Can You Spot Bad Teaching?

There was a great thread on the POD listserv that originated over the issue of students caught cheating on a midterm.  There is a video link as to how the instructor handled the situation.  After many people watched the video it became apparent that there was more wrong with the class than student cheating.  It really turned out to be a great case study on BAD TEACHING.

So view the video link below on your own or in a faculty meeting and see how many bad teaching practices the instructor reveals as he deals with student cheating.  There are at least 10 bad practices so give it a go and let me know how you did.  Of course, if guilty of some of the bad practices please feel free to stop it now.  View the instructors rant at the following link:

http://www.telegraph.co.uk/news/newsvideo/weirdnewsvideo/8140456/200-students-admit-cheating-after-professors-online-rant.html

Puzzlemaker -- Great Free Teaching Resource

When I was writing for Chef Educator Today, the magazine I conceptualized for culinary educators as a teaching resource well over 10 years ago, I often used puzzlemaker to develop teaching activities for readers in some of the issues.  I  have also used it in my class to introduce key terms for a lecture by simply creating the puzzle and giving one copy to each team in the class perhaps at the start or in the middle to change things up.  Once each team has a copy, they turn it over on my command and the first team to solve the puzzle gets bonus points, or cookies, or some treat.  They are all winners of this teaching technique because the words in the puzzle are covered in the lecture and appear on the next exam.

There are all kinds of puzzles available through puzzlemaker and can spice up a lecture and lab class.  Check it out at: http://puzzlemaker.discoveryeducation.com/

Student Blog -- Great Teaching Tool

Chef Thom England, CEC, at Ivy Tech Community College in Indianapolis, IN, shared a blog his students are doing in his garde mange class.  It was very cool to hear that his inspiration came out of an FELC session. The session Thom attended was on using technology and meeting the students where they are familiar which got Thom to thinking. So, instead of having the students write a paper for the class he has them do blog posts; the kids are more excited about that then writing papers. Thom also thinks it is neat because all the criteria they have is that they are to write about what they learned for the day. It has been great seeing that what they are writing about mirror my planned learning outcomes for the day.


Better still. the students have a facebook page set up for the class. They have taken turns uploading pictures from the class to the site. Interesting how this page has ignited some great discussions. One string started out when a student asked if a pizza was really a sandwich (was a quiz question that week). Twenty people chimed in on the discussion including ACF President Ty, who I didn't even know was following the page.

So check out an example of the blog at: http://gmivytech.blogspot.com/

Perhaps these two examples will inspire you as well!

Awesome Video Series

I wanted to share a collection of video case studies that were brought to my attetion by Cheryl L. Bielema, Ph.D., Retired, Instructional Development Specialist, University of Missouri-St. Louis.  The case studies are available to view at no cost and were created from a FIPSE grant called the MERLOT ELIXR Initiative.  The ELIXR offers a digital case story repository that hosts more than 70 discipline-specific multimedia stories. Digital stories for faculty development can provide real-life experiences of exemplary teaching strategies and the process of implementing them. These digital case stories can be used freely in faculty development programs and also accessed by individual instructors.

I have viewed many of the videos ranging from the First Day of Class to Assessment Rubrics and found them to be excellent.  If you are an administrator you could show these videos in faculty meetings and have a discussion to save time and money on faculty development without compromising effectiveness.

Check it out, you will be glad you did: http://elixr.merlot.org/

I Was Blown Away

Based on yesterday's blog post, you know that the students in the HR class wound up becoming engaged in the topic of unions by being turned into two Locals that were to negotiate with management (TA's and I) to not take the second exam.  As I wrote the blog post to share this engaging impromptu idea with FELC members yesterday I had no clue what awaited me in the classroom at 12:30.  I am so pleased to share what happened today in the hopes that it will inspire others to find opportunities to hook students on learning, too.  Although it will be next to impossible to share the details of what transpired in the class yesterday I can tell you that if you took similar risks you will reap tremendous rewards that happened in class!

At 12:30 I walked into class and there were 70 students dressed in business attire!  They had each elected a representative to deliver their presentation to management and negotiate their way out of the second exam.  Student Local 1 and Student Local 2 also knew that depending on their performance that one or both may take or be excused from the second exam (if that makes sense).  To make the simulation as real as possible I took a moment to pull the TA's into the hall to formulate our negotiation strategy for the management team just like I did as a union negotiator a long time ago at Xerox.  In essence, it did not matter what the union negotiators had to say -- we were going to do our best to shoot it down or refute it.  Hardball all the way, baby! 

As we got started, each Local was reminded that the syllabus was our union contract.  If they were going to win any concession from management it would have to be based on the syllabus policies, procedures, and so forth.  And away we went.

Student Workers Local 1 was up first.  One of the students had baked muffins for me and the rest of management (to butter us up apparently).  I told them I was diabetic and shocked they would want to see me sick.  Of course, I am not diabetic -- it was just a tactic I would have used back in the day to find any way to get my opponent back on their heels and gain an advantage in the negotiations.  It worked but then the negotiator on their side started to make the case for not taking the exam.  As it turned out, all the points they made to not take exam 2 could be tied back to negotiation principles and strategies (that I will reveal to them tomorrow).  We grilled them at every turn but they stood behind their negotiator -- solidarity, n'est pas?  Another key union concept.

Next up was Student Workers Local 2.  The management team was now warmed up and started to get on the case of the second negotiator.  He was dressed to the nine's and smooth but not smooth enough.  He got grilled, too, but we put his points for not taking the exam on the board opposite those of Local 1.  The team even had prepared a power point presentation to make its points for not taking the exam.  When points were made the rest of the students showed their support by cheering and expressing their unity.

You have no idea how impressed I was with my students.

We then went out to caucus, which meant sitting out in the sun and deliberating our response.  I let the TA's have as much say in what we would decide to do as possible -- they are managers in training and development in our program afterall (another win from this impromptu idea).  We spent about 12-15 minutes deliberating and headed back to class.

What we found when we walked in the door was not students looking to the door for an answer from us on the exam.  Instead, we found the student negotiator for Local 2 reviewing the worksheet that was due that day in class with the rest of the students who were shouting out their answers as he read teh questions and grading as they went.  I was blown away by this show of self-directed learning to say the least.

Unfortunately there was no time to walk through the good news and not so good news about the presentation that was made so they will know better if ever in a similar situation at a union hotel or any business establishment when negotiations are involved, especially that "kissing ass" can backfire.  Once I walk them through what they did they will get our decision because they have to wait until class tomorrow to find out.  I will not share that now on this post in case any of my awesome students are following the blog.  In the meantime, what do you think my answer should be?!

If wanting to quiz me more on the details that cannot be shared on this blog post give me a call at 765-484-6218 or send queries to mlalopa@fooded.org

Look for Ways to Engage Students

So we are in the human resource management class on Monday.  I had just finished the second module on unions so the kids will have some kind of clue on managing in that environment.  We had also reviewed a copy of a contract I had so they could see how wages, hours, and conditions of employment are spelled out in great detail, not to mention the responsibilities of management.

We then went through the worksheet that is assigned them for each chapter.  I explained this in an earlier post; essentially the kids trade worksheets and we go over and grade them and I have commentary on key aspects of the assignment.  The kids looked like zombies going through the grading and commentary no matter how excited I was about the topic of unions.

We had about 20 minutes left in class and a student raised her hand to ask a question about the second exam the class is take over 8 chapters of worksheets.  She said that she heard that the last class did not have to take the second exam and wondering if this class could be excused from taking it, too.  And THAT WAS WHEN THE OPPORTUNITY TO LEARN ABOUT UNIONS PRESENTED ITSELF TO ME.

I told the left hand side of the class (35 kids) that they are Student Workers Local 1 and the other side that are Student Workers Local 2.  They are to identify their union representative and formulate an appeal to management (the TA's and me) to not have to take the exam this coming Monday.  I gave them the remainder of the class to "organize themselves" to make their appeal to management today.  And that was when the zombies came to life and became engaged in the learning on unions because it was tangible and had a real consequence. 

I can also assure you that the kids will learn that they have taken a tiger by the tail because I was a union official and negotiator at Xerox corporation for four years and will create a real life situation.  I look forward to sharing with you the results of today. 

National Campaign for Sustainable Agriculture

Today is website Monday!

Perhaps some of you reading the blog are doing all you can to support local farmers.  Thank goodness more chains than Chipotle are looking to obtain protein and produce from truly local farms.  And as Walmart starts to squeeze its distribution system muscles to incorporate more local produce into its super stores the better it will be for those who are returning to the land. 

Indeed they are doing just that in Ireland now.  Since the Irish economy has tanked due to global competition the government has put place a training program to teach people to return to fertile soils and engage in sustainable farming. It may very well save the economy making it more sustainable since everyone has to eat!  There is a very LARGE waiting list to get into the program.

To that end, I wanted to share the website for the National Campaign for Sustainable Agriculture.  It is a nationwide partnership of diverse individuals and organizations cultivating grassroots efforts to engage in policy development processes that result in food and agricultural systems and rural communities that are healthy, environmentally sound, profitable, humane, and just.  Check out the website and/or share it with students at: http://sustainableagriculture.net/our-work/

Slideshare -- Great Resource for Educators

So, I am mucking about (I love my UK friends) on google today to gather information to update my presentation on ethics for my introduction to hospitality and tourism course with 205 students in two weeks.  I type "business ethics presentations" into google and lots of powerpoint presentations show up that one can use without permission (as long as cite source) and those that would like you to get permission.

Then I come across a gold mine resource for educators, known as http://www.slideshare.net/ and looks like the YouTube of powerpoints.  So I muck about at Slideshare website and find some amazing resources for educators such as this powerpoint that was uploaded on making great presentations, which is actually pretty darn good if you want to know if your powerpoint presentations stink:
http://www.slideshare.net/mrcoryjim/most-presentations-stink-connect4-ep

So if you have some time today check it out.  It may be a way for you to share your work with others or learn a thing or two to help you make a presentation of your own.  Good stuff!

Week 10 -- "The Look"

It is week 10 of the semester.  Many are starting to get that "look."  I see it in the classrooms, I see it in the hallways, and I see it when I look in the mirror.  We have been through 10 weeks of the semester and all it brings with it as I mentioned in my Month from Hell blog post last week.  I think the human brain can only take so much; it is not built for a constant onslaught of challenges, opportunities, problems, riddles, meetings, consultations, career advice and the rest that come with teaching. 

Teaching is completely draining and I LOVE WHAT I DO!  I cannot imagine how those who do not like what we do endure it on a day to day basis unless coping through emotional detachment.  And that is why I am seeing "the look."  The one that is ready for the semester to be over even thought there are 5 weeks remaining!   In the back of my head I can swear I hear that little train, "I think I can, I think I can!"

It is times like these that I remember a comment made by a peer of mine when we were working on our doctorate and so overwhelmed with what needed to be done to earn our Ph.D.  He said he sometimes looks out the window and watches the ground crew cutting the grass and finds he is envious.  Mainly because the person cutting the grass can only cut so much grass in a day and when the clock strikes 5, the day is done and the mower and the grass are left to wait until his return the next day.  He admired that greatly.  It does not work that way for a teacher as you all know.  And I am referring to GOOD TEACHERS.  Those who have high expectations of themselves and their students and an uncompromising adherence to standards and refuse to "phone it in."  Those are the ones who know "the look."

So to those of you who are out there right now and know the "look" I am talking about believe you me you have my deepest respect; you are what FELC is all about and remember you are not alone -- you have the rest of us in the learning community to talk to when feeling like giving in a little to the temptation of doing just a little bit less.  Don't do it.  Talk to someone in the learning community who understands your plight and can help re-energize you and your ambitious agenda to advance the foodservice industry one student and one class at a time.  God forbid you give in to the dark side and become that slacker(s) we all have in our academic units that we all know exists but remain in the job all the same no matter how much head scratching we do.  It is not worth it, all you get is pattern baldness.  So teach hard my brothers and sisters -- we got your back!

Community Service Option

As you know, I was attending a gathering at CIA in Hyde Park focused on the matter of community service.  I was particularly captivated by one of the day's presenters, Ms. Maureen Roche, with the Campus Kitchens Project.  As stated on its website:

The Campus Kitchens Project is an emerging leader in community service for students and resourceful anti-hunger programs for communities around the country.  What we do is kind of a no-brainer. We know there are people in every community who need nourishing meals. And, we know that every college campus has unserved food in its dining halls and brilliant students in its classrooms. So we put them all together.

We empower thousands of students each year to recycle food from their cafeterias, turn these donations into nourishing meals, and deliver those meals to those who need it most. Then, we open up that on-campus kitchen space to teach culinary skills to unemployed men and women, who in turn teach the college students a thing or two about poverty, stereotypes, and what it takes to make it these days.  So far, we're at 25 schools around the country: big schools and small schools; rural and urban; colleges and high schools (well, one high school).


Hence, the mission of The Campus Kitchens Project is to use service as a tool to:


• Strengthen Bodies by using existing resources to meet hunger and nutritional needs in our community;

• Empower Minds by providing leadership and service learning opportunities to students, and    
 educational benefits to adults, seniors, children, and families in need; and

• Build Communities by fostering a new generation of community-minded adults through resourceful
 and mutually beneficial partnerships among students, social service agencies, businesses and
 schools.

To learn more about how your campus could be involved in this most worthwhile project and teach community service principles and practices to students visit:  http://www.campuskitchens.org/national/
You will find a great short promotional video on the home page and lots of information on how to launch a program of your own perhaps!