Summary
Contents
Subject index
Praise for the First Edition “The book is very comprehensive. It gives plenty of practical examples and also refers to teaching and learning theory.”—Martin Lightfoot in Management & Education “This Handbook contains advice and approaches for teaching practices that both new and seasoned faculty can employ to revisit and revitalize what goes on in their classrooms.”—Margaret E. Holt, University of Georgia Since the First Edition of The Adjunct Faculty Handbook was published in 1996, the number of adjunct faculty members in colleges and universities has increased to the point that most of those institutions could not function efficiently without them. This Second Edition addresses changes in today’s higher education environment and their impact on the role of adjunct instructors. At a time when many adjuncts may be given little more than a start date, room number, and brief course description to prepare them for teaching a course, the Handbook provides administrators as well as part- and full-time faculty members with the resources they need to empower adjunct staff. Key Features Provides important tools for adjunct instructors, including handy checklists, sample syllabi, evaluation forms, and case studies Offers a full chapter on the role of technology in teaching and learning, plus another on future trends, including network technologies Covers the increased emphasis on student evaluations and learning outcomes assessment as well as changes in classroom dynamics and what these mean for today’s adjunct faculty Addresses both theory and skill, covering topics such as course planning, teaching strategies, theories of learning, cooperative learning, student evaluations, Web 2.0, professional development, and more Includes practical advice for designing policies for adjunct programs and for evaluating adjunct instructors, who comprise more than two-thirds of the college instructors in the United States today
Technology in Education
Technology in Education
Beginning with an intriguing look into the classroom of the “digital native” (students born into a technology-rich world), Theodore Stone invites “digital immigrants” (those born before the digital revolution) to look at their classrooms through a different lens and become more effective using technology in teaching. Citing evidence that learning in a media-rich, technology-rich classroom increases student satisfaction and improves student performance, Stone leads the reader through basic steps when teaching face-to-face—from determining exactly what is available in the classroom (projectors, computers, electronic teaching podium) or the building (Internet capability, laptops, data projector)—to the adjunct's most important communication tool, e-mail—to using digital media and web-based resources to enhance the learning experience.
In the section “Beyond the Basics,” use of technology expands to encompass considerations of teaching online or web-based courses and hybrid courses (combination of face-to-face and online). “Web 2.0,” a concept to describe the shift of web resources from static pages to an interactive and collaborative medium, is something which adjunct faculty may use to support classroom activities as well as provide opportunities for students to interact with content and apply its concepts in collaborative projects. Uniquely in his section on blogs, wikis, twitter, and texting, Stone offers concise and understandable explanations and examples of these technological tools known to have considerable appeal to students.
Finally, under the heading of “Distance Learning and the Adjunct Faculty,” Stone argues that if adjunct faculty seek to become highly valued members of the academic community, they must not only become familiar with technologies technnologies available, but they must also prepare to teach in the Course Management System (or Learning Management System) of their institution. These systems (Blackboard, Web CT, and Angel are most common) have a number of products that support the online classroom environment. In addition, development of a library of digital learning objects, otherwise known as a professor's multimedia tool kit, is detailed.
Introduction
Many adjunct faculty find that arriving at a contemporary college classroom to teach can be an intimidating prospect for a whole host of reasons. Educational technology, and how it is changing teaching, is certainly at the top of the list for many. The ubiquitous presence of technology—at the front of the classroom and in the hands of the students—creates a very different teaching landscape compared to only a few years ago. To see this for yourself, try this little experiment: Walk into any lecture hall and look around a few minutes before the start of a lecture. Students are wearing earphones listening to mp3 players, mobile telephones are ringing, some students are typing text messages with their thumbs while others are pulling laptop computers out of their backpacks. Do you think a chalkboard and overhead projector will suffice to teach this crowd? Maybe. But maybe they have different expectations of what it means to learn in a modern college or university setting.
Welcome to the classroom of the digital native. Some believe that there has been a fundamental shift in recent years with the arrival of digital technology in education (Prensky, 2001). The students are digital natives; they have been born in a world that is technology rich, and they cannot remember a time when there wasn't a World Wide Web. And many of the professors standing in front of the classroom to teach them are digital immigrants, those who were born before the digital revolution and who have adapted to the changing technology-rich environment; some have adapted better than others.
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