Tough times call for tough measures, or at least more-effective ones.
That's the message of this year's Distinguished Teacher-Scholar, Kelly A. Tappenden, a professor of food science and human nutrition in the College of Agricultural, Consumer and Environmental Sciences.
"It's never been easy, but in recent years effective teaching has just become so much more of a challenge," she said. "We find ourselves in an era where we're asked to do much more with less and it doesn't look like it's going away anytime soon. We've got increasing teaching loads and reduced or eliminated teaching assistant support."
So how can a teacher effectively teach in this new era?
Tappenden is hoping to answer that question this academic year through a series of workshops sponsored by the Office of the Provost that she designed to provide new strategies to achieve one age-old goal of all successful teachers - engaging students in the classroom.
"This is going to be an eye-opener and a shift for those who need to use their class more wisely," she said. "This is for anybody who takes teaching seriously. I hope to continue the dialogue and highlight the kinds of strategies that are being used successfully in the classroom."
One of those strategies will be shared by the College of Medicine's Stephanie Ceman, who has found success in breaking up large lecture classes into smaller problem-solving "teams."
Tappenden said this approach has led to greater engagement because students are expected to participate in and, in some cases, drive the learning process. The progress has been quantifiable.
"They can show how it affects outcomes," she said.
"The belief has always kind of been that a teacher could do fun things in a small class but in a large one you're just stuck lecturing," she said. "That's not necessarily the case."
But alternative teaching methods are not always self-evident.
New teachers receive some basic instruction on classroom technique when they begin their careers, but aren't always able to turn that into effective classroom technique. And veterans may recognize that it's time for a change but not know where to turn for new ideas.
Tappenden said those limitations are magnified in times of limited resources, but the goal of "getting to" students never changes.
"I didn't receive any formal training but I've learned a lot through the Illinois Teaching Academies," she said. "Every time, I come out feeling more prepared and energized. I learn something new every time. I figured I was not alone and I hope the workshops keep building on that community approach. I want to enrich the discussion."
Her series, "Enhancing Teaching: Achieving More With Less," will feature Illinois faculty members who use innovative teaching methods to provide significant learning experiences to students in large-enrollment courses.
The first in the series starts at noon Oct. 20 in Illini Union Rooms A and B. Tappenden will offer an overview of multiple ways Illinois faculty members are achieving more with less in their courses. Ceman will discuss "Team-based Learning: Big Classes With Small Teams Yield More Learning." She will highlight a team-based learning project under way in the College of Medicine, where accreditors demanded more hands-on learning experiences for medical students in large classes, without providing additional resources. Ceman will offer preliminary data on the students' learning outcomes for discussion.
The next in the series, "Time-Saving Assignments and Peer Projects That Inspire Learning," will be led by Mary-Ann Winkelmes, campus coordinator for Programs on Teaching and Learning, on Dec. 9.
March 1 is the final workshop, "How 21st-Century Learners Change Teaching," led by Tappenden and the UI Teaching Academies.
"This is a chance to learn from our peers what is working," she said.
2011-12 Distinguished Teacher-Scholar Workshop Series
"Enhancing Teaching: Achieving More With Less"
Kelly Tappenden, Distinguished Teacher- Scholar
Noon, Oct. 20
"Team Based Learning," with Stephanie Ceman, College of Medicine
Illini Union Rooms A and B
Lunch available for those who register.
Future workshops:
Dec. 9 and March 1
Distinguished Teacher-Scholar
The Distinguished Teacher-Scholar award recognizes scholarly contributions and excellence in the areas of teaching and learning. The title of University Distinguished Teacher-Scholar is permanent throughout the recipient's appointment at Illinois. Recipients commit time to enhance instruction in a way that will make a difference to the university and its students. The award was first presented in 1999. A full list of recipients is available online. The deadline to apply for next year is March 2.