Tuesday will mark my “one-month anniversary” as a professor, which—I suppose—is not much of a milestone, but it will do. Overall, I think things are going well and I’m starting to settle in, and everyone has been quite supportive thus far. There are a couple of outstanding concerns, however:

• Is my teaching good enough? The “being thrown to the wolves” approach to teacher training that I experienced may have its virtues, but it wasn’t much preparation for the different sort of instruction that’s expected at a liberal arts college (the group dynamics of 15 relatively bright students aren’t close to those of 100 with wide variance), so I feel like I’m basically “muddling through” with a combination of lecturing and my vague recollection of graduate seminars.
• Should I put some more focus on my research? The oblique advice I’ve gotten from my committee is that most potential employers want publications, even from newly-minted Ph.D.s; on the other hand, it appears that the administration here would rather I focus on teaching and departmental service, and I’d rather stay here than go elsewhere, ceteris paribus (of course, part of that isn’t really up to me). I suppose the correct answer here is “both.”

Anyway, we’ll see how things are going again next month.

Those of you with morbid curiosity about my academic career should read this comment. Other news: the books for my directed readings course finally showed up today, and I have been approved for $1200 of academic travel this year (so I guess that means I should put together a Midwest proposal in addition to the paper I’m presenting at SPSA in New Orleans). Now I need to go home and work on writing a couple of exams.

Michelle’s post‡ today on laptops in the classroom (in a similar vein to this article I read last month on the suggestion of Glenn Reynolds) reminded me that I had a few items from the past few weeks still in my Google Reader queue of “things to blog about” related to Margaret Soltan’s continuing crusade against the use of PowerPoint* and its ilk, and specifically Timothy Burke’s partial rebuttal:

What’s the difference between bad usage of PowerPoint in lectures and bad lectures that involve hand-outs, overhead transparencies and writing on the chalkboard? Are we just complaining about old wine in new bottles here? Is the real culprit professorial droning at classrooms of 200+ students followed by recite-repeat-and-forget examinations? I think it’s at least plausible that the technology is just giving us a new reason to pay attention to a pedagogy whose effectiveness has been suspect for two generations.

I dare say I’m among the last doctoral students who was “trained”—and I use that word loosely—to teach prior to the widespread use of PowerPoint. Four years of full-time in-classroom experience, mostly with small lectures and seminars, has brought me basically to agreement with Burke on this point—complaints about PowerPoint essentially boil down to complaints about either instructional laziness or the whole nature of lecturing, or as a Burke commenter puts it, ”[e]xactly how does one teach even 80† students at once without succumbing to passive data transfer?” The non-use of PowerPoint or some other form of instructional technology seems to me to be a luxury confined to those who only teach small seminars and graduate students, and while my personal career aspirations lean in that direction the reality is that I’m several years away (in terms of research productivity) from being there—if I ever get there.

Burke in his comments hits the nail on the head, I think, when it comes to any sort of visual presentation in class:

It seems to me that the absolutely key thing is to avoid speaking the slides literally. They’re best as definitions, key concepts, images: the kind of thing you’d stop your flow of lecturing to write on the chalkboard. They’re not the lecture itself.

I think there are three useful aspects to a lecture: what you put on the board (or slides), what you say, and the general outline. If you’re preparing a handout or something to stick on Blackboard for students, the outline or outline-plus-slides is what they need, along with space to fill in the gaps. An alternative approach is to make the slides/board material the outline; several of the more effective teachers I had (my high school history teacher and a political science professor at Rose-Hulman) took that approach. But you can’t shovel your script into PowerPoint and expect that to work well, any more than you’d expect that writing it up on the board, or for that matter reading a paper verbatim at a conference would be a good presentation, to work.

All this discussion leaves aside the question of teaching anything that involves symbols (chemistry, mathematics, statistics) which I think requires a different approach than bullet-points. In class, mathematics and statistics (and, by extension, social science research methods courses) lend themselves to a combination of “passive” PowerPoint-style presentation and more spontaneous problem-solving and brainstorming; for example, one of my early activities is to have the class try to operationalize (define in terms of a measurable quantity or quality) a concept like “globalization,” which you can’t really do with a static slideshow even though you can define terms like “operationalization” that way. Similarly, while you can step through the process of solving a problem in a slideshow I think it’s more effective to demonstrate how to step through the process on the board.

Unfortunately, many classrooms aren’t set up to allow you to present and use a board simultaneously; some of TAMIU‘s lecture halls have a nice design where the projection screen is above the board, so you can write on the board without having to do anything special with the slideshow, but rooms most places are designed for “either-or” which can be a real pain—fiddle with the control system to blank the screen, raise the screen, write on the board, then lower the screen, switch the screen back on. After a few iterations of that in a single class, you’ll never do it again.

I freely admit I haven’t figured everything out yet; my current methods slides are pretty good lecture notes but pretty rotten for projection. One of my projects for this summer (postponed from last summer after I learned I wouldn’t be teaching any methods courses this year) is to work on my research methods lectures to incorporate advice from Andrew Gelman’s book so I can lay the groundwork for my plot to take over the world effort to produce a workable, but rigorous, methods curriculum at both the undergraduate and master’s levels for political science, sociology, and (at the grad level) public administration.

More on this theme from Laura at 11D, who takes note of some of the more positive technological developments associated with academe. And, another of Burke’s commenters links this hilarious example of what not to do with your slides.

* I use “PowerPoint” as shorthand for the use of a computer-projector based slideshow-style sequential presentation of items associated with a lecture, a technique obviously made famous by the Microsoft software package but also available with many other software packages such as Apple’s Keynote, OpenOffice.org Impress, and several PDF viewers including Adobe Reader, xpdf, and GNOME‘s Evince.
† I’d put the cutoff significantly lower, at around 30–40 students. Beyond that point, one might as well just blow the cap off the class.
‡ By the way, it’s nice to see Michelle’s blog back from haïtus! (Where else would I keep up with current Mexican politics?)

Lee Sigelman, after a typical lament against PowerPoint, takes note of a new data point in the endless debate:

Case in point: At least at one school (SMU), the dean is trying to talk faculty members out of using PowerPoint and to banish computers from the classroom.

Alas, at the other end of the state the “student-centered learning” fad and the promotion of the overly-teched-up classroom, to better pack the students in and delude them—or at least the accreditors—into thinking they’re getting something vaguely akin to a liberal arts education in a 170-student lecture, continues apace.

Timothy Burke revises and extends the argument over PowerPoint in the classroom today (a theme also of previous interest at Signifying Nothing). Echoing Frequent Commenter Scott’s observations in the comments yesterday, Burke writes:

Many of the criticisms directed at information technology in the classroom get hung up on a misattribution issue. Eric Rauchway makes this point very effectively: the problem with bad PowerPoint presentations is often not the software, but the presenter.

The professors who get up and drone their way through slides would get up and drone their way through written notes if you took away the technology. There’s some truth to the point raised by Kid Bitzer in the comments to the Rauchway thread, that PowerPoint exacerbates or aggravates some of the underlying issues that a mediocre or poor lecturer carries into the classroom. Still, dealing with the technology is just a case of treating a symptom, not the disease.

My concerns with this line of argument are twofold: first, while “bad lecturers will be bad lecturers” may be true in relative terms, I think a bad lecturer using PowerPoint will be a worse lecturer—in the sense of perhaps inadvertently getting the students to stumble across the point of the material—than a bad lecturer sans PowerPoint, for the simple reason that PowerPoint’s default passive presentation mode reinforces bad lecture habits. I don’t think I’m a “bad” lecturer*, and I know I am less effective with passive projection than I am without; I almost don’t dare imagine how it would affect some of the more horrific lecturers I’ve had the dubious pleasure of sitting in the room with.

Second, and I think this may partially be explained by differences in student populations served, I think passive presentation tech—and perhaps any presentation technology—reinforces bad student habits by promoting verbatim transcription of slides at the expense of active listening and taking notes of points emphasized by the instructor. I suspect the student population that Burke serves at Swarthmore is far more adept at information consumption than the one I face here and thus able to learn something from a lecture accompanied by a pre-organized screen full of words. I’d imagine the student without that background benefits more taking notes of a slide-free lecture since they have to process the lecture in real-time to separate the wheat from the chaff, rather than what I suspect goes on in PowerPoint world: assuming the “wheat” is what’s on the slide and the “chaff” is what the instructor is saying.