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Session 3275

“EXPECTATIONS 101” THE COURSE NEW FACULTY MUST NOT FAIL!

Amy Miller University of Pittsburgh at Johnstown

ABSTRACT The old adage “First Impressions are Everlasting Impressions” definitely applies to new faculty members especially if they do not have any prior teaching experience. Additionally, new faculty members cannot afford to get off on the wrong foot since reappointment decisions are normally made within a two year timeframe.

“Expectations 101” was designed to initiate open, candid and honest communications between new faculty members and their students. Based on faculty/student integrity and frank upfront dialogue, “Expectations 101” sets the stage for a transformational rather than transactional learning experience. The exercise developed for “Expectations 101” uncovers the “hidden” teaching and learning expectations of students and permits the new faculty member to adjust, without compromise, how they will conduct the class.

INTRODUCTION In order for a new faculty member, particularly one without prior teaching experience, to succeed they must first acknowledge that they too are a student in the classroom. They are a student that is learning and developing as an effective instructor and teacher. Brent and Felder (1) stated, “New faculty members have had to teach themselves how to devise stimulating lectures and rigorous but fair assignments and tests, how to motivate students to want to learn and how to make them active participants in the learning process, and how to help them develop critical problem-solving, communication, and teamwork skills.” For a new faculty member the task may seem daunting.

Without realizing or opening acknowledging it, students have an unwritten standard that is expected of each class and instructor. The procedure outlined in “Expectations 101” will help guide the first time teacher in how to uncover the expectations of students and how to effectively implement changes. This paper discusses a simple yet effective exercise designed to solicit student input regarding their specific teaching expectations of the new faculty member and the conduct of the class. Analysis of student data provides first hand knowledge and crucial “intelligence” for the new faculty member. The results offer a significant “win-win” scenario for both the new faculty member and the students. New faculty members share their student learning expectations while gaining invaluable insights necessary to enhance the effectiveness of the course presentation and administration. Students adopt “ownership” for the class since they provided a say into the teaching expectations the new faculty member is honoring as the class is being taught.

Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American Society for Engineering Education

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Miller, A. (2003, June), "Expectations 101" The Course New Faculty Must Not Fail Paper presented at 2003 Annual Conference, Nashville, Tennessee. 10.18260/1-2--11472