Marsha+Jeppeson's+page


 * Marsha Jeppeson's page**

** Teaching Style Survey ** ** Jeppeson ** ** Fall 2011 ** All classes are MGMT 21 (First-Year Seminar) T/R 9:00 to 10:15 AM T/R 1:30 to 2:45 PM  T/R 3:00 to 4:15 PM
 * FALL 2011 Teaching Schedule (at CSUS) **

MW 9:00 to 10:20 AM (Group Communication) MW Noon to 1:20 PM (Public Speaking)
 * FALL 2011 Teaching Schedule (at SCC) **

I finished taking the Teaching Style Survey last week; here are my results:


 * ** Expert ** || ** Formal/Authority ** || ** Personal/Model ** || ** Facilitator ** || ** Delegator ** ||
 * 3.75 || 4 || 3.625 || 4.375 || 4.25 ||
 * Moderate || High || High || High || High ||

At first blush, what do I think about these scores: I use a eclectic mix of styles, yet play down the expert over formal, personal, facilitator, and delegator. Highest score is facilitator which does mirror my view of myself in the classroom, professional activities, and community service.

I answered the questions based on my current teaching load which includes all First-Year Seminars at CSUS. I will go back and complete for other classes. I wonder at this moment how much they will (might) vary.

Also, I felt challenged by the survey (which is frequently the case with forced-choice questionnaires) in that I wanted to say none of the above or sometimes, but not always. This is my own resistance to quantitative research to the exclusion of qualitative.

I pulled some information from my RTP file and included those ideas below:

I have a dynamic and interactive teaching style that incorporates a “playfully serious” quality.

I prepare my courses with the outlined CBA objectives and structure class and course assignments to follow those objectives. I am intentional in creating challenging assignments, working with high standards, using theoretical and applied reading, and designing an interactive classroom (even with high enrollment numbers and the experiential requirement of most organizational behavior courses).

I work to involve the students and to encourage rigorous evaluation of each other (including me). I describe my courses as the “high-effort” alternative and am quite clear in both the syllabus and course overview that the course will require commitment, effort, and usually a collaborative project. I learn all of the students’ names and work from a Socratic teaching style designed to keep students engaged. I furnish the students with written and oral assignment directions and spend extensive time clarifying and providing samples to supplement my expectations and their understanding.

In spite of the fact that a significant weight is given to student evaluations, I have the courage to have high standards that make the course challenging to teach and take. I am also intentional in creating assignments that have application in the students’ personal and professional lives. I work at being both a fair and rigorous guide in the learning process. Burning Questions:


 * 1) If there are strategies that can be taught to faculty and students, how do we use them in our current impoverished university environment?
 * 2) How can we develop ways of thinking that help us intellectually, emotionally and relationally? Can those ways be easily shared with others?
 * 3) What is the application of cognitive coaching for general well-being, resiliency, and healthy aging?