Faculty Excellence at UMUC

Interviewer:

Please tell us about yourself—what made you decide to teach at UMUC? What kind of work do you do when you are not teaching at UMUC? What life experiences have influenced your teaching at UMUC?

Diane Finley:

I didn't actually make a decision to teach at UMUC as much as I transitioned into the role of professor. I began at UMUC as a graduate assistant in academic advising while completing my dissertation. I then became curriculum specialist for Behavioral and Social Science and also was the first person to really teach at a distant. When not at UMUC, I teach full-time at Prince George 's Community College, a large urban community college, outside of Washington, D.C. I also have a small private sport psychology consulting business.

I have a variety of experiences that enrich my teaching at UMUC. I was an adult student who did not get my graduate degree until much later in life. I have changed career directions several times and I have worked in education, for the government and for private business. That richness of experience gives me insights into why what I teach is relevant, and it also gives me some understanding of what the typical UMUC student faces.

Interviewer:

Please tell us if you teach face-to-face, online, or both and explain what made you choose that format of teaching.

Diane Finley:

These days I generally teach only online because I usually teach one course a term. Since I work full-time elsewhere, the online format fits into my life better and allows me to avoid long commutes to the campus. I have taught face-to-face many times, though, as well as in the many other incarnations of distance education including mail and telephone-enhanced classes.
I actually began with the online format in order to avoid a twice weekly commute to campus during a summer term. I was working with a baseball team and class on-campus interfered with my attendance at their games. I took the WT training and began teaching online.

Interviewer:

What do you find most satisfying about teaching in your chosen format(s)?

Diane Finley:

One of the most satisfying components of teaching online is that I get to know more students better online. Many who might not participate in a face-to-face class are more active online. I know that when I write recommendations for a student, I have a well-rounded view of the student � work habits, collegiality, punctuality, writing skills, critical thinking skills and professionalism. I don't always have all of that knowledge with face-to-face students.

Interviewer:

What do you find challenging about teaching in your chosen format(s)?

Diane Finley:

I find the lack of nonverbal cues a bit frustrating. I cannot tell if a student does not understand something and when they do not ask, there can be misunderstandings. I also find student expectations about my availability can be unrealistic. Some expect me to be online 24/7 and if they do not get a response within an hour, they can become upset.

Interviewer:

Please tell us about your chosen discipline�how long have you worked in or taught it? What made you interested in the area? What keeps you interested in the area?

Diane Finley:

I have been in psychology for about 15 years now. I began my academic life as a high school English teacher and I find those skills still valuable. I switched into counseling but discovered that I really did love teaching. So I went back to school and earned a Ph.D. so I could teach at the college level. I love the fact that psychology is relevant to everyone, not matter what the major or profession. It is really an applied discipline with much to offer. I stay interested by reading journals, attending conferences, doing presentations and participating in online discussions. The field is constantly changing so I have to stay up to date.

Interviewer:

What joys do you experience in teaching in this area?

Diane Finley:

One of my favorite moments in teaching is when a student takes a concept and applies to his or her own life, especially when that application makes something better. I had an email from a recent student who had already applied what was learned in research methods to a challenge at work.

Interviewer:

What challenges do you experience in teaching in this area? Please describe any special challenges you face if you teach online in comparison to teaching in a face-to-face classroom.

Diane Finley:

I teach primarily Experimental or Research Methods. It is the foundational course for the discipline but is VERY time-consuming and is not like any course most students have completed previously. Trying to get students to truly understand the time needed to really learn this material and learn to conduct research as a psychologist can be challenging. Trying to explain how to do research, write a lab report and conform to APA format can be difficult online as well. Some concepts are more easily explained in person.

Interviewer:

How would you describe your teaching style or philosophy? What experiences or person(s) have influenced your style or philosophy?

Diane Finley:

My teaching philosophy is based upon the work of Jean Piaget and Lev Vygotsky; I take a constructivist approach to education. That approach incorporates learner responsibility and views the instructor as more of a facilitator who helps the student reach beyond his or her current level to advance to deeper levels of understanding. It includes collaboration among students and recognizes the important of the social context of education.
I use active learning techniques to engage students. I do not merely lecture and I want students to apply the material, not just regurgitate facts. I think my style has been influenced by my study in educational psychology as well as my experience teaching secondary school.

Interviewer:

Please explain if you do something special or unique in your approach and how you developed that approach. What do you think it is about your approach that appeals to students?

Diane Finley:

I don't think that I have necessarily developed the approach that I use. Many teachers use similar techniques. I do emphasis active learning, though. I want students to engage with the material and move the concepts beyond the classroom. How do the concepts apply to the world beyond the classroom? Why is the research important? These are some of the questions that I constantly use to challenge students.
I try to develop new, timely and interesting activities to keep students engaged. I also want students to understand the connections among disciplines and areas of knowledge. Thus I do not teach psychology in a vacuum. I bring in history, philosophy and other sciences. I also emphasis writing in standard English and the need to communicate ideas clearly.

Interviewer:

What suggestion would you give to students who are interested in majoring or working in your discipline?

Diane Finley:

There are several suggestions I would make.

Interviewer:

What suggestion would you give to new faculty who are interested in teaching in your discipline at UMUC?

Diane Finley:

Teaching at UMUC introduces you to a broad spectrum of students who are interested in the discipline and who bring a wealth of experience to the classroom. That experience can enrich the curriculum and give you new ways of looking at some traditional concepts. Likewise, colleagues come from many places and that also enriches your teaching. Be prepared to be challenged, though!