Comments from Former Fellows (2000-2001)

Fellows, together with their Mentors:

Cassandra L. Fraser, Chemistry
Ken Elzinga, Economics
Deborah Lawrence, Environmental Sciences
Louis Bloomfield, Physics
David P. Luebke, Computer Science
Kirk Martini, Architecture
K. Sara Myers, Classics
Karen Ryan, Slavic
Sarah E. Turner, Education and Economics
Paul Kingston, Sociology

Each paragraph indicates a comments from an individual Fellow. Comments are organized into the following categories:

Reflections on teaching
Interdisciplinary discussions
Interactions of teaching and research
Professional development
Workshops and the retreat
Value of Senior Mentors
TRC staff
Overview of the program

NB: Fellows were told that we expect to learn the following information from their reports:

• how you changed or confirmed your teaching approach, philosophy, methods, strategies
• what impact the mentor/protégé relationship had on you
• what workshops or aspects of the program you found most effective
• anything else you gained from participation in the program
• your suggestions for improving the program in the future
• your plans for continued engagement with your teaching

Reflections on teaching:

I love to reflect and write about teaching and educational projects, . . . and I do this constantly . . . . But always, when invited to engage in more formal reflection, I find it extremely profitable to revisit my ideals and to be spurred, in this way, to think up new and creative ways of meeting them. The UTF program, from start to finish, has provide many such opportunities-in the application process, in giving presentations, and other chances we've had to reflect on our accomplishments and what we might like to improve for the future. . . . . The continued strong endorsement of teaching and the education of students make UVA the unique place that it is. And in a time when the vision of the University as an "Academical Village" appears to be growing dim, this seems especially significant, and a fitting tribute to our heritage.

Interdisciplinary discussions:

I learned all sorts of things in these discussions about how to be what I want to be-an inspirational teacher, an excellent scholar, a leader at the university.

In many ways the interaction with colleagues has been the most interesting aspect of the UTF. Meeting regularly with colleagues outside my discipline, department, and school has broadened my outlook on teaching, research, and tenure. I have been particularly fascinated in this regard by the differences in the humanities compared to engineering or science. I believe that this exposure to different worlds may be the most memorable part of the UTF experience.

Dinner and Lunch Discussions-these were one of the very best parts of the program.

I cannot say it more strongly - I have found colleagues who (I hope) will endure for many years at the University of Virginia.

Interactions of teaching and research:

The greatest impact of this program on my teaching has been to show me ways to integrate my teaching and research, both in a practical, logistical way, and in a creative, intellectual way.

There is a synergy between research and teaching, with teaching forcing the professor - as well as students -- to revisit ideas thought to be set in place with a critical eye.

Boice gave invaluable tips about the logistics of committing oneself to writing, but he also gave me insight into why this is so important. If I am not feeling jazzed up about my research and happy more generally because I am intellectually engaged, I will not be an effective teacher.

Professional development:

And to only speak about teaching does not quite capture all that the UTF program is about. It has given us opportunities to consider not only our classroom performances and the ways in which we interact with students. We have also thought long and hard about the best ways to balance the various responsibilities we face in the university, and likewise, outside of it. Also, conversations we've shared with each other, Marva, and the more experienced faculty who serve as mentors at workshops, have been one of the best parts of the UTF program.

Robert Boice's Advice for New Faculty Members should be required reading for all faculty members, regardless of rank, who have ever felt overwhelmed with the great volumes of responsibilities, all of which we care about. I'd say that pretty much covers all of us.

Workshops and the retreat:

Specific UTF/TRC events that I remember to be particularly beneficial or inspiring:
· The retreat. This set the tone for the entire year. I think it was important that the fellows had some spare time to wander the town.
· The in-class evaluations by my mentor and Jude Reagan.
· The January Teaching Workshop talks by Denny Proffitt and Paul Reynolds.
· Dean Harman's talk on cooperative learning.
· The classroom assessment techniques workshop, and my own part in it ("Documented Problem Solutions").

Value of Senior Mentors:
What was valuable to me were the opportunities to talk with a distinguished and exemplary citizen of the University about aspects of the academic life that I struggle to put into proper perspective.

It was great to have a senior person, a seasoned teacher/researcher/academic, from another department with whom to share my struggles. I have mentors within my department, but there was something quite valuable about having one outside the department.

In addition to my mentor, two other mentors merit particular note for their consistent participation and the clear-headed grasp of both the realities of academic politics and the mission of faculty at a research university. These are sage and good-humored folks who are very comfortable with their scholarship and their place in the university.

I did learn a very great deal from my fellow fellows' mentors.

I knew my mentor casually before the fellowship year, but now I feel that I've gained a friend and an ally in the University.

Teaching tips and techniques learned:
Besides the intangible benefits of collegiality, my principal gain from the UTF has been an increased desire and commitment to experiment with new pedagogic techniques.

A number of really handy pedagogical exercises came from these materials, as well as techniques suggested by presenters like Denny Proffitt. Many of these techniques like the one-minute paper or the "muddiest point" essay are remarkably simple ways for the professor to quickly regroup and assess why a presentation may be floundering.

Analyzing the precise ways in which this program influenced/changed my teaching is difficult. I learned some helpful specific methods and approaches, but I learned mainly that one has to develop one's own style.

TRC staff:

Marva helped me out on several occasions with good, sound practical advice. She has seen a lot and she seems to have thought a great deal about the best ways to deal with different kinds of situations that arise. It was lucky for us, and will be for generations of UTF fellows to come, that Marva is so generous in sharing her many insights regarding teaching and other aspects of academic life.

TRC staff-a very supportive bunch.

Overview of the program:

Over the course of the last academic year, my participation in the University Teaching Fellows program, combined with the benefit of another year of experience, has helped me to transition from a "rookie professor" to an academic enthusiastic about prospects for teaching and research at the University of Virginia.
The opportunity to really think and talk about teaching goals and strategies this year has had a huge impact on my teaching, perhaps not so much on my actual in-class interactions or even on my course content, but on my own sense of control, organization, and enthusiasm for the whole endeavor.