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Interviewer:
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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?
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Lana Larsen:
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I had just gotten my Ph.D. in Experimental Psychology from Saint Louis University in 1997 and was living in the D.C. area. I wanted to teach and saw that UMUC was looking for adjuncts in Psychology. Dr. Kronheim hired me to teach a statistics class in the classroom at College Park . This was my first experience at UMUC. I taught for the American Military University concurrent with my UMUC teaching, and was also a Personnel Research Psychologist for the Office of Personnel Management in D.C. In 2003 I became a Collegiate Faculty member and so now this is my full-time job.
My life experiences have definitely influenced my teaching at UMUC. I got my bachelor's degree when I was 25, and at 33 got a Masters in Psychology. When I was 41, I got another Master's in Philosophy. At 46, I received my Ph.D. I think going to school as an older adult all this time, has given me insight into the needs of the older student, and as my Dad used to say, "one is never too old to get an education."
Other life experiences include living overseas in Bangkok, Thailand for 4 years, being a military wife, moving around the country (22 moves in 28 years!), being a parent and going to school, and writing my doctoral dissertation, "Parental Beliefs Concerning Racism, Sexism and Childrearing."
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Interviewer:
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Please tell us if you teach face-to-face, online, or both and explain what made you choose that format of teaching.
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Lana Larsen:
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I didn't really choose between these two methods of teaching, rather Steve Kronheim choose for me ! If I was needed in the classroom, I taught there, and if I was needed online, I did that.
It's hard to say which I like best. I enjoy the face-to-face contact with the students. One of the most interesting things about teaching in the DC area is the diversity of the student body. I had students who had just recently arrived from Africa, Asia, the Middle East and Europe, along with students who were in the military, middle-aged students and some who just got out of high school. We had the most stimulating class discussions, and I will never forget them. Nonetheless, I love teaching online, and now that I live in Texas, I'm totally online.
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Interviewer:
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What do you find most satisfying about teaching in your chosen format(s)?
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Lana Larsen:
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Teaching online ensures that the student has to communicate with you. In a regular classroom, they may just sit and listen and you may not get to know that student very well. Online, they have to communicate and I enjoy this interaction.
It probably goes without saying that I love the flexibility of teaching online. I can answer posts at 2 a.m. or 6 a.m. or anytime.
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Interviewer:
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What do you find challenging about teaching in your chosen format(s)?
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Lana Larsen:
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So many posts to answer—and so little time!
Another thing is that there may be lots of questions that go unanswered because of the limitations of the online format. We can try to address their concerns in the conferences, on quizzes, and by email, but still, we might not give them the kind of information they need, at the level that is required.
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Interviewer:
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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?
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Lana Larsen:
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I've taught psychology for UMUC since 1997.
I love the fact that as a psychologist, I can study practically anything—so the range of psychology as a discipline keeps me interested and engaged. For instance, as my children were growing up, I was interested in child psychology, then when they became teenagers, adolescent psychology, and now that they are grown, I'm interested in studying parent-adult child relationships. I guess I will be looking into gerontology pretty soon! So, this is what has made me interested in psychology and what continues to keep me engaged with the field.
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Interviewer:
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What joys do you experience in teaching in this area?
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Lana Larsen:
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Psychology is such a vast field, that there is always something new and exciting going on. Its easy to learn something new every day or to approach a topic in a different way—or focus on a different learning technique, etc.
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Interviewer:
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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.
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Lana Larsen:
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One challenge for my introductory to psychology students is that most students do not realize that psychology is a science. They are surprised to find out that in addition to psychological disorders and the study of personality, we also study neuroscience and behavior, perception and sensation, language, thinking, and memory.
It can be challenging to teach online because in the classroom, you can see if your techniques are working—but, there is no body language in the online environment! Group work is also much harder online than in the classroom.
In the classroom, everyone can hear what the others are saying. In the online classroom, if they do not read the material in the conferences, they don't get the benefit of their classmates' views.
Also, some students like the classroom because of the physical presence of the teacher and the other students, and knowing that they have to go to class keeps them focused. Online, they do not have these cues.
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Interviewer:
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How would you describe your teaching style or philosophy? What experiences or person(s) have influenced your style or philosophy?
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Lana Larsen:
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I have a more student-oriented teaching style in which I perceive my role as a facilitator or guide to student learning. I want students to be able to think critically, question theories and assumptions, and approach the class with an open and inquisitive mind. I hope to broaden their perspectives, show them how the study of psychology can impact their lives in a positive way. As their teacher, I want to encourage their efforts, praise them when they are doing well, and show them where they can improve. I try set clear objectives, grade fairly, and be available to the students.
Many different people have influenced and inspired me as a teacher. My 8 th grade teacher provided a solid background in English. My first psychology professor, Dr. Harvey Ginsburgh, inspired me to pursue my graduate degree in developmental psychology. Here at UMUC, Mr. Regi Haseltine taught me how to teach using WebTycho. I try to follow his methods of breaking the material down into bite-sized pieces, and then responding to every student post (I try!) Most of my ideas concerning the how to teach psychology have come from Dr. Steve Kronheim. He has been instrumental in my development as a teacher. Finally, the UMUC Peer Mentoring Program, and the CTLA workshops have provided me with a wealth of information on how to improve my teaching methods and style.
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Interviewer:
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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?
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Lana Larsen:
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This isn't very unique, but I haven't seen many instructors use this technique.
I have "give away" points for every class. All the student has to do is make the effort to complete the assignment. If their work is not up to par, I tell them they can make corrections so that they can get all the points. I find that almost all my students like this technique. They keep trying until it is right. Then we move on to the next activity, and they know that if they don't get it right, they have the chance to learn from their mistakes and still get all the points. This technique works well for classes where one skill builds on the next, and it ensures that the student has these skills by the end of the course. It also works very well for those courses that are considered challenging, and gives the student confidence from the beginning that the instructor is going to work with them until they understand the material.
These "give away" points work well for class discussions, too. If a student does not meet the requirements for the discussions, i.e., did not cite their source, did not provide enough information or support for their position, I tell them so. Then, they have the option of making the corrections and getting these points. By the end of the class, I don't have to correct anyone anymore, and they know that participation in these activities is not a test, but rather a learning experience.
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Interviewer:
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What suggestion would you give to students who are interested in majoring or working in your discipline?
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Lana Larsen:
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I would suggest that they develop their writing skills and learn APA style, early on. They should not put off taking statistics and experimental psychology. Experimental psychology can give them the critical thinking skills they can use for their upper-level courses. Finally, at the very end of their degree in psychology, they should take the History of Psychology so that they leave the program with a review of how the different perspectives in psychology came about, and an idea of where psychology is headed. These courses should help them if they are interested in working in the field or want to pursue a graduate degree.
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Interviewer:
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What suggestion would you give to new faculty who are interested in teaching in your discipline at UMUC?
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Lana Larsen:
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Be flexible. Have a conference every 3 weeks or so and ask the students if what you are doing is working. For instance, ask them if they are keeping up with the reading and the work, or if there is something in particular that they find confusing either about the classroom or the requirements. I learned a lot from my students this way.
Make your presence known in the classroom often. Even if you cannot answer every post every day, at least let them see you have been there.
Have a place where students can ask questions, and check this conference every day if possible (even if you only have a few minutes available for that class). This helps cut down on so much email because several students might have the same question, and it keeps the students motivated if they know they can get an answer right away to some question or concern they have.
Post new announcements every week to keep the students on track, and add to them during the week if someone emails you with a question that you think the rest of the class would want to know.
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