Creating videos to supplement the grading process can personalize the instructor-student relationship, clarify expectations and help keep learners on track.
Richard Rose provides expertise and perspective on the value of personalizing the online grading process by using targeted video. His comments on how to help struggling students are pure gold.
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Ph.D or DBA in Operations or Management with specializing in Project Management from a regionally accredited institution.
Minimum 3 years applicable experience in project management.
PMP certification desired.
Prior experience teaching online, preferably in a global setting
A demonstrated record of focusing on the student
Candidate will be required to submit a resume and/or curriculum vitae and teaching philosophy with their application
Candidate will be required to complete satisfactory background and reference checks
Additional requirements driven by state licensing or accreditation considerations may apply
Online Teaching skills will give you the edge on this one.
By: Maryellen Weimer, PhD in Teaching Professor Blog
“One of the best gifts teachers can give students are the experiences that open their eyes to themselves as learners. Most students don’t think much about how they learn. Mine used to struggle to write a paragraph describing the study approaches they planned to use in my communication courses. However, to be fair, I’m not sure I had a lot of insights about my learning when I was a student. Did you?
As fall courses start to wind down, it’s an apt time for reflection. Here are some pithy (I hope) prompts that might motivate students to consider their beliefs about learning.”
Maryellen Weimer provides us with a list of well crafted and thought provoking prompts for reflection. This kind of thinking (and responding) is essential for both students and teachers.
Academic Responsibilities and Essential Functions:
Deliver online lessons to undergraduate and/or graduate students.
Initiate, facilitate, interact and moderate online classroom forums.
Be a faculty leader in your classes embracing fully the Community of Inquiry Framework of Teaching Presence, Cognitive Presence, and Social Presence.
Evaluate and grade students’ class work, assignments, and papers within the timeframe set forth by APUS policy providing effective feedback to guide student learning and success.
Comply with APUS guidelines and expectations for quality faculty engagement online.
Engage in the classroom and reply to emails, etc. at least every other day, including one day during the weekend.
Remain aware of classroom procedures and use of instructional materials.
Participate in professional development to enhance teaching skills.
Attend discipline specific and administrative meetings as scheduled.
Maintain ‘discipline’ knowledge by participating in one’s own discipline-related professional communities.
Support APUS initiatives and departments.
Maryellen Weimer, PhD:
Here’s a great resource: the Teaching Practices Inventory. It’s an inventory that lists and scores the extent to which research-based teaching practices are being used. It’s been developed for use in math and science courses, but researchers Carl Wieman and Sarah Gilbert suggest it can be used in engineering and social sciences courses, although they have not tested it there. I suspect it has an even wider application. Most of the items on the inventory are or could be practiced in most disciplines and programs
This inventory, published by the University of British Columbia was developed by an impressive team from Canada, headed by Nobel Prize winning physicist Carl Wieman. Fine research. Deep and worth the dive.