Summer teaching

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Summer teaching

  1. 1. Summer Teaching A Literature Review By Gerardo Giordano
  2. 2. Purpose <ul><li>To identify issues concerning the teaching of time-compressed summer courses </li></ul><ul><li>To determine the changes that experienced faculty deem important when teaching during time-compressed summer courses </li></ul><ul><li>To determine what students find important to success in time-compressed summer courses </li></ul>
  3. 3. Changing views on summer session <ul><li>No longer just for flunkies </li></ul><ul><li>Opportunity to alleviate schedule conflict </li></ul><ul><li>Additional electives </li></ul><ul><li>Accelerated graduation (Kretovics, Crowe, Hyun, 2005) </li></ul><ul><li>Some institutions include them in curriculum (Hyun, 2002) </li></ul>
  4. 4. What is important to students? <ul><li>Students tend to expect </li></ul><ul><ul><li>Less time commitment (Waylan, Chandler & Wayland, 2000) </li></ul></ul><ul><ul><li>Depth over breadth </li></ul></ul><ul><ul><li>Closer relationship to faculty </li></ul></ul><ul><ul><li>Smaller classes </li></ul></ul><ul><ul><li>Modified assignments </li></ul></ul><ul><ul><li>Relaxed approach (Scott, 1996) </li></ul></ul>
  5. 5. What is important to students? <ul><li>Instructor Characteristics </li></ul><ul><ul><li>Enthusiasm </li></ul></ul><ul><ul><li>Knowledge, Experience and Good Communication </li></ul></ul><ul><ul><li>Willingness to Learn from and Consult with Students </li></ul></ul><ul><ul><li>Student Orientation </li></ul></ul><ul><li>Teaching Methods & Evaluation </li></ul><ul><ul><li>Active Learning </li></ul></ul><ul><ul><li>Classroom Interaction and Discussion </li></ul></ul><ul><ul><li>Experiential and Applied Learning </li></ul></ul><ul><ul><li>Depth over Breadth: Course Organization </li></ul></ul><ul><li>Atmosphere </li></ul><ul><li>Class relationships (Scott, 2003) </li></ul>
  6. 6. How do students feel about summer courses? <ul><li>Students actually enjoy compressed courses </li></ul><ul><ul><li>More continuous learning experience </li></ul></ul><ul><ul><li>Concentrated learning </li></ul></ul><ul><ul><li>Less classes = more devotion </li></ul></ul><ul><ul><li>Smaller classes = more interactions </li></ul></ul><ul><ul><li>Deeper conversations </li></ul></ul><ul><ul><li>Better relationship (Scott, 1995) </li></ul></ul>
  7. 7. What concerns instructors? <ul><li>Timespent outside classroom (Waylan, Chandler & Wayland, 2000) </li></ul><ul><li>Graduate classes (Barclay, 1990) </li></ul><ul><li>Reflection on material (Daniel, 2000) </li></ul><ul><li>Lack of rigor (Daniel, 2000) </li></ul><ul><li>Sacrifice of breadth (Scott, 1995) </li></ul><ul><li>No formal training (Phillips, 1999) </li></ul>
  8. 8. Should they be concerned? <ul><li>Literature on learning outcomes indicates the results are often better than during full semester course (Van Scyoc & Gledon, 1993) </li></ul><ul><li>Instructor ratings were comparable (Anastasi, 2007) </li></ul><ul><li>Time spent is not consistently related to achievment (Karweit, 1984) </li></ul>
  9. 9. A study at Kent State University <ul><li>26.5% response rate (n=151 of 569) </li></ul><ul><li>34 questions </li></ul><ul><li>(Kretovics, Crowe, Hyun, 2005) </li></ul>
  10. 10. A study at Kent State University <ul><li>Do faculty make adjustments to assignments, methods of assessment and teaching methodology? </li></ul><ul><li>(Kretovics, Crowe, Hyun, 2005) </li></ul>
  11. 11. A study at Kent State University <ul><li>Do faculty make adjustments to assignments, methods of assessment and teaching methodology? </li></ul><ul><li>(Kretovics, Crowe, Hyun, 2005) </li></ul>
  12. 12. A study at Kent State University <ul><li>Do faculty receive training or mentorship? </li></ul><ul><ul><li>84% responded that they received no training in summer session </li></ul></ul><ul><ul><li>83% responded that they received no mentoring in summer session </li></ul></ul><ul><ul><li>60% spoke with fellow faculty </li></ul></ul><ul><li>(Kretovics, Crowe, Hyun, 2005) </li></ul>
  13. 13. A study at Kent State University <ul><li>Are their differences in faculty perceptions of summer school students? </li></ul><ul><li>(Kretovics, Crowe, Hyun, 2005) </li></ul>
  14. 14. References <ul><li>Anastasi, J. S. (2007). Methods and techniques: full-semester and abbreviated summer courses-an evaluation of student performance. Teaching of Psychology, 34(1), 19-22. </li></ul><ul><li>Barclay, K. D. (1990). A comparison of the alternative course scheduling at the graduate level. Reading Improvement, 27, 255-260. </li></ul><ul><li>Daniel, E. L. (2000). A review of time-shortened courses across disciplines. College Student Journal, 34, 298-308. </li></ul><ul><li>Hyun, E. (2002). Expeditionary learning approach in integrated teacher education: Effectiveness and dilemma. Journal of Early Childhood Teacher Education, 23(3), 251-262. </li></ul><ul><li>Karweit, N. (1984). Time-on-Task Reconsidered: Synthesis of Research on Time and Learning. Educational Leadership, 41(8), 32-35. </li></ul><ul><li>Kretovics, M. A., Crowe, A. R., & Hyun, E. (2005). A Study of Faculty Perceptions of Summer Compressed Course Teaching. Innovative Higher Education, 30(1),2005, 37-51. </li></ul><ul><li>Philips, T. (1999). Whole course work in higher education teaching. Teaching in Higher Education, 4, 179-183. </li></ul><ul><li>Scott, P. A. (1995). Learning experiences in intensive and semester-length classes: Student voices and experiences. College Student Journal, 29, 207-213. </li></ul><ul><li>Scott, P. A. (1996). Attributes of high-quality intensive course learning experiences. College Student Journal, 30, 69-77. </li></ul><ul><li>Scott, P. A. (2003). Attributes of high-quality intensive courses. New Directions for Adult and Continuing Education, 97, 29-38. </li></ul><ul><li>Van Scyoc, L. J., & Gleadon, J. (1993). Traditional or intensive course lengths? A comparison of outcomes in economics learning. Journal of Economics Education, 24 ( Winter ), 15-22. </li></ul><ul><li>Wayland, J.P., Chandler, E. W., & Wayland, R. F. (2000, March). Summer scheduling on a traditional campus: Expetations, reality, and implications. Paper presented at the annual conference of southwestern Marketing Association, San Antonio, TX. </li></ul>
  15. 15. Credits <ul><li>Music by Rick Fouche </li></ul><ul><li>Presentation by Gerardo Giordano </li></ul>

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