The Student Observer Program at Carleton shedding some light

explain some of its history and background explain how the Student Observer program works at Carleton today discuss some of the benefits to students and faculty provide you with a packet of information to take with you explain some of its history and background explain how the Student Observer program works at Carleton today discuss some of the benefits to students and faculty provide you with a packet of information to take with you

When did you first hear about the Student Observer Program at Carleton? What do you think is the purpose of the Student Observer Program? Can you imagine any way that you could use a Student Observer in your class? What more would you like to know about the Student Observer program? When did you first hear about the Student Observer Program at Carleton? What do you think is the purpose of the Student Observer Program? Can you imagine any way that you could use a Student Observer in your class? What more would you like to know about the Student Observer program?

History and background Since its inception in the early 1970’s, the Student Observer Program has been offered to faculty as a means for them to discover how students view their teaching.

What is its purpose? The program provides faculty members with students who observe classes and offer information about their teaching that is both impartial and student- oriented.

Is the program available to all faculty? Yes. In fact, faculty members from a number of different departments have used the program. What departments? Yes. In fact, faculty members from a number of different departments have used the program. What departments?

American Studies Art Asian Languages Biology Chemistry Classics Economics Educational Studies English American Studies Art Asian Languages Biology Chemistry Classics Economics Educational Studies English Geology Math/CS Music Philosophy Physics Political Science Religion Romance Languages Soc/Anthro

tenured and untenured permanent and temporary large lectures and small discussion classes tenured and untenured permanent and temporary large lectures and small discussion classes

Common teaching concerns: Effectiveness of lectures Discussion Improve teaching Pace, balance, level of difficulty Organization Effectiveness of new technique Student feedback Effectiveness of lectures Discussion Improve teaching Pace, balance, level of difficulty Organization Effectiveness of new technique Student feedback

Who are the observers? They come to the program a number of ways: Respond to advertisements in NNB Recruited from writing program tutors Referred by professors Referred by other students They come to the program a number of ways: Respond to advertisements in NNB Recruited from writing program tutors Referred by professors Referred by other students

Observers Apply to the program Must provide references from 3 profs Are interviewed, and references checked Trained by LTC staff Final decision is by requesting professor Usually stay with the program Work for student work wages Apply to the program Must provide references from 3 profs Are interviewed, and references checked Trained by LTC staff Final decision is by requesting professor Usually stay with the program Work for student work wages

Important qualities: Confidential: Participation in the program is strictly confidential and this is emphasized to student observers Flexible: student observers need to respond to various concerns Willingness to make things better: students need to want a better Carleton (and they do!) Confidential: Participation in the program is strictly confidential and this is emphasized to student observers Flexible: student observers need to respond to various concerns Willingness to make things better: students need to want a better Carleton (and they do!)

How does it work? Professor completes requestrequest LTC begins match process LTC contacts student observer LTC sends Observer to meet with professor Professor interviews student observer and vice versa--they must agree to work together to make it a match If matched, professor and student work out arrangements & LTC checks back Professor completes requestrequest LTC begins match process LTC contacts student observer LTC sends Observer to meet with professor Professor interviews student observer and vice versa--they must agree to work together to make it a match If matched, professor and student work out arrangements & LTC checks back

Observers Attend class Professor chooses whether to reveal observer to class or treat as any student in the class Attend class Professor chooses whether to reveal observer to class or treat as any student in the class

Provide feedback Meet regularly (once a week or so) with prof during office hours to provide feedback Sometimes observer collects anonymous feedback through or study groups Provide feedback Meet regularly (once a week or so) with prof during office hours to provide feedback Sometimes observer collects anonymous feedback through or study groups

Can do learning/teaching research LTC library of resources available for use by professor and student observer Can do learning/teaching research LTC library of resources available for use by professor and student observer

Meet with other student observers Meet with LTC Write response at end of term of work Meet with other student observers Meet with LTC Write response at end of term of work

Self reported student benefits: “ It makes me think of learning and teaching at Carleton as more of a collaborative effort and helps me realize how amazing the professors really are. It's made me a better student, which has helped me and will continue to help me forever. ”

“ This experience has enhanced my perspective as a teacher and a learner. As a current student, I gained some insight into my own learning preferences: What teaching methods help me learn the best? I was also able to pick up on some of my peer ’ s verbal and non-verbal reactions and attitudes toward the class that a professor may hardly notice. ” “ This experience has enhanced my perspective as a teacher and a learner. As a current student, I gained some insight into my own learning preferences: What teaching methods help me learn the best? I was also able to pick up on some of my peer ’ s verbal and non-verbal reactions and attitudes toward the class that a professor may hardly notice. ”

“ We both discussed concerns and successes and bounced off ideas for the following classes. We kept the techniques that worked, and tried new ones when something was less successful. This job allowed me to have a different kind of relationship with a professor outside of a regular classroom context. ”

“ Professors are expected to have knowledge about the subjects they teach, but less emphasis is placed on their capability to engage and communicate that knowledge to their students. The Perlman Center is a great resource for strengthening a bridge of learning between students and professors. ”

Obstacles Finding students with flexible work schedules who do not need promise of certain # of hours Finding students with expertise in discipline who also have open time in their schedules Substantial variation in workload for me Finding students with flexible work schedules who do not need promise of certain # of hours Finding students with expertise in discipline who also have open time in their schedules Substantial variation in workload for me

“ I have learned that teaching is certainly not an exact science, but through questions, trials and support it can become more successful and enjoyable. ”

“ Since I’m hoping to teach at the university level after grad school it was very helpful for me to have a chance to reflect on what was really effective in the classroom and what wasn’t.”

Carnegie reference

Professor’s comments: “I can’t say enough about him. He has been superb throughout the term. Exactly what I needed in terms of giving frank, even handed, and always, very targeted feedback on every aspect of my classroom teaching. He is able to communicate how students were/are likely to react to a given class activity or assignment drawing on his experience not only as an English major, but as a genuine liberal arts student who has learned and grown from courses across our curriculum.”

“ I now feel quite ready for my tenure observations…” “I appreciated the ‘reality check’ on numerous points. We worked well together.” “ I found the program helpful in my formation as a teacher.” “ I now feel quite ready for my tenure observations…” “I appreciated the ‘reality check’ on numerous points. We worked well together.” “ I found the program helpful in my formation as a teacher.”

But sometimes… She “kind of went MIA after a couple of meetings.”

Student observers have made many suggestions for improving the program. Some are:

Combine observer and writing tutor jobs Hold meetings of student observers Expand the program Make coincide with a class like Educational Psychology Have veteran observers tell their stories Give more information/orientation to professors about the program Make sure all the profs at Carleton know what a great opportunity they have! Combine observer and writing tutor jobs Hold meetings of student observers Expand the program Make coincide with a class like Educational Psychology Have veteran observers tell their stories Give more information/orientation to professors about the program Make sure all the profs at Carleton know what a great opportunity they have!

Frequently write letters of recommendation for students Frequently see observers choose teaching or related career Sometimes cannot match a request Always feel privileged to working with such fine students as we have at Carleton Frequently write letters of recommendation for students Frequently see observers choose teaching or related career Sometimes cannot match a request Always feel privileged to working with such fine students as we have at Carleton Little known facts about my part in the program:

The other side of the podium: Observer: “Being a liaison between the professor and students was a hard job, but I think that I now understand the difficult side of both and what a professor goes through to make the course work out.”

“I think for any student, though, it’s an excellent chance to see the other side of things--to realize that the professor can feel just as much in the hot seat as a student can.”

“I think it was one of the most valuable things I did in my four years at Carleton.”