11

Dorothy Returns From Administration to the Classroom—Not Oz

1

22

To present and analyze a Case Study of a Dean Returning from Administration to the Classroom using the Metaphor of the Wizard of Oz

To provide information for those new to teaching or those thinking of leaving or returning to Teaching

2

3

4

Wizard of Oz broadcast in 1939 by MGM. The author/co-director is Frank Baum

Do you remember where you were when you first saw the television movie “The Wizard of Oz?”

Why?

5

The wonderment and imagination of seeing a child filled with dreams of a larger world

Dorothy song “If happy little Bluebirds fly beyond the rainbow, why then oh why can’t I?”

Same is true with engaging our students dreaming of being free to experience new things & a larger world

5

6

7

8

The use of Metaphor and Narrative storytelling has always been important in passing along knowledge

If we hold to the comparisons, we can recreate our realities in line with the Metaphor results we desire

9

The Classroom represents Home

Where you will need to help students develop the heart (ethics) of a Tin Man, courage of a Lion & intellect that the Scarecrow sought

Dorothy and the Wizard are discussed as lifelong Student-Learners and Teachers◦ The Learner/teacher roles are interchangeable◦ Both have curiosity, creativity, & vulnerabilities

10

To try something new or push new initiatives such as General Education overall, Articulation agreements between universities, etc.

To make more money

Whatever the reason “It’s not Kansas” anymore

11

I left the classroom in 2001 to become full time Dean of COAS at IU Northwest◦ Line positions differ from course-release positions

Some of the students who I would return to teach 7 years later were in the 6th grade!

If you know what you are doing, the classroom is fairly safe and you control the learning environment

12

I left because I wanted to make a difference◦ Help faculty engage with Gary & Surrounding

community◦ Celebrate Diversity of the region◦ Make IU Northwest as well known as our nearest

competitor in the area◦ Put COAS on the national map for helping at-risk

students succeed

13

DON’T LEAVE HOME WITHOUT IT

If leaving, achieve all of the Academic Ranks desired before leaving full time Teaching

13

14

Ask questions upfront:

Administrators should ask “Does my Responsibility come with Decision-making authority?”

Administrators, if you do not actually control your budget, you control very little◦ Your budget determines your personnel and

programs, and affects the morale of those you supervise

15

Talk to Family if thinking of leaving. It is a drastic change in time commitment

Negotiate well upfront—including possible “Exit Strategy”

Have a plan for maintaining health and stress

Ask for administrative development

15

16

Entry Level administration is tough, yet rewarding

Some college Presidents ask their Boards for leaves

If you are in academic administration, you can yet influence teaching –through supporting grant activity, awards, new degree initiatives, Student Outcomes, etc.

17

You often lose touch with student Majors and see more of those who are on Probation

There are students who have heart, but are afraid to feel emotions

◦ Many are bright, some are unprepared, and some are even emotionally disturbed

18

Some Administrators teach and others do not

You can do so if you have significant faculty/staff or graduate student help

19

After “the honeymoon period” your reputation can take some hits due to misunderstandings and having to enforce policies from other levels

Those affected will sometimes project their frustrations upon you

20

You attend meetings and learn interesting things about Administration

Your brain works differently in administration—you make broader connections

21

Returning home takes courage and clarity◦ Timing is important

Having only done light research, you may find you have fallen behind in the new research jungle (or want to begin again in a new research area)

22

Millennials – Technology savvy. Some have short attention span, and are used to winning just because they are part of the group that was in the race

Others have long been abandoned, are unprepared, but are yet fighting to survive. They need extra help from all

2323

Students now communicate through: You Tube, Remix Blogging, Chat Rooms, Immersion & Interactive Games, Back-Channeling, Face Book/My Space/Twitter & Clickers, Photo Shop, E-Books, Skyping, Hypermedia Websites, Email Group Lists, Open Code Systems for Open Community Discussions, etc.

23

2424

Marc Pensky coined the terms:

DIGITAL IMMIGRANTS – Tend to be older adults who may only use Basic communication technology such as email, electronic newspaper, and word processing functions

DIGITAL NATIVES – Tend to be those born since the 1980s who grew up using digital technology. Brains were conditioned to such use

24

2525

Will risk Tinkering & Failure to Reach Success (Helpful to Techno-kids who Learn from Doing rather than from Theorizing alone)

Communicate to a Worldwide Business, Professional, and Social Audience through the Benefit of Anonymity and the Class, Gender, & Ethnic-Neutral Nature of some Technology

25

2626

How do we help students think critically and create synergy to negotiate and create business, education, entertainment, health, politics, and economic wonders and understand how they come together or collide?

Our “Communication Overload” represents both the problem and the solution for some of our most complex, social challenges

26

27

We must learn new instructional technology innovations ◦ (CETL, FACET, and Colleagues can help)◦ I now download PowerPoint Notes and Tests

We must engage students through active

learning activities

Have the wisdom and courage to want to inspire

2828

DIGITAL DIVIDE – Access to Technology between the Culturally Advantaged and the Disadvantaged

COMPARATIVE ADVANTAGE – The New Culture of Learning and e-business that has a Place for All to Achieve their Purposes Across Socio-Economic Boundaries Worldwide

◦ Through Public Libraries & Institutions, even Homeless Students can Have Access to the Digital World just as their more Affluent Counterparts

28

29

Our students can have much of the same education as rich private schools if we Teach well and let them know we believe in them

Encourage rather than punish them for “thinking out of the box”

The organizational and time-management skills are transferrable to teaching

30

Your choice to stay or go has to be more than a decision about money

Know thyself.◦ What is your passion? What makes you happy? ◦ What are you committed to and would fight for?

I negotiated a semester off and read and learned about teaching and technology

31

Having a broader view in administration, I now give students a broader view of campus issues

Technology can assist in your doing much of your new research online

The flexible time of a faculty member is wonderful

32

I find I have more freedom to ask questions than when I served at the pleasure of Sr. Administrators

◦ I have surprisingly found more diversity on our regional campuses (especially African American and Latino males)

33

The emphasis on life-long learning is refreshing.

34

Engage them with on and off-campus invitations to gatherings

Make them Aware of Resources◦ Go through the Schedule of Classes with them. It

answers many questions beyond listing classes◦ Give them access to faculty development

opportunities

Give them Recognitions and Awards

35

Review Evaluations with them

Invite them to your classes

Adjunct hiring is a good way to increase diversity by “growing your own” faculty with committed roots in the geographical area

36

We know what we do—but we have to prove it on paper?

With today’s political climate, we must also be accountable and deliver with tangible evidence.

Use E-Learning for Portfolios, online tests, etc.

37

Everyone’s situation is different

Get negotiation terms in writing and make sure they cover new position terms/pay and exit strategy terms/pay after a given amount of time

Enter/Exit under a supervisor that is friendly to your cause and is committed to protecting you

3838

Become Familiar With the University’s Chart & Core Institutional Documents

Be Ethical

Be an Effective and Dynamic Communicator

Be a Careful Listener

38

3939

Use multiple channels effectively for communicating ideas

Learn to Deal With Different Personality Types

Learn to Handle Conflict Appropriately

Be Assertive; Not Aggressive

39

40

You know what happens to the paperwork above and the discussions taking place behind closed doors on certain issues

Like Dorothy Gale, I appreciate the flexibility of being home even more

4141

SUMMARY – We have actively discussed returning from administration to the classroom through the use of Metaphor and the narrative –the Wizard of Oz

41

4242

Tim Woodsman asked Dorothy of Oz, “what have you learned?” She said “If ever I go looking for my heart’s desire again, I won’t look any further than my own back yard . . .”

42

43

44

Wonderful References Exist on Teaching well

Some are featured in the paper handout for your convenience

45