touch base with students on a Touch base with students on a regular basisregular basis


Mentoring – How? Mentoring – How? (cont)(cont)

In Practice In Practice (cont):(cont):

– Give students some amount of Give students some amount of dedicated time, where interruptions dedicated time, where interruptions are minimizedare minimized

– Give students information for them Give students information for them to make decisions, rather than to make decisions, rather than deciding for themdeciding for them


Who to Mentor?Who to Mentor?

Students who seek you outStudents who seek you out Advisees/students that you “click” Advisees/students that you “click”

withwith Students recruited to a research Students recruited to a research

teamteam

How does being the only female How does being the only female faculty member come into play?faculty member come into play?


Mentoring -Watch Out Mentoring -Watch Out ForFor Amount of time you’re spending Amount of time you’re spending

with your mentees – too much or with your mentees – too much or too little?too little?

Distinction between friendship Distinction between friendship and favoritismand favoritism


Mentoring -Watch Out Mentoring -Watch Out ForFor When students need professional When students need professional

counselingcounseling– Find out about counseling services, Find out about counseling services,

and other services, available at your and other services, available at your schoolschool

– Ask directly if student is in Ask directly if student is in immediate dangerimmediate danger


Mentoring Students in Mentoring Students in ResearchResearch

Apprentice relationship:Apprentice relationship:

Show and help student train in research Show and help student train in research processprocess

Identify open research problemsIdentify open research problems Gain proper background: literature, skillsGain proper background: literature, skills Do research collaborativelyDo research collaboratively

– How to tackle problemsHow to tackle problems– Organize and write papers & proposalsOrganize and write papers & proposals– Give talksGive talks– Manage time and make progressManage time and make progress


Mentoring for: Mentoring for: Personal DevelopmentPersonal Development

Help build confidence – encouragementHelp build confidence – encouragement Help build sense of ownership in Help build sense of ownership in

researchresearch Help with networkingHelp with networking

– conferences, workshops, emailconferences, workshops, email Help with finding right job when graduateHelp with finding right job when graduate

– job interviewsjob interviews– job talk, etc.job talk, etc.


The Personal The Personal RelationshipRelationship

+ Get to Know the Person- background: context- goals: long term/ short

term- strengths- weaknesses

+ Assess the Individual- knowledge- skills- experience

… Mentor the Individual


How does a Good Mentor How does a Good Mentor Benefit?Benefit?

+ Satisfaction and joy of parenthood!

+ Most likely to recruit/retain good students

+ Stay at the forefront of discipline

+ Continually hone own mentoring skills

+ Strengthen your own professional network

+ Extend your contribution


Mentoring Graduate Mentoring Graduate StudentsStudents

Attention: Weekly research meetings,individual progress and goal-making,annual review

Advice: Course selection, professionalskill building activities, time

management

Information: Requirements, career choices

Encouragement: Praise successes, challenge

Opportunities: Conferences, reviewing, teaching,,mentoring, internships, service, funding


What is an What is an IdealIdeal Mentor?Mentor?

No such thing as a profile of an No such thing as a profile of an ideal mentor (or mentee)ideal mentor (or mentee)

Success depends on bothSuccess depends on both– drive and ability of menteedrive and ability of mentee– willingness, availability and willingness, availability and

knowledge of mentorknowledge of mentor


ServiceService

CollegeCollege DepartmentDepartment CommunityCommunity

– ProfessionalProfessional– HomeHome


ServiceService

CollegeCollege– Committee workCommittee work

Find something you are interested Find something you are interested inin

Special needs: woman, Special needs: woman, computing – learn to say NOcomputing – learn to say NO


ServiceService

DepartmentDepartment– Department ChairDepartment Chair– Advising – formal and informalAdvising – formal and informal– RecruitingRecruiting– Labs, work study, library Labs, work study, library

acquisitions, clubs, curriculum acquisitions, clubs, curriculum revisions, …revisions, …


ServiceService

CommunityCommunity– HomeHome

ConsultingConsulting SpeakingSpeaking CommitteesCommittees

– ProfessionalProfessional OrganizationsOrganizations

– Education (SIGCSE, CCCS, …)Education (SIGCSE, CCCS, …)– Research DisciplineResearch Discipline


Service at Research Service at Research UniversityUniversity

DepartmentDepartment– committees : committees : (member on one)(member on one)

graduate program/recruitinggraduate program/recruiting undergraduate programundergraduate program faculty recruitingfaculty recruiting colloquiacolloquia executive ...executive ... adhocadhoc

College (avoid pretenure)College (avoid pretenure)– committees, promotion and tenure panel, committees, promotion and tenure panel,

recruitment activitiesrecruitment activities University (avoid pretenure)University (avoid pretenure)

– committees, panelscommittees, panels


Service at Research Service at Research UniversityUniversity

Professional Community (later)Professional Community (later)– volunteer in organizations (ACM, volunteer in organizations (ACM,

IEEE, CRA-W,...), IEEE, CRA-W,...), conference/workshop organizationconference/workshop organization

Research-related - FOCUS Research-related - FOCUS HERE!!HERE!!– funding panels, program funding panels, program

committees, paper reviewingcommittees, paper reviewing


Open DiscussionOpen Discussion

TeachingTeaching ServiceService MentoringMentoring

Teaching, Mentoring, and Service at a Teaching College Sheila Castañeda Chair, Associate Professor Clarke College Dubuque, Iowa.

Documents

course design

service slide

professional slide

course syllabus

course level

course management

time slide

student learning process