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?

Inez Giles:

I've worked in the business environment for the past twenty-six years; specifically in computing for the past twenty. What I love about it is the constant change and growth in the field. It's a challenge to keep abreast of new developments.

I moved into the online environment because I was traveling as a computer consultant and couldn't make the weekly face-to-face (f2f) classes.

I love the interaction of the online format. In the f2f classroom, I have two or three hours to cover course concepts. In the online environment, I have an entire week. We can delve into issues in much more depth.

Interviewer:

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

Inez Giles:

I think my teaching style is "participatory" and my philosophy is that each of us is responsible for our learning experience. As the experienced faculty member, it's my job to create the learning environment and to map out the strategies for moving students ahead. It's the students' job to do the work. They have to utilize the assignments, readings, and exercises to create their learning. Educators and authors influencing my philosophy are Jack Mezirow, Stephen Brookfield, and Jane Vella. My dissertation advisor, Marcie Boucouvalis, and committee member, Ruth Ann Fagan, allowed me to experience this style in the classroom. On an informal basis my friends and colleagues also help to refine my ideas.

Interviewer:

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

Inez Giles:

My biggest joy comes when students validate their course work with their job experiences. Sometimes this doesn't happen during the semester. Sometimes this occurs later and the students write to tell me, "Remember when we discussed ______? Well, this happened in the office and I was able to tackle the problem head on because of our class discussions." YEAH! That's praxis in action--practically applying the theories and ideas discussed in class.

One challenge comes from staying current in the field and updating my course exercises, assignments and cases to reflect "new" theories. While not wanting to appear dilettantish, I want students to be on the cutting edge.

The most challenging aspect of teaching online is the demand for clarity. Whether it's helping students understand the theory supporting course material, crafting the weekly discussion questions, or defining the exercise and assignment requirements, I must clearly articulate the important points of each. In the f2f environment I have visual clues. In the virtual classroom, I have to rely on students taking the initiative to advise me if a problem arises. I think I clearly invite students to share their concerns – I don't have surety until I see their projects and exams. This "clarity issue" requires I read conference posts with an awareness for potential issues.

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?

Inez Giles:

My "something special" is that I try to accommodate the various learning styles in my classes. For example, there are usually quite a few "new to distance" students in my human resource management class (HRMN 300). I make it a point to write each of them a special message during the first couple weeks of class to make sure they're comfortable and adjusting to the new environment.

Another strategy is working one-on-one with the students new to the field. For example, in my information systems management classes there are field-experienced consultants who develop Data Flow Diagrams for a living. I sometimes ask them (for extra credit) to work with a new analyst or work with the new person myself.

I think students like the fact they can learn at their own pace. Everyone has the same course requirements (assignments) – but they have options as to how they get them done.

Interviewer:

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

Inez Giles:

Don't hesitate to write students a personal note. Be sure to tell them when they've made a major contribution to the class discussions. I acknowledge the student's post in the conference but I also send a personal email to the student.

Take the time to thank students for their efforts. Yes, I know it's their job. I understand that they're supposed to work hard. I just think it important to acknowledge a particularly well-done assignment.

Be present in the classroom. Post a conference response to a student, update a message in the "Announcement Section," or send a broadcast email; do something every day to let the students know you're there.

Encourage students to summarize and/or post course-related articles. This is especially easy for me in my business-related courses.