What the best college teachers do! (or Advice from an instructor secure with his insecurities!!!) By. Instr. KG Smith, Dean of Instruction and Online Learning Co-authored with Dr. Joy Robinson & Dean Arlethia Mayes-Moore

1. What the best college teachers do!
(or Advice from an instructor secure with his insecurities!!!)
By. Instr. KG Smith, Dean of Instruction and Online Learning
Co-authored with Dr. Joy Robinson & Dean Arlethia Mayes-Moore
TALENTS, PRINCIPLES, PRESENCE, AND
"THE BEST...": TEACHING SKILLS FOR FIRST
TIME COLLEGE SUCCESS INSTRUCTORS

2. TOPICS OF DISCUSSION
• TEST!
• PART I – Philosophy INFLUENCE on creating a course
• DESIGN
• MANAGEMENT
• ASSIGNMENT DEVELOPMENT
• IN-CLASS / HYBRID ACTIVITIES
• PART II - Teaching Philosophies
• What’s your Philosophy Activity
• My TEST Answers!
• Last Notes

3. EXERCISE: THE BEST COLLEGE TEACHERS DO…
1. What is your favorite part of the syllabus? Why?
2. What are you most flexible with in your learning environment? And Why?
3. What is a SLO? Of the CSS SLO’s, which do you believe will be the most challenging to implement?
4. Fill in the blanks: Class is ______% lecture and ______% engagement.
5. Solve for X or Inductive Reasoning
1. How many countries exist in the world today? Show your work and provide sources. OR
2. Choose the best general conclusion that follows from this specific observation: Every time I
touch snow, it feels cold.
1. A. All snow is cold.
2. B. Some snow is cold.
3. C. My hands may be cold.
4. D. My hands are made of snow.
6. When do you use SUMMATIVE assessment? FORMATIVE assessment?

4. PART 1: FIRST TIME TEACHERS NEED TO
KNOW….
• How does your PHILOSOPHY help influence the DESIGN of your course?
• How does your PHILOSOPHY help influence the MANAGEMENT of your course?
• How does your PHILOSOPHY help influence the DEVELOPMENT OF ASSIGNMENTS?
• In what ways does your PHILOSOPHY help influence the how you FACILITATE IN-CLASS
or ONLINE / HYBRID ACTIVIITIES?

5. COURSE DESIGN
• Identify desired results
• Determine acceptable evidence
• Plan learning experiences and instruction
• Consider logistics of the course
• Understand your audience who
• Articulate your outcomes and objectives
• Identify the best assessments
• Identify appropriate instructional methods

6. STUDENT LEARNING OUTCOMES (SLO) AND
LESSON ORGANIZATION
def: Statements that describe what students will be able to know, do, or value as a result of
their educational experience. SLOs should be written in language that clearly implies a
measureable behavior or quality of student work
• Area One: Academic Success and Study Skills:
• Utilize effective reading, test taking, and study skills strategies
• Develop listening and note taking skills
• Area Two: Self-Motivational Skills:
• Define himself or herself as a college student within a community of learners
• Set realistic short-term and long-term goals
• Assess their own beliefs, attitudes, and values as they relate to diversity and
understanding
• Area Three: Problem Solving and Critical Thinking:
• Articulate multiple viewpoints and make connections between different approaches to
problems
• Develop skills that aid in productive dialogue and collaboration

7. COURSE MANAGEMENT TOOLS
• Syllabus Construction
• Course Evaluations
• Grading Criteria and Record Keeping
• Textbook and additional readings, links, videos
• Equipment, Lab Space, educational tools

8. COLLEGE SUCCESS SEMINAR SYLLABUS
• Course Description
• Course objectives
• Student Learning Outcomes are measureable
• Grading system is stated clearly and standards used to assess students’ work are
adequately explained
• Course policies (e.g., ADW, late work, participation) are stated clearly, and all
• Policies are consistent with college policies Adequate information regarding course
content
• Adequate information regarding student support
• (e.g., office hours, and appropriate academic support services)

9. COURSE ASSIGNMENTS
AND IN-CLASS ACTIVITIES
• Variety of assignments listed
• e.g., Inclass examinations, lab reports, essays, etc.
• indicate that Student Learning Outcomes will be assessed using multiple methods

10. STUDENT ASSESSMENT AND SUPPORT
• Instructor exhibits ability to determine whether or not students understand material and
uses formative assessment
• Instructor promotes students’ reflection on, and ownership of, their own learning progress
• Instructor displays respect for and interest in students (e.g., uses of students’ names,
maintains eye contact with students, greeting students as they enter the class, etc.)
• Instructor identifies and assists students who are struggling
• Instructor conveys confidence in each students’ ability to learn
• Instructor engages all students
• Instructor fosters student peer interaction that supports learning and promotes
cooperation, collaboration and teamwork

11. LEARNING ENVIRONMENT
• Class is managed in a way that is conducive to learning and demonstrates respect for
students
• Distractions (cell phones, side talking, etc.) are minimized and do not interfere with
learning
• Policies stated in the syllabus are appropriately and consistently enforced
• Instructor’s expectations of students are clear and consistent throughout the class
session
• Instructor works to ensure that students are on task (e.g., by circulating during group
work, by acknowledging offtask behavior and redirecting students, etc.)

12. PART II - THE TEACHER’S HOW, NOT THE
CONTENT’S WHAT – YOUR PHILOSOPHY
• TALENTS OF TEACHING
• 7 PRINCIPLES
• PRESENCE
• "THE BEST COLLEGE TEACHERS DO…”
• PHILOSOPHY ACTIVITY

13. TALENTS OF TEACHING
• Teaching and Learning
• Design your class to promote ACTIVE learning
• Measuring Learning
• Understand the role of formal/informal assessment
• Diversity, Inclusion, Respect and Student Support
• Understand how AFFECTIVE factors influence student learning
• Academic Citizenship, Shared Governance and Leadership
• Responsibilities to Academic Freedom, responsibility of citizenship
• Content Expertise and Lifelong Learning
• Ongoing professional development and your own reflective learning

14. 7 PRINCIPLES FOR GOOD PRACTICE IN
UNDERGRADUATE EDUCATION
• Encourage contact between students and faculty
• Develops reciprocity and collaboration among students
• Encourages active learning
• Gives prompt feedback
• Emphasizes time on task
• Communicates high expectations
• Respects diverse talents and ways of learning
Chickerin, A.W., and Z.F. Gamson. 1987. Seven principles for good practice in undergraduate
education. AAHE Bulletin, 3-7

15. HAVING PRESENCE:
BUILDING A COMMUNITY OF INQUIRY (COI)

16. MOTIVATIONS OF BEST TEACHERS…
• Ken Bain’s research on excellent teaching indicates the following:
1. Best teachers know their subject extremely well
2. Best teachers take their lectures very seriously
3. Best teachers expect MORE from ALL students
4. Best teachers create a ‘critical’ learning environment – active and engaging
5. Best teachers BELIEVE ALL students can learn
6. Best teachers constantly assess their efforts and make adjustments in the
classroom

17. ACTIVITY: MAKE YOUR TEACHING PHILOSOPHY
1. Break into Groups of 3 (neighbors are fine)
2. One person starts: Tell group about your philosophies around teaching
3. Next, the group repeats what they heard/understood about the philosophy
4. The speaker take notes
5. Repeat. Each person gets a turn.
6. Report out at the end!

18. MY ANSWERS:
TO THE TEST…
1. What is your favorite part of the syllabus? Why? SLO/Objectives/Grades
2. What are you most flexible with in your learning environment? And Why? Attendance/Participation
3. What is a SLO? Of the SLO’s, which do you believe will be the most challenging to implement? Area 3
4. Fill in the blanks: Class is __30%__ lecture and __70%__ engagement.
5. Solve for X or Inductive Reasoning
1. How many countries exist in the world today? Show your work and provide sources. (196, OR
2. Choose the best general conclusion that follows from this specific observation: Every time I
touch snow, it feels cold.
1. A. All snow is cold.
2. B. Some snow is cold.
3. C. My hands may be cold.
4. D. My hands are made of snow.
6. When do you use SUMMATIVE assessment? Midterm/Final/Portfolio FORMATIVE assessment? CATs

19. ….FINAL THOUGHTS
• Remember Knowledge is constructed, not received
• Challenge your students intellectually
• Stimulate students to ASK questions of their own (in and out of class)
• Care about your students. It’s crucial!
• Expect MORE from ALL students
• Get Professional development
• Don’t be afraid to embrace technology and use it! (BLENDED learning)
• Take an education course on instructional methods, classroom management, student
engagement, and assessment/evaluations
• Know and share YOUR Teaching Philosophy
• Have fun and enjoy the experience!