Teaching Experience #1:
IST 343, Recitation Lead,
Spring 2022
IST 343, or Data in Society, is an undergraduate course in the School of Information Studies which is divided into a large lecture and multiple recitation structure. In the Spring semester of 2022, I was a recitation lead for 19 students from various majors and years in their programs. Although I did not create the syllabus, I was in charge of implementing it for my student group.
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The course description is as follows:
Students will critically examine how individuals, groups, and society create and are created by digital data and algorithms. Students will explore social, political, legal, and professional issues across varying contexts including social media and the Internet of Things. To read more about the course and see the most up-to-date, public information - including the course syllabus - refer to the linked Syracuse Answers page.
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My duties for this teaching opportunity included:
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working with professor of record and other recitation leads to plan lessons and create assessments
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delivering lesson plans with goal of clarifying and expanding lecture material
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grading student assessments (weekly quizzes, three papers and a final)
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providing extra, customized assistance to students with special learning requirements
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holding weekly office hours for all students
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Independent Observation
As part of my teaching experience, I was observed by Peggy Takach, the Syracuse iSchool Director of the Faculty Center for Teaching & Learning. Peggy observed my recitation and teaching approximately 6 weeks into the semester, and provided feedback on various aspects of the classroom. Notes from her observation are linked below, titled 'Independent Observation'. I was happy to see predominantly positive feedback and implemented her suggestions - such as adding an agenda and diversifying student engagement - for the rest of the semester.
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Reflection
This recitation lead experience was invaluable as I learned the hefty requirements of creating an inclusive and open environment for students to comfortably ask questions. Especially given this course was one of the first back in-person classes, there were multiple points of struggle throughout the semester. Open and honest communication with the students proved invaluable, as students provided feedback on class activities and how to better serve their needs for the following recitations. Below are the primary lessons learned from the course, along with student course feedback excerpts from the end-of-course feedback. Complete evaluations are available in the "Student Evaluations" section of the Table of Contents, or here.
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Additionally, as part of the experience, I was in charge of creating a recitation lesson plan and weekly assessment. The PowerPoint created is linked below. As other recitations were delivering the professor of record's vision, it was an exciting opportunity to be able to steer the wheel. Students responded positively to the recitation and enjoyed the fun video (embedded in slides) that was relevant to the class's material. Especially of importance was tying that week's material to previous material discussed, so that students had the opportunity to draw parallels across different modules. This is seen in the "Data is Oil" slides, where students were prompted with reflection questions. They had the opportunity to expand on their reflection through a Think Pair Share, where they wrote their reflection on Blackboard and then found someone in class to discuss with. At the end of the class, students were reminded of the Key Takeways which corresponded with the class goals presented at the beginning of class. Lastly, students were reminded of an approaching essay due. Given that the class's first essay results were not great, we discussed how to improve our papers for the second essay using the two questions included in the slide. The open discussion on how to improve as a collective was extremely beneficial, as the class average grade increased 10% from Essay 1 to Essay 2.
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Lessons Learned
Impact of Industry Experience
While some go to their PhDs straight after their undergraduate or graduate degrees, I decided to obtain industry experience. What I learned was the value of sharing these experiences, as students connected with "real life" experience. Even sharing the expectations of a PhD student was enlightening. My goal was to tie material as much as I could to my outside experience, as these stories stuck and materialized the content
1 on 1 Student Relationships
Throughout the semester, I was able to develop closer relationships with 4 or 5 students. Some asked for career advice, while others frequently came to office hours to develop ideas for their papers as they struggled with writing. Those connections were my favorite, as I felt like those represented the most tangible, direct impact on students. I remember a student passing by my office during office hours to let me know he got into a masters program; it was lovely feeling like I was a snippet of that journey.
Creativity Is Always Needed
Especially in this day and age, students get bored quickly. In order to keep their interest heightened, there must be continuous and dynamic change in assessments and activities. This was especially prevalent in a post-class over zoom age.
You Can Be The Change
For most people, there were key professors in their academic careers. As a future professor, these professors - whether they were incredibly supportive or the opposite - informed my own pedagogical grounding. Given I was teaching the professor of record's syllabus and had to adopt someone else's structure, there were challenges in integrating my own morals and teaching style. However even with these limitations, I was able to act in a way that my previous undergraduate self would have loved. A TA that was enthusiastic, empathetic, honest and determined. With future teaching opportunities with more autonomy, I look forward to continuing to grow to finally become the professor I wanted as an eager, curious (and just a bit nervous) undergraduate student.
Challenge of True Comprehension
To teach a class requires true and real comprehension of the subject matter. This means not only being able to deliver the lesson plan, but respond to student questions which may expand the bounds of your comprehension. Aptly answering these questions requires skill that I hope to better over time.
Not Okay To Feel Guilty
After a few rocky lectures, I noticed a feeling of guilt or disappointment. Even though I prepared extensively for every lecture, and brought an enthusiastic attitude to the front of the class, I was sometimes met with exhaust and little motivation. It was easy to take it personally, as if I failed in delivering the material. I had to learn from other senior lecturers that sometimes, a class just won't go how it's planned. Especially in the middle of a pandemic, an invasion and other seemingly never-ending disasters, competing for brain space was a challenge.