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? Are there any life experiences that have influenced your teaching at UMUC? If so, please share one story.

William Mood:

My teaching career with UMUC in Germany began with a phone call. UMUC was looking for a substitute history instructor and I had been recommended. At the time, I was working for Big Bend Community College where I had taught history & math and was developing math curriculum as part of an academic skills program for the U.S. Army. At the same time, I was pursuing graduate studies in history. Well, I volunteered. UMUC opened the door and I have kept my foot in it ever since then.

I have developed curriculum for the UMUC History Department as well as the Center for Teaching & Learning. In addition, I facilitate workshops on using technology in the classroom.

It is difficult to point to one particular life experience that has influenced my teaching. Practical training has certainly been a key factor in the development of my teaching philosophy. I learned super learning techniques and began to apply them to teaching German and ESL. If you have never seen a person learn irregular verbs while doing aerobics, you will have to visit one of my classes.

In general, I would say that the classroom experience in Europe has had a substantial impact on my teaching. UMUC students come from various backgrounds and are truly remarkable individuals. They bring their experience to the classroom and I constantly benefit from their insights. My colleagues in the European Division are another source of inspiration. I am fortunate to have worked on a number of projects with Diane Jones-Palm, Jean Mandola, and Brian Cann, all of whom are Drazek award winners. Our discussions are always very lively.

Interviewer:

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

William Mood:

An essential element of my teaching philosophy is the creation of a stress free, academically exciting learning environment. My approach is primarily student centered. As a facilitator, I encourage openness and active participation. In fact, encouraging students to be active learners, not passive participants, is an essential role of a facilitator. I want students to bring their expertise and experience to the classroom and to challenge traditional interpretations based on sound scholarship.

On one level, my work in curriculum development and adult education has been particularly helpful. I often go back to the literature on multiple intelligence, super learning and brain theory to find a theoretical basis for my approach. On a practical level, students themselves have helped me understand their learning needs. At the beginning of each class, I ask the same question: "What do you want to achieve in this class?" Aside from the grade issue, the daunting ghost that prevents real learning, students often mention learning what they missed in high school as their goal. How did this learning gap evolve? Finding an answer to this question by understanding how to overcome learning barriers has become part of my goal.

Interviewer:

Please explain if you do something special or unique in your teaching and what made you develop this.

William Mood:

I always think about individual learning styles and incorporate various teaching techniques to reach visual, auditory, and kinetic learners. Like many facilitators, I use a combination of PowerPoint, music as well as video clips. In particular, I use a visualization exercise that I call the learning square. Using a box shaped timeline and a meditation exercise, I encourage students to visualize the flow of history over a 400 year period. The UMUC History Department, by the way, has even included parts of the learning square exercise into its course modules.

Of course, some students are very skeptical about my approach. Students who are used to a traditional classroom lecture are wary of active participation, especially in distance education classes. One student recently commented that group projects were just too difficult. Naturally the daunting ghost of grades looms in the background when it comes to group activity. Overcoming their reluctance and empowering students to be active is a constant challenge.

Past experience, however, has shown that innovative teaching approaches help students to think "outside the box'. One story, in particular, is my favorite. It is that one special moment that makes up for the many moments of doubt. I use a card game to introduce a topic on intercultural communication. At first sight, watching a group of students play cards in a history class appears rather odd. The game, however, is designed to engage students in critical thinking. The day after a game, a young soldier told me he was so excited about the post game discussion that he went to the library to find a book on Native Peoples. That student was empowered and had taken the first step to becoming a life long learner.

Interviewer:

What do you think it is about your teaching style that appeals to students?

William Mood:

Students in the military and their families are confronted by stress daily; therefore, they appreciate attempts to make the learning experience not only fun, but also meaningful. They also value flexibility in terms of assignment choices and scheduling.

Interviewer:

Do you teach face-to-face, online, or both? Do you have a preference between teaching face-to-face and online? If so, please explain.

William Mood:

I currently teach both face-to-face and online courses. Before moving to distance education, I had developed online material to supplement my face-to-face classes, so the transition to distance education seemed quite natural. I certainly enjoy the flexibility of a distance education class, but I have more opportunity to experiment with new ideas in face-to-face classes. I still have not figured out a way to play my card game in WebTycho, but I am working on it. In the future, I would like to build an internet based computer game into my WebTycho classroom.

Both formats are rewarding but equally challenging. Distance education allows us to tailor the learning experience and to make it more individual, but it is an exceedingly time consuming process. Plus the rewards are not always instantaneous. You cannot readily see the proverbial light go on as students grapple with new ideas. In terms of time and interaction, face-to-face classes are enjoyable. Yet, students, who are on duty, can arrive late and you might be teaching in a tent. Therefore you learn to be flexible.

Interviewer:

Please tell us about your chosen discipline-i.e., what made you interested in the area initially? What do you do to stay current in your discipline? What do you like best about teaching in your discipline?

William Mood:

History teaches us the complexity of the human experience and ties the present to the past: it leads to an understanding of multiple perspectives and provides tools with which to critically analyze the world around us. It is seminal to our existence. It is part of our inquisitive nature. We have all asked the question, "Why?" And we are all historians because we pass on stories from one generation to the next. Telling stories is what fascinates me and has led to the academic study of history. My undergraduate studies in both England and France reinforced my love of history.

I try to keep up with current literature and attend conferences when time allows. The best source of literature is the UMUC library database. From home, I now have access to fantastic publications.

Basically, I want students to become not only critical observers, but also active participants in society. History provides an endless number of avenues to achieve this goal. Plus it brings you in contact with a whole array of new ideas.

Interviewer:

What is the most challenging to you in teaching in this area? What teaching strategy do you use when you encounter the challenge?

William Mood:

The most challenging aspect of teaching history is helping students to think critically about documents and society. Too many students assume the past is like the present. Of course, it is easy to pontificate and avoid the little steps necessary before learning begins. But to me that approach is not teaching. I want students to think independently so that they will be successful in all their courses. Learning to learn is the key to their success down the road. I reach out to students as much as possible. I tell them that we are about to climb a mountain. Each course is a journey and that at times we must descend before we reach the peak.

Interviewer:

Are there any special challenges in teaching this subject matter online? If yes, please explain what could be done to meet the challenges.

William Mood:

The biggest challenge is not the subject matter, but the electronic environment. Crashed computers, slow Internet service, and other technical problems cause frustration. In addition, UMUC European students must overcome extraordinary barriers to pursue their academic goals. Being aware of these barriers and constantly searching for ways to help them individually is important. Equally important is directing students to the appropriate help services.

Interviewer:

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

William Mood:

Study what you want with passion. Get involved in the student history society. Join a national history society. Take advantage of the great student support services offered by the Effective Writing Center . And most importantly, talk to your professors. They will not be available 24/7, but they are dedicated.

Interviewer:

In your opinion, what makes UMUC the college of choice for students?

William Mood:

UMUC provides on site and DE classes so that you can achieve your educational goals wherever you are located. The faculty and staff are dedicated individuals. As an institution, UMUC is truly interested in making education available and affordable.

Interviewer:

In your opinion, what makes UMUC the employer of choice for future faculty members?

William Mood:

UMUC offers a wide range of faculty resources and it is making an effort to increase its support service worldwide. It is an institution with a vision and a commitment.

Interviewer:

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

William Mood:

The history faculty is fantastic. Get to know them by becoming involved in the online discussions. They can truly point out both the strengths and weaknesses of current courses. Believe me they are dedicated to making positive changes. Get to know your students. Our student body is diverse. We have students stationed all over the world in the service of their country. We have working adults and the student fresh out of high school. Take advantage of the training opportunities offered by the Center for Teaching and Learning.