Teaching Online: How Do I Get Started


Published on

This webinar is designed for those educators / adjuncts that are just getting started, but do not know where to start. We will discuss the importance of the CV and what should be included in your CV, a brief overview of the application process, the follow up process, interviews, etc. We will also share some resources and tips that will help you get started and poised for success in online teaching.

Published in: Education, Technology

Teaching Online: How Do I Get Started

  1. 1. Teaching Online: Where do I start?<br />Becky Owens, Online Adjunct<br />
  2. 2. Ground Rules<br />A few ground rules<br />Please hold your questions until after the presentation. There will be a Q and A time. <br />Please raise your hand when you have a question and I will answer them accordingly. <br />
  3. 3. Agenda<br />Introduction <br />Can I Teach Online?<br />Application materials<br />Finding job leads<br />Resources<br />Tips<br />Q and A<br />
  4. 4. Introduction<br /><ul><li>Academic
  5. 5. Bachelor’s Degree from the University of Southern Maine, History
  6. 6. Master’s Degree in Educational Leadership for Higher Education from Capella University
  7. 7. Currently working on PhD in Educational Leadership for Higher Education at Capella University
  8. 8. Just finished course work, last residency requirements
  9. 9. Taking comps July 13th
  10. 10. Dissertation topic: The role of faculty development in faculty retention at online schools.</li></li></ul><li>Cont.<br />Professional<br />Worked in Higher Education for over 10 years at for profit, non profit organizations, traditional and online.<br />Most recently worked as a Financial Aid Director for 3 years.<br />Now teach online full time from home, write for ednak, peer review papers, write articles for submission.<br />
  11. 11. Can I Teach Online?<br /><ul><li>1. Do you have a Masters degree from an accredited institution?
  12. 12. 2. Do you have 18 credit hours, usually graduate credits, in the field you would like to teach?
  13. 13. 3. Are you self motivated?
  14. 14. 4. Are you persistent?
  15. 15. 5. Are you thick skinned when needing be?
  16. 16. 6. Are you computer savvy?
  17. 17. 7. Are you organized?
  18. 18. 8. Do you have good time management skills?
  19. 19. 9. Do you have any teaching or training experience?
  20. 20. 10. Do you live and breathe education?</li></li></ul><li>Application Materials<br />Cover Letter<br />Curriculum Vitae (CV)<br />Transcripts<br />Reference Letters<br />
  21. 21. Cover Letter<br /><ul><li>The cover letter is your first impression; your face to your potential future employer.
  22. 22. It should be brief but intriguing enough that the administrator would like to read more.
  23. 23. You should personalize your cover letter to the school/person you are sending it to. For example: Dear Dr. Owens:.
  24. 24. Let the school know that you have looked at their offerings and it is not just one of many applications you are mass producing. </li></li></ul><li>Sample Cover Letter<br /><ul><li>November 2, 1998
  25. 25. Dr. Naomi SellersChair, English Search CommitteeBox 58Baxter CollegeArcadia, WV 24803
  26. 26. Dear Dr. Sellers:
  27. 27. I am writing to apply for the position as assistant professor of English with an emphasis in rhetoric and composition that you advertised in the October MLA Job Information List. I am a graduate student at Prestigious University working on a dissertation under the direction of Professor Prominent Figure. Currently revising the third of five chapters, I expect to complete all work for the Ph.D. by May of 1999. I believe that my teaching and tutoring experience combined with my course work and research background in rhetoric and composition theory make me a strong candidate for the position outlined in your notice.
  28. 28. As my curriculum vitae shows, I have had excellent opportunities to teach a variety of writing courses during my graduate studies, including developmental writing, first-year writing for both native speakers and second language students, advanced writing, and business writing. I have also worked as a teaching mentor for new graduate students, a position that involved instruction in methods of composition teaching, development of course materials, and evaluation of new graduate instructors. Among the most satisfying experiences for me as a teacher has been instructing students on an individual basis as a tutor in our university Writing Lab. Even as a classroom instructor, I find that I always look forward to the individual conferences that I hold with my students several times during the semester because I believe this kind of one-on-one interaction to be essential to their development as writers. </li></li></ul><li>Cont.<br /><ul><li>My work in the composition classroom has provided me with the inspiration as well as a kind of laboratory for my dissertation research. My project, The I Has It: Applications of Recent Models of Subjectivity in Composition Theory, examines the shift since the 1960s from expressive models of writing toward now-dominant postmodern conceptions of decentered subjectivity and self-construction through writing. I argue that these more recent theoretical models, while promising, cannot have the liberating effects that are claimed for them without a concomitant reconception of writing pedagogy and the dynamics of the writing classroom. I relate critical readings of theoretical texts to my own pedagogical experiments as a writing teacher, using narratives of classroom successes and failures as the bases for critical reflection on postmodern composition theory. After developing my dissertation into a book manuscript, I plan to continue my work in current composition theory through a critical examination of the rhetoric of technological advancement in the computer-mediated writing classroom.
  29. 29. My interest in the computer classroom has grown out of recent experience teaching composition in that environment. In these courses my students have used computers for writing and turning in notes and essays, communicating with one another and with me, conducting library catalogue research and web research, and creating websites. I have encouraged my students to think and write critically about their experiences with technology, both in my class and elsewhere, even as we have used technology to facilitate our work in the course. Syllabi and other materials for my writing courses can be viewed at my website: http://machine.prestigious.edu/~name. In all of my writing courses I encourage students to become critical readers, thinkers, and writers; my goal is always not only to promote their intellectual engagement with cultural texts of all kinds but also to help them become more discerning readers of and forceful writers about the world around them.
  30. 30. I have included my curriculum vitae and would be happy to send you additional materials such as a dossier of letters of reference, writing samples, teaching evaluations, and past and proposed course syllabi. I will be available to meet with you for an interview at either the MLA or the CCCC convention, or elsewhere at your convenience. I can be reached at my home phone number before December 19; between then and the start of the MLA convention, you can reach me at (123) 456-7890. I thank you for your consideration and look forward to hearing from you.
  31. 31. Sincerely
  32. 32. Reference:
  33. 33. http://owl.english.purdue.edu/owl/resource/639/02/</li></li></ul><li>Cover Letter Resources<br />http://www.cgu.edu/pages/842.asp<br />http://owl.english.purdue.edu/owl/resource/639/01/<br />http://www.grad.uiuc.edu/CareerServices/academic/coverletters/AcCoverLetters.pdf<br />
  34. 34. CV<br /><ul><li>The CV is the most important document
  35. 35. It showcases your work
  36. 36. It should be comprehensive, polished, and clean
  37. 37. It is different from a resume in that it focuses on your academic achievements
  38. 38. There are standard categories that employers are looking for
  39. 39. Should be at least 2 pages</li></li></ul><li>Components of CV<br /><ul><li>CONTACT INFORMATIONNameAddressCity, State, ZipTelephoneCell PhoneEmail
  40. 40. SUMMARY STATEMENT /Teaching Philosophy Include a brief list of the highlights of your candidacy.
  41. 41. EDUCATIONList your academic background, including undergraduate and graduate institutions attended.
  42. 42. Graduate Institution, City, StateDegree, MajorDate of GraduationDissertation
  43. 43. Graduate Institution, City, StateDegree, MajorDate of GraduationThesis
  44. 44. Undergraduate Institution, City, State Degree, MajorDate of Graduation </li></li></ul><li>Cont.<br />EMPLOYMENT HISTORYList in chronological order, include position details and dates.<br />POSTDOCTORAL TRAINING List your postdoctoral experiences, if applicable.<br />FELLOWSHIPSList internships and fellowships, including organization, title and dates. <br />LICENSES / CERTIFICATIONList type of license, certification or accreditation and date received.<br />PUBLICATIONS / BOOKS <br />PROFESSIONAL AFFILIATIONS<br />SKILLS / INTERESTS<br />Reference<br />http://jobsearch.about.com/od/cvsamples/a/cvsample.htm<br />
  45. 45. CV Example<br /><ul><li>John Smith Street, City, State, ZipPhone: 555-555-5555Cell: 555-666-6666email@email.com
  46. 46. Objective:Assistant Professor, PsychologyEducation:Ph.D., Psychology, University of Minnesota, 2006Concentrations: Psychology, Community PsychologyDissertation: A Study of Learning Disabled Children in a Low Income Community
  47. 47. M.A., Psychology, University at Albany, 2003Concentrations: Psychology, Special EducationThesis: Communication Skills of Learning Disabled Children B.A, Psychology, California State University, Long Beach, CA, 2000
  48. 48. Experience:Instructor, 2004 - 2006University of MinnesotaCourse: Psychology in the ClassroomTeaching Assistant, 2002 - 2003University at AlbanyCourses: Special Education, Learning Disabilities</li></li></ul><li>Cont.<br /><ul><li>Research Skills:Extensive knowledge of SPSSX and SAS statistical programs.Presentations:Smith John (2006). The behavior of learning disabled adolescents in the classrooms. Paper presented at the Psychology Conference at the University of Minnesota.
  49. 49. Publications:Smith, John (2005). The behavior of learning disabled adolescents in the classroom. Journal of Educational Psychology, 120 - 125.
  50. 50. Grants and Fellowships:
  51. 51. RDB Grant (University of Minnesota Research Grant, 2005), $2000
  52. 52. Workshop Grant (for ASPA meeting in New York, 2004), $1500
  53. 53. Awards and Honors:
  54. 54. Treldar Scholar, 2005
  55. 55. Academic Excellent Award, 2003
  56. 56. Skills and Qualifications:
  57. 57. Microsoft Office, Internet
  58. 58. Programming ability in C++ and PHP
  59. 59. Fluent in German, French and Spanish
  60. 60. References:Excellent references available upon request</li></li></ul><li>Resources<br />http://jobsearch.about.com/od/cvsamples/a/blsamplecv.htm<br />http://www.cv-resume.org/<br />http://www.cv-service.org/cv-samples-templates.htm<br />
  61. 61. Transcripts<br />It is good practice to obtain unofficial copies of your transcripts and create PDF’s.<br />Attach your PDF’s to your email application along with your other materials.<br />Schools will want official copies once you are hired but this saves them a step.<br />They need to confirm that you have the degrees that you claim you do and see what you may be eligible to teach at their school.<br />
  62. 62. Reference Letters<br />Ask 3 people to draft professional reference letters that you can make PDF’s of and circulate with your other materials.<br />This also saves the school time and it also sets you apart from the other applications. <br />The letters should discuss your work history, work ethic, any special skills or honors, and their recommendation. <br />
  63. 63. Job Leads<br />Now that I have my CV developed, my cover letter drafted, 3 letters of reference and my transcripts ready to go, where do I find jobs?<br />
  64. 64. Job Lead Sites<br /><ul><li>www.ednak.com
  65. 65. http://onlineadjunctjobs.blogspot.com/
  66. 66. http://groups.yahoo.com/group/OnlineTeachingJobs/
  67. 67. http://chronicle.com/faculty/
  68. 68. www.monster.com
  69. 69. www.higheredjobs.com
  70. 70. www.Facultyfinder.com
  71. 71. www.adjunctnation.com</li></li></ul><li>Networking<br />Networking is one of the most important skills in this industry that you must take advantage of.<br />Networking can be done anywhere; friends, family, college, online groups, church, etc. <br />People do not always have a job available for you but they might know someone that does.<br />
  72. 72. Resources<br /><ul><li>www.ednak.comEdnak resources were developed to help you meet your professional goals. We have designed each of the resources so that they can be of some value to our members.
  73. 73. Twitter
  74. 74. Create your own twitter account or join one of the thousands of online education accounts/receive updates
  75. 75. Linkedin
  76. 76. Number of online adjunct groups
  77. 77. Facebook
  78. 78. Number of online adjunct groups as well</li></li></ul><li>Cont.<br /><ul><li>Some of our resources available to members:
  79. 79. Webinars
  80. 80. CV Network
  81. 81. Mentors
  82. 82. Online Faculty Connect
  83. 83. Submit white papers
  84. 84. Peer Reviewers
  85. 85. Discussions
  86. 86. Publication support and networking
  87. 87. Job leads</li></li></ul><li>Webinars<br /><ul><li>Dealing with Difficult Students: Cultural Diversity in the Classroom
  88. 88. Managing the Discussion Forum: Best Practices
  89. 89. What Schools Look for When Hiring Adjuncts
  90. 90. Using Tools to Enhance Feedback in Online Courses
  91. 91. Submit your presentation proposal
  92. 92. Webinars can be used as teaching/training/presentations experience on your CV and also can be used as professional development/workshops/training taken. </li></li></ul><li>CV Network<br />Developed as a tool for new faculty to submit their resume/CV for review by seasoned, veteran faculty. <br />Teaching veterans can join the CV Council and share their expertise and knowledge with the new faculty. <br />Great for new faculty to enhance their first impression and also for veterans to add to their CV.<br />
  93. 93. Mentors<br />Ednak Mentors was established to help the new faculty get acquainted with the site and also to give them a contact that they can use if they have any questions, need some direction or just need some advice.<br />Being a mentor is a great way to give back to the community as well as a great activity to add to your CV. <br />
  94. 94. Online Faculty Connect<br /><ul><li>The Online Faculty Connect is a peer reviewed Journal of topics of interest to online educators.  The thoughts and ideas published in the journal are dedicated to the success of online faculty in all academic areas.
  95. 95. This is an eclectic journal that is agnostic as it relates to academic disciplines. The defining theme is that all papers published will be the work of online faculty.
  96. 96. The Online Faculty Connect is published quarterly and is currently accepting manuscripts for their inaugural issue to be published in October 2009. </li></li></ul><li>Cont.<br /><ul><li>Become an ednak Peer Reviewer: If you are interested in contributing as a peer reviewer, please submit a letter of interest and your CV to onlinefacultyconnect@ednak.com.
  97. 97. Great skill to add to your CV!
  98. 98. Become an ednak Journal Contributor: If you are interested in contributing an article to the Online Faculty Connect please visit theCall for White Papers submission page.  Selected papers will be published in the inaugural issue of the peer reviewed journal in its October 2009 edition.
  99. 99. We all need to be published! </li></li></ul><li>Discussions<br /><ul><li>Just like students, faculty need to have a place where they can share tips and best practices, vent, collaborate, etc.
  100. 100. Join a discussion on Web 2.0, introduce yourself and meet your colleagues, or create your own discussion.
  101. 101. Join a group. There are groups for schools that faculty teach at, schools faculty are attending, etc. If you do not see your school, form your own group! </li></li></ul><li>Collaborate for Publications<br />An ednak group has just formed out of interest in publishing. We have decided to write a book on Best Practices in Online Education and members will submit chapters. <br />There are many, many, many other ideas on writing for publication. <br />
  102. 102. Tips<br /><ul><li>Apply, apply, apply, apply. Do not give up!
  103. 103. Keep a record of where and when you have applied to a school and the contact person.
  104. 104. Dedicate one day a week to applying for jobs.
  105. 105. Take classes and earn 18 credit hours in another discipline or earn your PhD.
  106. 106. Build your CV
  107. 107. Publish
  108. 108. Peer review
  109. 109. Enroll in free webinars on online education
  110. 110. Teach your own webinar
  111. 111. Attend conferences (network)</li></li></ul><li>Share Your Story…<br /><ul><li>I am putting together a guide for online educators.
  112. 112. I want to hear your story; when did you decide you wanted to be an educator, and specifically an online educator? How did you get started? What are some of the challenges and how did you overcome them? How has it changed your life? What advice can you give to new educators?
  113. 113. Please keep in mind that I will be sharing this information with the public, so do not include any information or names that you do not want shared. Your “story” should be at least 700 words. Please email me your story at becky@ednak.com.
  114. 114. Thank you for your participation and for helping your community!</li></li></ul><li>Resources <br />What other resources would be helpful that ednak should add to the Adjunct Connection?<br />Webinars of interest?<br />Other tools/resources<br />
  115. 115. Q and A<br />What questions do you have? Please raise your hand. <br />