I've taken notice of what I thought were the best techniques used by
the best professors, as well as noting techniques that, while well-meant,
failed to work. I also have studied the techniques of teaching, following
the advice of noted teaching professionals such as Dr. Joseph Lowman,
Dr. Tom Bowers, John Sweeney, Debra Morrison and others.
My conclusion is that good teaching starts with enjoyment. You must
like to teach. It cannot be a chore or a simple fulfillment of a contract.
It is an opportunity to share information, gain knowledge, and experience
some of the purest moments of joy. It is a conversation, that, like
all good conversations, must include as many of those present as possible.
It's also much easily done well with small classes, such as copywriting
classes of 18. However, in many ways, I've worked harder of late to
improve my teaching of large lecture classes: it's these classes that
demand the most creative efforts by teachers.
My teaching is built around the concrete as exemplifying the abstract.
This is not a new concept, by any means. I have added to this traditional
approach by involving students in the process of learning. I usually
have at least two, sometimes three, breakout group-work sessions each
90-minute class. This gives the class a chance to formulate not only
answers, but also questions.
It's very important that students feel their opinions and feelings
are valued. I build a sense of trust with them within the first few
days of class, encouraging all students to express themselves and feel
comfortable asking questions. I want an open environment in my classes
where students can both participate actively in discussion and inquire
about areas not clear to them.
At the same time, I feel it is important they know where the class
is going, what materials they will be expected to cover each day and
that assignments are balanced between what is reasonable and challenging.
They are likely to have more to offer to the class if they have a good
idea where I am going and can determine on their own what material is
important.
My approach is to offer concrete examples to explain theoretical concepts.
I bring actual cases into the class for evaluation. In spring of 1997,
the Introduction to Advertising and Public Relations class evaluated
an actual project -- the International Robots and Vision Show -- constructing
a realistic public relations plan based a show of which I have personal
knowledge. They presented this to their classmates at mid-term, and
then followed up with a similar, real-world advertising project for
the end of the course.
I also believe in bringing in outside experts. For the spring term
of 1997, experts from The Coca-Cola Company, Time Online, InterBev,
Ltd., and the Federal Trade Commission visited my classes at Mount Vernon
College. Some of these participated in my Principles of Advertising
class at UNC in the spring of 1998.
I use the Internet to constructively enhance the student's experience
in my classes. For example, for copywriting classes, students are matched
with advertising professionals through e-mail newsgroups, two students
per mentor. The students share ideas and questions with the mentor in
a non-threatening environment, while establishing some contact with
the "real world." Frankly, there are many other ways I intend
to harness the net.
Some are pretty mundane, but I think highly illuminating. For instance,
in lab classes, I require students fill out a "daynote" each
day. The note asks two questions: what did we talk about that day and
what question does the student have about what we talked about that
day. Each student must offer an answer to both. This has given the me
the opportunity to answer questions students may feel too shy to discuss
in class. It's been a real help.
Finally, I have been a proponent of using as much of an experiential
learning center here at KSU as possible. This includes clinical experience
with real clients solving real problems. It offers students what amounts
to a directed internship. It works.