I am currently teaching "Art Appreciation" for non-art
majors and "Visual Arts Integration" at the University of North Texas at Dallas.
I earned the Master of Fine Arts in Computer Art from the Memphis College of Art in 2001. The early years of my career were spent teaching Art Appreciation and Digital Art classes at Cottey College in Nevada Missouri. Then I taught foundation computer and photography classes at Missouri Southern State University before moving on to my present position in Texas.
I earned the Master of Fine Arts in Computer Art from the Memphis College of Art in 2001. The early years of my career were spent teaching Art Appreciation and Digital Art classes at Cottey College in Nevada Missouri. Then I taught foundation computer and photography classes at Missouri Southern State University before moving on to my present position in Texas.
I have also facilitated for several major
online Universities in their Graphic Design and Multimedia programs.
To
further my experience with computers and education for twenty first
century learners, I took 18 hours of Master’s level classes from
the University of North Texas’s Computer Education and Cognitive Systems
Program. I was invited in Spring to join the PhD program this summer at UNT but I decided not to attend, due to other responsibilities at UNTD.
Interests include photography, organic gardening, cooking, and building web sites.
The best higher education model that I have found to date is by Arthur W. Chickering and Zelda F. Gamson called the “Seven Principles for Undergraduate Education” published from 1986 and following by various higher education journals. These principles follow:
1. Encourages contact between students and faculty
2. Develops reciprocity and cooperation between students
3. Encourages Active Learning
4. Gives prompt feedback
5. Emphasizes time on task
6. Communicates high expectations
7. Respects diverse talents and ways of learning
To me, these seven practices are a guide that I use for good practice in the classroom and as a student mentor. These ideas are supported by research to be effective, even in today’s system where education is becoming a commodity for a growing consumer driven audience.
To encourage contact, I learn about each student and call them by name by the end of the first week—or with more than 35 students, by the end of the second week. I am in my office at the times stated in the syllabus and if not, I leave a note with contact information. In the past, when given an advising role, I advised students about career opportunities and kept in contact with those on the “outside” who may have had openings and wanted a good “fit” for their organization. I share experiences, attitudes and values with students. I work with students to create field trips to attend extracurricular activities
It is important that my teaching—or facilitation—help students learn what they need to learn to be prepared for service in a variety of fields. I ask myself what it is they need to learn, how do I provide it in a meaningful and productive way and how do I measure the effectiveness?
In order to accommodate and reach various learning styles and levels of previous experience, strategies have been implemented. This starts with the design of the assignments and proceeds to the final outcome which is to prepare students for more advanced classes and for the “real world.”
Pam Harris Teaching Philosophy
The best higher education model that I have found to date is by Arthur W. Chickering and Zelda F. Gamson called the “Seven Principles for Undergraduate Education” published from 1986 and following by various higher education journals. These principles follow:
1. Encourages contact between students and faculty
2. Develops reciprocity and cooperation between students
3. Encourages Active Learning
4. Gives prompt feedback
5. Emphasizes time on task
6. Communicates high expectations
7. Respects diverse talents and ways of learning
To me, these seven practices are a guide that I use for good practice in the classroom and as a student mentor. These ideas are supported by research to be effective, even in today’s system where education is becoming a commodity for a growing consumer driven audience.
To encourage contact, I learn about each student and call them by name by the end of the first week—or with more than 35 students, by the end of the second week. I am in my office at the times stated in the syllabus and if not, I leave a note with contact information. In the past, when given an advising role, I advised students about career opportunities and kept in contact with those on the “outside” who may have had openings and wanted a good “fit” for their organization. I share experiences, attitudes and values with students. I work with students to create field trips to attend extracurricular activities
It is important that my teaching—or facilitation—help students learn what they need to learn to be prepared for service in a variety of fields. I ask myself what it is they need to learn, how do I provide it in a meaningful and productive way and how do I measure the effectiveness?
In order to accommodate and reach various learning styles and levels of previous experience, strategies have been implemented. This starts with the design of the assignments and proceeds to the final outcome which is to prepare students for more advanced classes and for the “real world.”
No comments:
Post a Comment