When I was a little girl (growing up in a semi-rural area near Windsor, Ontario, Canada), I didn’t like to play house; I liked to play teacher. I would have been ok with being the student, but my friends typically wanted me to be the teacher. I would prepare lessons and assign homework. My friends weren’t usually too impressed because I expected them to complete their homework and hand it in to be graded during our next playdate! So I guess you could say that I knew at a young age that I wanted to become an academic.
We at TNP recognize that life can be messy. Everyone’s path to get to their chosen career is different even if our end goal is similar. There may be some bumps, detours, or halts along the way.
These differences are what make everyone unique and give everyone a story to tell. This is a new series we are rolling out in an effort to highlight there is not just one way to become an academic. It truly is a journey and everyone’s is different. This series will officially be kicked off tomorrow by Lynne Kennette. Stay tuned for her story and for many more to come!
Julie Lazzara and Matthew Bloom give us an introduction to OER in their guest post. The Novice Professor met Julie, Matthew, and their colleague Alisa Beyer at STP’s ACT 2018, where they gave a presentation about training for, developing and piloting an OER course in Psychology. Read more below to learn about open resources and how to use them from these OER guru’s!
If you are teaching in higher education, you have likely heard the term “Open Educational Resources” (OER) used with more frequency over the last several years. From conferences to scholarly publications--and even to the congressional budget--”open” textbooks have become a hot topic. But what really is OER and why would faculty choose to transition to them from traditional publisher materials? Students and faculty alike often associate OER with low or no cost textbooks, but there is a lot more to OER than cost savings. Here are a few key tips and resources to consider if OER has piqued your interest.
We all go into our face-to-face classes with some idea of what we are going to be doing during that day. Some professors like to wing it and have just a few notes to go off of, other have class totally mapped out including what they plan to say.
I tend to fall on the more prepared end of the spectrum. One way I have come to facilitate that preparation is to actually create a lesson plan. My lesson plans have taken different formats depending on the course and my experience teaching the course. For today’s post I’m going to share three different ways I have done this and describe how I have used them in each class.
Technology in the classroom has been an interesting debate as of late. Technology can be properly incorporated into courses for the benefit of students (i.e., via a polling software), but some instructors oppose its presence altogether. Previous research has shown that frequent laptop and cell phone use is negatively correlated with overall GPA, course grades, and exam grades (Fried, 2008; Junco & Cotton, 2012; Sana, Weston, & Cepeda, 2013). Hutcheon, Lian, & Richard (2019) wanted to investigate how banning personally technology in an intro psych course would impact student perceptions and performance.
TNP recently celebrated our 1-year anniversary! We are constantly humbled by the overwhelming support we receive from the wonderful twitter and teaching conference communities!
With this milestone behind us, we thought this was a good time to properly introduce ourselves to our new readers or maybe remind some of our return readers of what we’re all about!
This year was my 4th NITOP and each and every year my experience is a little different. This year was especially different as I went in with new eyes as an established blogger! Here are my top three takeaways:
My first NITOP meeting is in the books! First and foremost, it was wonderful to get to spend time with the rest of The Novice Professor Crew – we were even able to celebrate our one year anniversary haha.