Skip to content Skip to navigation Skip to collection information

Connexions

You are here: Home » Content » 2006 NSF Advance Workshop: Negotiating the Ideal Faculty Position » Teaching Your First Course: Balancing Teaching and Research

Navigation

Lenses

What is a lens?

Definition of a lens

Lenses

A lens is a custom view of the content in the repository. You can think of it as a fancy kind of list that will let you see content through the eyes of organizations and people you trust.

What is in a lens?

Lens makers point to materials (modules and collections), creating a guide that includes their own comments and descriptive tags about the content.

Who can create a lens?

Any individual member, a community, or a respected organization.

What are tags? tag icon

Tags are descriptors added by lens makers to help label content, attaching a vocabulary that is meaningful in the context of the lens.

This content is ...

Affiliated with (What does "Affiliated with" mean?)

This content is either by members of the organizations listed or about topics related to the organizations listed. Click each link to see a list of all content affiliated with the organization.
  • Rice ADVANCE display tagshide tags

    This module and collection are included inLens: Rice ADVANCE Workshops
    By: NSF ADVANCE Program

    Click the "Rice ADVANCE" link to see all content affiliated with them.

    Click the tag icon tag icon to display tags associated with this content.

  • Rice Digital Scholarship

    This collection is included in aLens by: Digital Scholarship at Rice University

    Click the "Rice Digital Scholarship" link to see all content affiliated with them.

Also in these lenses

  • Lens for Engineering

    This collection is included inLens: Lens for Engineering
    By: Sidney Burrus

    Click the "Lens for Engineering" link to see all content selected in this lens.

Recently Viewed

This feature requires Javascript to be enabled.

Tags

(What is a tag?)

These tags come from the endorsement, affiliation, and other lenses that include this content.
 

Teaching Your First Course: Balancing Teaching and Research

Module by: Susan Cates. E-mail the author

Summary: 2006 presentation in the Rice University NSF Advance Conference entitled “Negotiating the Ideal Faculty Position”. This workshop focuses on balancing teaching and research, and was authored by Richard Baraniuk (ELEC), Mike Gustin (BCB), Jane Grande-Allen (BIOE), and Yousif Shamoo (BCB).

Workshop Authors: Richard Baraniuk, Mike Gustin, Jane Grande-Allen, and Yousif Shamoo.

Slide 1: Discussion Topics

  • How to be a good teacher
  • How to balance teaching and getting a research program off the ground

Slide 2: Why do we teach?

  • So that people learn

Slide 3: Who do we teach?

  • students
  • colleagues
  • your chair, your dean
  • the public
  • program managers
  • patent office
  • ...

Slide 4: Teaching Tips

  • Developing a good course takes time
    • learn good time management
  • What students learn is less than what you teach
    • don’t just try to “cover” the material
  • Learning styles [Richard Felder, NCSU]
    • don’t “teach yourself”
  • Active learning [Richard Felder, NCSU]
    • “I hear, I forget; I see, I remember; I do, I understand”
    • 2 minute paper

Slide 5: Jane Grande Allen, Dept. of Bioengineering, Assistant Professor

  • Started teaching Spring 2004

Slide 6: Your First Year Teaching

  • Plan 6-8 hours of prep time per lecture
  • Don't expect perfection
  • Do get feedback throughout the semester
  • Don’t expect eager listening faces
  • Do make the time to get to know your students or at least learn names
  • Assignment tips
    • Textbooks have typos
    • Work the exams yourself
    • Extra credit: not all that

Slide 7: After - Recap and Revise

  • Fix the lectures that needed the most work first
  • Every few lectures, work in up to date data to keep things current
  • Get a mentor and meet monthly. Go over how EVERYTHING has been for you
  • Do attend teaching workshops

Slide 8: Evaluations

Don’t take the evaluations too harshly

  • “This professor actually discouraged independent thought…”
  • “Dr. Grande-Allen is the most fair and considerate teacher I’ve had at Rice…”
  • “Not enough engineering – too much biology”
  • “The name of the course should surely be changed to Mechanical Properties of ECM because little or no chemistry or biology was discussed”

Slide 9: Time Management / Balance

  • Set office hours and keep to them
  • Give the same course lecture you gave last year
  • Don’t say yes to every undergrad that wants to work with you
  • Focus your time on learning what you need for the research you will be strongest at
  • Do early
    • Write IRB and IACUC
    • Attend regional training seminars by NIH and NSF
    • Sign up for grants mailing lists

Slide 10: Maintain Perspective

  • Get a mentor and meet monthly!
    • Colleagues, other young faculty
  • Get to know some people and faculty outside the department
  • Read At the Helm
  • Check out a few blogs of other women in this position

Slide 11: Points for Discussion

  • How to deal with absent or failing students
  • The students are not like you were/are
  • Should you recycle quizzes/exams?
  • How accommodating should you be to student requests?
  • Where did the day go? Protecting your time
  • What is important and not important?

References

  1. Richard Baraniuk, Mike Gustin, Jane Grande-Allen, and Yousif Shamoo. (2006, October). Teaching Your First Course: Balancing Teaching and Research. [http://www.advance.rice.edu/negotiatingtheidealfacultyposition/agenda.html].
  2. Felder, Richard. Index of Learning Styles. [http://www4.ncsu.edu/unity/lockers/users/f/felder/public/].
  3. Barker, Kathy. (2002). At The Helm: A Laboratory Navigator. New York: Cold Spring Harbor Laboratory Press.

Collection Navigation

Content actions

Download module as:

PDF | More downloads ...

Add:

Collection to:

My Favorites (?)

'My Favorites' is a special kind of lens which you can use to bookmark modules and collections. 'My Favorites' can only be seen by you, and collections saved in 'My Favorites' can remember the last module you were on. You need an account to use 'My Favorites'.

| A lens I own (?)

Definition of a lens

Lenses

A lens is a custom view of the content in the repository. You can think of it as a fancy kind of list that will let you see content through the eyes of organizations and people you trust.

What is in a lens?

Lens makers point to materials (modules and collections), creating a guide that includes their own comments and descriptive tags about the content.

Who can create a lens?

Any individual member, a community, or a respected organization.

What are tags? tag icon

Tags are descriptors added by lens makers to help label content, attaching a vocabulary that is meaningful in the context of the lens.

| External bookmarks

Module to:

My Favorites (?)

'My Favorites' is a special kind of lens which you can use to bookmark modules and collections. 'My Favorites' can only be seen by you, and collections saved in 'My Favorites' can remember the last module you were on. You need an account to use 'My Favorites'.

| A lens I own (?)

Definition of a lens

Lenses

A lens is a custom view of the content in the repository. You can think of it as a fancy kind of list that will let you see content through the eyes of organizations and people you trust.

What is in a lens?

Lens makers point to materials (modules and collections), creating a guide that includes their own comments and descriptive tags about the content.

Who can create a lens?

Any individual member, a community, or a respected organization.

What are tags? tag icon

Tags are descriptors added by lens makers to help label content, attaching a vocabulary that is meaningful in the context of the lens.

| External bookmarks