1. Teaching, Mentoring, and Service at a Teaching College Sheila Castañeda Chair, Associate Professor Clarke College Dubuque, Iowa

2. Teaching, Mentoring, and Service at a Research University Lori Pollock Professor Computer and Information Sciences University of Delaware Newark, DE

3. April 17, 2005Career Mentoring Workshop Professional Expectations 50-80% Teaching 50-80% Teaching 10-30% Professional Development 10-30% Professional Development 10-20% Service 10-20% Service

4. April 17, 2005Career Mentoring Workshop Expectations at a Research University 65% Research 65% Research 20% Teaching 20% Teaching 15% Service 15% Service

5. April 17, 2005Career Mentoring Workshop Teaching Evaluation Areas Content Expertise – 35% Content Expertise – 35% Instructional Delivery – 30% Instructional Delivery – 30% Instructional Design – 25% Instructional Design – 25% Course Management – 10% Course Management – 10%

6. April 17, 2005Career Mentoring Workshop Content Expertise Possesses an appropriate degree Possesses an appropriate degree Knowledgeable about recent trends, findings and value issues within the discipline and incorporates this in the teaching-learning experience Knowledgeable about recent trends, findings and value issues within the discipline and incorporates this in the teaching-learning experience Develops a breadth of knowledge that enriches her teaching by making connections to other areas within the field of expertise or in other fields Develops a breadth of knowledge that enriches her teaching by making connections to other areas within the field of expertise or in other fields

7. April 17, 2005Career Mentoring Workshop Instructional Delivery Meets all classes at designated times Meets all classes at designated times Conducts all classes in accordance with course syllabus Conducts all classes in accordance with course syllabus Maintains regular office hours Maintains regular office hours Demonstrates interest and enthusiasm for the student learning process Demonstrates interest and enthusiasm for the student learning process

8. April 17, 2005Career Mentoring Workshop Instructional Delivery (cont.) Elicits responsible student participation Elicits responsible student participation Assessment strategies are varied and reflect course level, content and objectives Assessment strategies are varied and reflect course level, content and objectives –Appropriate rubrics are used Interactions with students are respectful and professional Interactions with students are respectful and professional

9. April 17, 2005Career Mentoring Workshop Instructional Design All required components of course syllabus are present All required components of course syllabus are present Course materials are free of errors Course materials are free of errors Consistent and ongoing evaluation of course is evident Consistent and ongoing evaluation of course is evident Effort to improve teaching is evident in course design over time Effort to improve teaching is evident in course design over time

10. April 17, 2005Career Mentoring Workshop Instructional Design (cont). Learning activities are suitable to students and instructional goals Learning activities are suitable to students and instructional goals –Bloom’s Taxonomy Knowledge Knowledge Comprehension Comprehension Application Application Analysis Analysis Synthesis Synthesis Evaluation Evaluation –Learning styles Visual Visual Auditory Auditory Kinesthetic & Tactile Kinesthetic & Tactile

11. April 17, 2005Career Mentoring Workshop Instructional Design (cont). Selects teaching strategies that are appropriate for course level, content, and objectives and that promote student participation in course and engagement in area of study Selects teaching strategies that are appropriate for course level, content, and objectives and that promote student participation in course and engagement in area of study Course is congruent with departmental curricula and institutional mission Course is congruent with departmental curricula and institutional mission Is fully aware of and uses available college resources in a way that augments the quality of teaching and enhances student learning Is fully aware of and uses available college resources in a way that augments the quality of teaching and enhances student learning

12. April 17, 2005Career Mentoring Workshop Course Management Student evaluations administered according to policy Student evaluations administered according to policy Processes course related information in a timely manner (grades, enrollment lists, …) Processes course related information in a timely manner (grades, enrollment lists, …) Schedules use of supplementary resources and support services as needed Schedules use of supplementary resources and support services as needed Insures that necessary resources are available when class begins Insures that necessary resources are available when class begins

13. April 17, 2005Career Mentoring Workshop Teaching at a Small School More classes More classes More preps More preps Teach what needs to be taught Teach what needs to be taught Sub-area may be too specialized Sub-area may be too specialized Smaller class size Smaller class size Teaching assistants may not exist Teaching assistants may not exist Classes aren’t offered every semester Classes aren’t offered every semester May have other responsibilities associated with classes May have other responsibilities associated with classes

14. April 17, 2005Career Mentoring Workshop Teaching Activities at a Research University Undergraduate/Graduate Education Undergraduate/Graduate Education –Formal Courses (1-3 per year) –Independent Studies –Honors theses –Undergraduate advisement –Research targeted to education –Activities toward helping students from underrepresented groups

15. April 17, 2005Career Mentoring Workshop NOT Teaching Activities Supervision of PhD dissertation work Supervision of PhD dissertation work Supervision of Masters theses Supervision of Masters theses Service on program committees for educational conferences/funding panels Service on program committees for educational conferences/funding panels Recruitment of students to department Recruitment of students to department Invited lectures/talks for students Invited lectures/talks for students Supervising teaching assistants Supervising teaching assistants

16. April 17, 2005Career Mentoring Workshop Teaching with Reduced Stress Seek colleagues with materials/experience Seek colleagues with materials/experience Prepare assignments before semester Prepare assignments before semester Plan semester-long calendar Plan semester-long calendar Be specific with TA, then distribute work Be specific with TA, then distribute work Be clear about availability Be clear about availability Course webpage, faq, submission software Course webpage, faq, submission software Repeat Courses Repeat Courses PhD mentors for undergrad researchers PhD mentors for undergrad researchers

17. April 17, 2005Career Mentoring Workshop Mentoring Students ADVISER, TEACHER, ROLE MODEL, FRIEND ON BEING A MENTOR TO STUDENTS IN SCIENCE AND ENGINEERING ON BEING A MENTOR TO STUDENTS IN SCIENCE AND ENGINEERING NATIONAL ACADEMY PRESS, Washington, D.C. 1997 http://www.nap.edu/readingroom/books/mentor http://www.nap.edu/readingroom/books/mentorttp://www.nap.edu/readingroom/books/mentor

18. April 17, 2005Career Mentoring Workshop Mentoring – Why? Main goal of a mentoring relationship: Main goal of a mentoring relationship: to advance the educational and personal growth of the student Benefits to you, the mentor: Benefits to you, the mentor: –Can be a very satisfying part of academics –Can be fun –Can lead to lifelong relationships

19. April 17, 2005Career Mentoring Workshop Your Mentors Think about mentors you have had. What made this person feel like a mentor, rather than a friend or teacher, to you?

20. April 17, 2005Career Mentoring Workshop Mentoring – What is it? Mentoring is about relationships. Mentoring is about relationships. –Takes time to develop –Can’t be a good mentor to every student –Two-way street Mentoring is about forming a personal as well as a professional relationship Mentoring is about forming a personal as well as a professional relationship –Goes beyond teaching and advising students

21. April 17, 2005Career Mentoring Workshop Mentoring As a Personal Relationship Get to know students beyond their academic performance and interests Get to know students beyond their academic performance and interests Let students get to know you as a person, beyond just Computer Science Let students get to know you as a person, beyond just Computer Science Should not try to be a mother to your students Should not try to be a mother to your students Must not be their professional counselor Must not be their professional counselor

22. April 17, 2005Career Mentoring Workshop Mentoring As a Professional Relationship Help students to make good and informed college decisions Help students to make good and informed college decisions Discuss career options with students Discuss career options with students Help students make contacts for future work Help students make contacts for future work

23. April 17, 2005Career Mentoring Workshop Mentoring – How? In Theory: In Theory: –Share technical expertise, wisdom, and life experiences with student –Make effort to know and respect goals and interests of student –Be a good listener –Make effort to empathize with students

24. April 17, 2005Career Mentoring Workshop Mentoring – How? (cont) In Practice: In Practice: –Interact with students outside of your office sometimes – e.g., coffee, seminar, walk across campus –Touch base with students on a regular basis

25. April 17, 2005Career Mentoring Workshop Mentoring – How? (cont) In Practice (cont): In Practice (cont): –Give students some amount of dedicated time, where interruptions are minimized –Give students information for them to make decisions, rather than deciding for them

26. April 17, 2005Career Mentoring Workshop Who to Mentor? Students who seek you out Students who seek you out Advisees/students that you “click” with Advisees/students that you “click” with Students recruited to a research team Students recruited to a research team How does being the only female faculty member come into play? How does being the only female faculty member come into play?

27. April 17, 2005Career Mentoring Workshop Mentoring -Watch Out For Amount of time you’re spending with your mentees – too much or too little? Amount of time you’re spending with your mentees – too much or too little? Distinction between friendship and favoritism Distinction between friendship and favoritism

28. April 17, 2005Career Mentoring Workshop Mentoring -Watch Out For When students need professional counseling When students need professional counseling –Find out about counseling services, and other services, available at your school –Ask directly if student is in immediate danger

29. April 17, 2005Career Mentoring Workshop Mentoring Students in Research Apprentice relationship: Show and help student train in research process Identify open research problems Identify open research problems Gain proper background: literature, skills Gain proper background: literature, skills Do research collaboratively Do research collaboratively –How to tackle problems –Organize and write papers & proposals –Give talks –Manage time and make progress

30. April 17, 2005Career Mentoring Workshop Mentoring for: Personal Development Help build confidence – encouragement Help build confidence – encouragement Help build sense of ownership in research Help build sense of ownership in research Help with networking Help with networking –conferences, workshops, email Help with finding right job when graduate Help with finding right job when graduate –job interviews –job talk, etc.

31. April 17, 2005Career Mentoring Workshop The Personal Relationship The Personal Relationship + Get to Know the Person - background: context - goals: long term/ short term - strengths - weaknesses + Assess the Individual - knowledge - skills - experience … Mentor the Individual

32. April 17, 2005Career Mentoring Workshop How does a Good Mentor Benefit? + Satisfaction and joy of parenthood! + Most likely to recruit/retain good students + Stay at the forefront of discipline + Continually hone own mentoring skills + Strengthen your own professional network + Extend your contribution

33. April 17, 2005Career Mentoring Workshop Mentoring Graduate Students Attention:Weekly research meetings, individual progress and goal-making, annual review Advice:Course selection, professional skill building activities, time management Information:Requirements, career choices Encouragement:Praise successes, challenge Opportunities:Conferences, reviewing, teaching,, mentoring, internships, service, funding

34. April 17, 2005Career Mentoring Workshop What is an Ideal Mentor? No such thing as a profile of an ideal mentor (or mentee) No such thing as a profile of an ideal mentor (or mentee) Success depends on both Success depends on both –drive and ability of mentee –willingness, availability and knowledge of mentor

35. April 17, 2005Career Mentoring Workshop Service College College Department Department Community Community –Professional –Home

36. April 17, 2005Career Mentoring Workshop Service College College –Committee work Find something you are interested in Find something you are interested in Special needs: woman, computing – learn to say NO Special needs: woman, computing – learn to say NO

37. April 17, 2005Career Mentoring Workshop Service Department Department –Department Chair –Advising – formal and informal –Recruiting –Labs, work study, library acquisitions, clubs, curriculum revisions, …

38. April 17, 2005Career Mentoring Workshop Service Community Community –Home Consulting Consulting Speaking Speaking Committees Committees –Professional Organizations Organizations –Education (SIGCSE, CCCS, …) –Research Discipline

39. April 17, 2005Career Mentoring Workshop Service at Research University Department Department –committees : (member on one) graduate program/recruiting graduate program/recruiting undergraduate program undergraduate program faculty recruiting faculty recruiting colloquia colloquia executive... executive... adhoc adhoc College (avoid pretenure) College (avoid pretenure) –committees, promotion and tenure panel, recruitment activities University (avoid pretenure) University (avoid pretenure) –committees, panels

40. April 17, 2005Career Mentoring Workshop Service at Research University Professional Community (later) Professional Community (later) –volunteer in organizations (ACM, IEEE, CRA-W,...), conference/workshop organization Research-related - FOCUS HERE!! Research-related - FOCUS HERE!! –funding panels, program committees, paper reviewing

41. April 17, 2005Career Mentoring Workshop Open Discussion Teaching Teaching Service Service Mentoring Mentoring