September 8, 2009, 8:00 am
The ProfHacker audience (so far) seems to be made up of people who want to be better, more efficient, more effective in their academic careers. One of the biggest issues that we faculty (new and seasoned, adjunct and long tenured) face is the question of managing our workload. If we care about what we’re doing (and if you’re on this site you must), then we can take on too much. Overloading can affect our ability to teach effectively, to publish, to make academic and institutional deadlines, and to have a (gasp) extra-academic life. [One way to manage the stress that results is to read George's post on managing stress during the semester.]
Along to address the question of academic workload directly is a recent post from Tenured Radical, aka Claire Potter, a professor of History and American Studies at Wesleyan University. The post, entitled “Just Say No (But Not To Me):…
August 17, 2009, 10:00 am
One of the common concerns that faculty have when thinking about using digital technologies in the classroom is how much time they would need to spend in training an entire classroom of students on the same tool. This task can be made more complicated given the varying student levels of technical expertise and comfort level with digital tools. Should you walk students through every step of the process of setting up and formatting a blog, perhaps giving up valuable class time in doing so, and knowing that some students already have those skills and may be turned off by that handholding? Or should you just give a broad overview to the class, hoping that students can figure things out on their own? And how do you deal with the 40th question about how to change a blog theme, or format a wiki entry, or add an image to a visual presentation?
Rather than seeing varied student skill and…