ABSTRACT
One critical aspect, and some would argue the most important aspect, of an academic career is pedagogy, defined as the art, science, or profession of teaching. For me, teaching has become one of the most enjoyable parts of my job. The phrase “teaching with intention” implies that the teacher has certain goals in mind, has thoughtfully plotted a course of action, and that then, she or he implements that plan with determination and resolve. These teaching objectives don’t remain stagnant as good teaching is the product of a dynamic, evolving process where every class and every semester provide an opportunity to rethink the effectiveness of various teaching approaches, and try new strategies. This evaluative process, with the benefit of student feedback, can facilitate an exciting and successful environment for learning in the classroom. Being willing to learn and grow in the role of teacher is essential and investing in teaching can make this component of your career satisfying and rewarding. Fortunately, we know quite a bit about what makes a great college professor. Good teachers have the capacity to inspire their students in a way that allows
their influence to be transformative and indelible. When criminal justice professors reflect on who their best professors were, they mention several key areas that made them outstanding teachers (Acker 2003). Not surprisingly, having passion and enthusiasm for the subject they teach and about teaching in general is critical and can be contagious. “Best professors” have been reported to have an abiding “compassion for humanity” and a commitment to “confront injustices.” Similarly, another student wrote of his professor, “He expressed … a passion for learning, knowledge and something later I knew was justice” (Acker 2003: 223). Memorable teachers have an ability to make course material relevant by requiring critical thinking and analytical skills. Another quality identified in Acker’s research on best teachers was setting high demands that require students to be prepared and rise to their highest potential. These teachers balanced high expectations with a high level of concern and commitment to each student’s development. Good teachers were also remembered by their students in this research for their knowledge and expertise, organization, and capacity to communicate clearly (Acker 2003). The ideals for good teaching are lofty, yet as an academic you’ll be expected
to balance this part of your career with research and service. The balance varies
among institutions, and typically is given in terms of percentages indicating how your effort should be divided. It is important to gain knowledge about those expectations and determine whether this environment is a good fit for you, or to at the very least be aware of the requirements you will be evaluated by. Promotion and tenure are, in part, determined by how you meet these established standards. Therefore, this chapter begins with a discussion of how to advance professionally while maintaining a commitment to high-quality teaching. To get the most satisfaction from teaching requires thoughtfulness on how to
set up a good learning environment for you and your students, one that maintains student accountability and promotes student learning. To remain engaged and energized by teaching requires innovation. Innovation allows for expressions of creativity which for me has involved the development of some unique courses and approaches. One dimension of this examines the role of activism in the classroom and explores how to be an influential, even life-changing teacher in the lives of your students.
