1. Teaching in a Research University ISSTA New Faculty Workshop July 2006

2. Research Universities Premise: Research focus enhances education –Conflicts, but also synergies –Diploma value based on research reputation Research has priority –You will not earn tenure for teaching Not even for great teaching But terrible teaching can cost you your job

3. So Why Care about Teaching? Inherent reward, immediate feedback –Good teaching feels great, immediately. –Lousy teaching feels awful, immediately. Great students are attracted to great teachers –Evaluate and recruit strong researchers (grad and undergrad) A chance to learn something –If you really want to understand X, teach it

4. Teaching Includes Classroom teaching, undergrads and grads Advising and mentoring graduate students Advising and mentoring undergraduates

5. Choosing Classes to Teach Seminars and special topics: Of course Courses you can repeat –The second and third time are way easier Opportunities to meet, evaluate, and inspire potential research students –Even if it’s not exactly your field. E.g., a required course for new grad students is a recruiting opportunity. Subjects you want to learn more about

6. Learning to be a Great Teacher Learn to listen –Don’t wait for questions; ask questions –Balance flexibility with efficient use of time Spread joy –Remember what excited you about the topic. Share it. Be responsive –Primary student complaint is slow turn-back of work Prepare –Review your material before every class

7. Cultivating Diversity Gender, culture, background –Consider: Am I including everyone? –Useful reading: “Unlocking the Clubhouse” (re gender) Particularly relevant to SWE –Value diversity in team projects

8. A Word on Grading I hate it. I feel unqualified to assign grades. I feel guilty for giving bad grades. It takes time and distracts from teaching. Get over it — it’s part of the job Reduce the pain: –Have clear grading criteria from the beginning –Design assignments and exams for gradeability –Be transparent, consistent and firm, so the responsibility for earning a good grade is on the student alone.

9. Make a Rubric A rubric is a detailed key to grading criteria. Particularly important for projects. –Not just: “10 points for user manual” –Also interpretation for each score, e.g., 10 = professional quality in content and style 8 = near-professional quality with minor issues of presentation 6 = good quality but with some issues of completeness or accuracy, or significant presentation problems etc. Distribute to students before the project –It will save you time and reduce whining

10. Designing Exams Total effort = design effort + grading effort Grading effort scales with class size –So spend more time designing exams for large classes, to reduce per-question grading time Make them fun and educational –Distribute old exams for students to study Try out on TA or colleague

11. Blunders to Avoid Losing your temper Disrespectful interaction Breaking confidentiality Talking about one student to another

12. Starter Questions What teacher inspired you? How? What worries you most about teaching? Why should students think your field is exciting?