My work as an educator involves two areas.
First, I am a full-time Professor of Music History at Foothill College in Los Altos Hills, California. As a college professor, I teach the three core courses in the Music History and Literature program. Click on the course names below to access their syllabi.
- Music 2A/B/C: Great Composers and Music Masterpieces of Western Civilization
- Music 2D: World Music - Roots to Contemporary Global Fusion
- Music 8: Music of Multicultural America
Second, I give keynotes, seminars, workshops and webinars correlated to the College Teaching Techniques book series to faculty and staff at college and university campuses around the country and internationally. I work hard to model good teaching practice by creating sessions that are highly interactive and in which participants constantly apply what they are learning to their own teaching. Click on the "Learn More" button below for information on the kinds of keynotes, workshops, seminars and webinars I offer along with testimonials, fees, and institutions at which I've presented.
multi-topic integrated SEMINAR
The seminar concept was originally designed in consultation with Northern Arizona University’s Larry Gallagher (Director of Faculty Professional Development) and John Doherty (Instructional Design Manager for the E-Learning Center). Larry and John had been receiving consistent feedback from faculty that in order to make deep, lasting changes in their courses, faculty needed sufficient time to think through and work on curricular transformation in an extended, focused workshop environment. The seminar was hugely successful and not only have Larry and John invited me back to offer it to another group of faculty, I have also decided to recommend it to other institutions. Seminars are immersive, 2 day learning environments that integrate multiple topics (such as "Promoting, Assessing, and Reporting on Engaged Learning." Seminars are particularly effective for small teams of faculty (2-5 instructors) who are working to transform a common course or a sequence of courses.
Learning Assessment Techniques: A New, Integrative Approach to Promoting and Assessing Course-Level Learning
This workshop takes college teachers through all the steps required to promote and assess significant learning in an efficient, effective manner that is seamlessly integrated with their teaching. Using a course of their choice as the focus, professors will be guided through a process in which they construct a comprehensive course-level assessment plan that includes 1) identifying significant learning goals; 2) designing effective, pedagogically sound instructional activities; and 3) developing a strategy for analyzing and reporting on learning outcomes in ways acceptable to a variety of stakeholders.
Making Group Work Work
Evidence abounds that collaborative learning is a powerful teaching strategy, but it is challenging to implement group work effectively, and sometimes we rely on a limited number of familiar activities. In this workshop, participants will (1) acquire practical information on how to structure collaborative learning tasks, orient students, form groups, grade and evaluate collaborative assignments, and avoid and resolve common problems; and (2) explore collaborative learning techniques in six categories: discussion, problem solving, reciprocal peer teaching, graphic information organizing, writing, and games.
Terms of Engagement: Practical and Effective Strategies to Engage Students in Learning
A common challenge for many professors today is achieving persistent, high-quality student participation. In this workshop, attendees start with listing the challenges they face engaging students in their own classrooms. Then, using a dynamic, five-element model for understanding what 'student engagement' means, we work together to identify practical and effective strategies for promoting it in our varied teaching contexts. Towards the end of the workshop, we return to the problems identified earlier to brainstorm solutions. Attendees will leave with a repertoire of strategies for creating a course that fosters sustained attention and elicits students’ best work in today’s varied teaching and learning contexts.
Note: This classroom-based perspective has proven to be particularly effective for institutions working with the National Survey of Student Engagement (NSSE) or the Community College Survey of Student Engagement (CCSSE), as I am able to tailor workshops to focus on areas survey scores indicate could use improvement and share a “Cross-Walk Table” correlating techniques with survey elements.