One of the favorite lessons I’ve taught in the Student Affairs Administration course demonstrates many of the tenets of my teaching: range of methods, blend of theory and practice, reflexivity, personal reflection, social justice orientation, and respecting and valuing students and their contributions. The lesson, Recruiting, Selecting, Supervising, and Retaining Staff, first asks master’s students to reflect with a partner on the cultures of their department, division, and institution and how they may differ. This aims to encourage reflection and an understanding of how culture and values may differ within an institution. By having the students start with a partner, I aim to make students more comfortable sharing their thoughts in the classroom.
After “warming up” with partner discussion, I then move on to a large group discussion that examines several questions, for example: A lot of times when it comes to employment, we hear the word “Fit”, What does this mean? How can you take a critical lens to the idea of “fit”?
As I do with myself, I encourage students to examine their beliefs and experiences through a critical, social justice-oriented lens. It is not enough to say that an applicant is not the right “fit” for an institution, without an understanding of what fit means, and the inherent biases that may exist. I do not believe that social justice, equity, or inclusion can be limited to a course, but must be integrated in all we do. I then break students into groups, and give them each a current job posting taken from higheredjobs.com and a large piece of paper. I then direct them to:
Create a selection process for the job description provided to your group that is thorough, values and respects the applicants, and has value in every piece. Consider such things as search committee (HR, OEO), ethical treatment, reviewing & interviewing, reference checks, level of position, institution type, cost of search process, etc. Be prepared to explain your process.
This portion of the lesson aims to create awareness of the reality of job postings and the job search process for first year master’s students who will soon be applying themselves. However, it forces them to think critically about the selection process. How can search committees treat applicants with respect and get the necessary information to make a hiring decision, while following protocol? I intentionally utilize a range of discussion formats (partner, small group, large group, writing on the board, written reflection) to give students multiple venues to show their thinking and grasp of the material. In a long class block, I also vary the content and teaching styles to break up the class and keep students engaged.
I believe that students get more out of an experience where they have ownership. Thus, each semester I start class by coming up with a list of classroom principles. During this time, students are able to share what they expect from me as a teacher, I am able to talk through what I expect of students, and we are able to discuss any points of contention. Throughout a course, I constantly check in with students to see if the teaching methods are working or if there is anything they would like changed. I also build flexibility into a syllabus, so that if a topic comes up that needs more attention, there is natural space to add it in.
I have taught severally leadership courses for undergraduate students including ones on Peer Mentoring and Emotionally Intelligent Leadership. I have also taught tuba lessons as an adjunct tuba faculty. I have guest lectured on regression analysis and crafting a research proposal in Quantitative Research Methods I and on Community College Student-Faculty Engagement in The American Community College. I TAed a Student Affairs Administration course and aided in content development, teaching, and grading.
After “warming up” with partner discussion, I then move on to a large group discussion that examines several questions, for example: A lot of times when it comes to employment, we hear the word “Fit”, What does this mean? How can you take a critical lens to the idea of “fit”?
As I do with myself, I encourage students to examine their beliefs and experiences through a critical, social justice-oriented lens. It is not enough to say that an applicant is not the right “fit” for an institution, without an understanding of what fit means, and the inherent biases that may exist. I do not believe that social justice, equity, or inclusion can be limited to a course, but must be integrated in all we do. I then break students into groups, and give them each a current job posting taken from higheredjobs.com and a large piece of paper. I then direct them to:
Create a selection process for the job description provided to your group that is thorough, values and respects the applicants, and has value in every piece. Consider such things as search committee (HR, OEO), ethical treatment, reviewing & interviewing, reference checks, level of position, institution type, cost of search process, etc. Be prepared to explain your process.
This portion of the lesson aims to create awareness of the reality of job postings and the job search process for first year master’s students who will soon be applying themselves. However, it forces them to think critically about the selection process. How can search committees treat applicants with respect and get the necessary information to make a hiring decision, while following protocol? I intentionally utilize a range of discussion formats (partner, small group, large group, writing on the board, written reflection) to give students multiple venues to show their thinking and grasp of the material. In a long class block, I also vary the content and teaching styles to break up the class and keep students engaged.
I believe that students get more out of an experience where they have ownership. Thus, each semester I start class by coming up with a list of classroom principles. During this time, students are able to share what they expect from me as a teacher, I am able to talk through what I expect of students, and we are able to discuss any points of contention. Throughout a course, I constantly check in with students to see if the teaching methods are working or if there is anything they would like changed. I also build flexibility into a syllabus, so that if a topic comes up that needs more attention, there is natural space to add it in.
I have taught severally leadership courses for undergraduate students including ones on Peer Mentoring and Emotionally Intelligent Leadership. I have also taught tuba lessons as an adjunct tuba faculty. I have guest lectured on regression analysis and crafting a research proposal in Quantitative Research Methods I and on Community College Student-Faculty Engagement in The American Community College. I TAed a Student Affairs Administration course and aided in content development, teaching, and grading.
