Karl Sooder
Respect is a simple,
but a very powerful and dynamic, life change-agent. Ideally, we demonstrate
respect for our students, faculty /administration colleagues and community
citizens through our personal demeanor, conduct and by our personal leadership
both within and beyond the classroom. Respect is at the core of teaching
effectiveness with the following process elements included:
•
Vision: encourage
students to continually develop and pursue a life-changing self vision.
•
Empowerment: provide
the democratic environment where students sense the freedom to grow, "to think
outside-of-the-box," and develop analytical-creative solutions which are
deemed as useful.
•
Innovation: to
bring continual scholarly additions to the class by expanding beyond basic text
materials, including the most recent research and data in the field.
•
Charisma: fully
energize the class atmosphere through dynamic interactions, explanations and presentations.
•
Values: model the
key contributions made to personal success and satisfaction made by solid
values and good character.
•
Diversity-
maintain a keen sensitivity to the manifold benefits brought to all of society
by it inherent diversities (economic, cultural, international, etc.).
•
Accountability:
provide challenges and assessments which are demanding but fair in which
student growth and development must be adequately demonstrated. Clear
benchmarks and guidelines are established. Consistent grading is maintained.
Timely quality commentary and guidance are given.
•
Availability: be
accessible to current, former and prospective/referral students for listening,
information, guidance and counseling.
•
Privacy:
recognize the utmost importance of maintaining student privacy and
confidentiality.
•
Return-on-investment:
recognize that students invest money, time and, hopefully, considerable
personal commitment to courses. Provide them with a solid return that always
exceeds "syllabus expectations."
•
Enjoyment: the
mutual learning process is more productive when, in the end, all parties
involved can truly feel that the process has been enjoyable.
•
Self-development:
proactive involvement in professional activities including participating in
faculty workshops (FCTL), developing course materials and making national
contributions to the faculty member's teaching area and to its best practices.
•
Individual
Differences: where appropriate, adapt to the various learning styles
evident in specific class sections. As necessary, provide out-of-class
assistance to certain students based on the need for differentiating learning.
•
Technology:
incorporate technology into the course syllabus, in-class activities and course
projects.
•
Passion:
communicate a genuine love for the process of constant learning, mentoring and
coaching as the ultimate source of student inspirations.