An Instructor Primer for Adjunct and New Faculty: Foundations for Career Success

Look no further if you are new to a teaching career in higher education regardless whether you are doing it full or part time. Your passion to share your wealth of knowledge and skills is a good beginning. However, you need to know the higher education environment from the classroom to the office of the administration well enough to thrive. If you are not new to instruction in higher education this book can help you to look at rewards and challenges ahead. If you are a college administrator the book can help you to tool and retool your faculty for more effective instruction brining about better student learning achievement. Regardless of your college role it is important to remember that the vitality and credibility of the institution is defined by the excellence of the professors that they employed.

Table of Contents:
Acknowledgment Figures Foreword by Dr. Stephen A. Nunes Introduction Chapter 1 Welcome to the Teaching World of Higher Education Anticipatory questions Professor taxonomy 101 What’s in it for the adjunct faculty? What are the challenges and rewards? What is your decision about joining the adjunct faculty? What’s in it for the new faculty? What is the reality? Summary and reflection Chapter 2 Set the Stage before the First Day of Class Anticipatory questions The course syllabus The student roster The classroom and office The professor Summary and reflection Chapter 3 Probe into the Minds of Learning Anticipatory questions Changing student demography Changing teaching model Principles of adult learning The adragogy-pedagogy continuum Summary and reflection Chapter 4 Enter the Stage (environment) on the First Day of Class Anticipatory questions Introduce yourself and take charge Get to know the students The course syllabus The class routine The first teaching activity Summary and reflection Chapter 5 Tackle the Knowledge Anticipatory questions What is a model of knowledge? What is content knowledge? What is procedural knowledge? What is conceptual knowledge? What is meta-cognitive knowledge? Teaching Some Knowledge that You Do Not Know! Summary and reflection Chapter 6 Unleash the Power of the Teaching Tool Box Anticipatory questions Show your classroom charisma State the lesson objective The three logics of instruction Explore the teaching tool box Lecture-based teaching Interactive lecture-based teaching Field trip Case-based teaching Game-based teaching Discussion-based teaching Laboratory-based teaching Concept-based teaching A pedagogical model Summary and reflection Chapter 7 Navigate through the Magic of Questioning Anticipatory questions Start with the basic questions Ask a combination of questions Ask intelligent questions Wait time Summary and reflection Chapter 8 Integrate with Instructional Technology Anticipatory questions Technology integration expectations Simulation technology Distance learning technology Mobile technology – iPad Student Response System (SRS) Look into the future Summary and reflection Chapter 9 Full-circle Accountability Anticipatory questions The professor evaluates students Objective measurement Subject measurement Students evaluate the professor Summary and reflection About the author

About the Author :
Dr. Ovid Wong is associate professor of education with Benedictine University, Lisle, Illinois. He is an award winning teacher and administrator with over 20 years of public school experience and he is the author of 30 books. In June 2013, Dr. Wong received Benedictine University’s Faculty Award for Research.

Review :
This is the kind of book I wish I had been able to read when I started as a new faculty member many, many years ago. It is full of practical suggestions, not only for navigating through the administrative maze, but also, establishing good working collegian relationships necessary for individual and institutional success at any level of higher education. Included are many techniques describing how to improve instruction beyond delivering a more spirited lecture, such as, planning for instruction, applying ones knowledge of learning processes, questioning during discussions, methods of meeting different learning styles, and student assessment. Also important to note is the section on assessment of one's performance by students and other faculty members. Professor Wong's many years of experience are reflected in a comprehensive picture of the challenges faced by any part time or full time faculty member. A clearly written, organized, easy to relate to book for all higher education faculty and adjuncts, new-hires and tenures alike. Dr. Wong guides you through those must-know topics while explaining exactly what you need to know and do within the full gamut of the job, from the lay-out of the field of higher education, to before the first session of class, to the evaluations—and everything in between. Professor Wong’s extensive experience is exemplified in this reliable, hard to put down tool. This is a watershed book for helping adjuncts and faculty to view teaching as a process rather than an event. Dr. Wong rethinks the traditional approach to teaching from the ground up and illustrates the importance of mastering the intricacies of providing a motivational and effective learning experience for students. The author has done a great service in helping university instructors view the teaching experience from a whole new context. This is a great book, full of wisdom and insights that will enable you to accomplish great things in the classroom. Dr. Ovid Wong has written a concise and usable guide for new higher education faculty, with significant advice for adjuncts. With increasing trends towards the hiring of adjuncts at many institutions, this volume can help with topics ranging from dos and don’ts on the first day of class, writing a syllabus, levels and organization of knowledge for teaching, to presentation style, the effective uses of questioning in the classroom, and the use of technology in college teaching. Dr. Wong has included excellent information on developing one’s teaching philosophy, engaging students (i.e., no sleeping!), and the unique nature of the adult learner. This book should fill a niche on the shelf of college teaching resources. An Instructor Primer for Adjunct and New Faculty is an invaluable resource for those individuals either looking to enter the profession of teaching or those who have already made the commitment to teaching. This Primer recognizes the realities the new instructor will face and shares secrets to effectively managing the classroom. All too often individuals, recognized experts in their field, aspiring share their experiences, have little understanding regarding what is expected of them and little preparation as to the art of teaching. Dr. Wong shows a sensitivity and empathy in "teaching" the teacher what they need to know about the art of teaching. The Primer is unique to other 'first time' teacher guides because Dr. Wong offers practical assessments and question of reflections that allow an instructor to develop their philosophy, thoughts, and ideas regarding how to best deliver their message. I particularly loved the section that deals with teaching knowledge that the instructor may not be an expert in. As a department chair, I realize that my faculty are experts in a particular specialized field but need help when addressing topics related to the fields that fall a little outside of the faculty’s area of specialization. This section provides an exceptional 'tool box' that will help the faculty become more effective. Also the section regarding technology is wonderfully handled in Dr. Wong’s Primer. Technology changes so quickly that most authors are afraid to broach the subject since they fear their comments will be obsolete before the book comes to print. Dr. Wong offers exceptional insight on current and cutting edge technologies that can benefit the instructor. As a department chair, An Instructor Primer for Adjunct and New Faculty will become a required read for my adjunct and full time faculty members.