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Teaching

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Finding your sphere of influence?

As I get ready to go speak to a group of college students during their weekly organization meeting, I sat down and thought for a few moments, jotted some notes, and pulled my ideas together. About a month ago, I received this email from one of my former students to speak during their regularly scheduled meeting:

“Hi Bobby,

I hope you are having a great semester so far. I know that Grace and I gained so much from taking your class this past semester and I was wondering if you would be willing to come speak to the rest of oursorority. Beyond the experience from planning an event, I personally gained the most from learning how to pitch myself and networking to buildbusiness relationships. I feel that these skills are extremely importantfor those who are starting to interview for jobs and internships. I thinkthat the women of Sigma Kappa could greatly benefit from learning theseskills as well. Sigma Kappa is having a chapter meeting on Sunday, March 28th at 7 p.m. and I was wondering if you would be willing to come speakfor about 30 minutes. Please let me know if you are interested.

Thank you for your time.
Morgan”

So as I sat today to bring my thoughts together…I wondered, how am I going to give them something relevant to walk away and ponder? Here we have a collection of students from freshman to seniors, those who are just happy to be in school and enjoying the joys of college to those who are sweating if they will be employed in a few months. But it comes down to this, it does not matter if you are a freshman in college, a senior in college, in graduate school, looking for a job, have a job, entrepreneur,  home body, nobody, somebody, CEO, or man on the street…it is all about relationships.

So here are my notes for tonight’s little chat…in the form of questions and discussion:

  1. Why am “I” here today?
  2. Why do “we”join groups?
  3. Where do “we” want to be in five years?
  4. Where do “we” want to be in ten years?
  5. Who is in your room of “influence”?
  6. Who have you met “new” today?
  7. How can “we” leverage those relationships?
  8. What are “Our” dreams?
  9. How do we turn those “Dreams” into realities?

Here is the actual presentation…I used Prezi to put this little talk together!

Your Community on Prezi

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What did you gain…really?

1) Explain the experience of taking a test together, what did you gain by using this method.
2) If you chose not to use the answers that the group suggested, why…what was your reasoning?
3) Do you feel that your academic integrity was compromised?
4) Do you think that someone was capitalizing on your academic knowledge…maybe the student that did not study.
5) What is a situation that using a collaborative method of communication (taking a test) would not be beneficial.
6) What made you naturally choose to work in a group when I just laid down the tests and said good luck.
7) Were their any rules, or did the classroom create the rules?

1) Explain the experience of taking a test together, what did you gain by using this method?

2) If you chose not to use the answers that the group suggested, why…what was your reasoning?

3) Do you feel that your academic integrity was compromised?

4) Do you think that someone was capitalizing on your academic knowledge…maybe the student that did not study?

5) What is a situation that using a collaborative method of communication (taking a test) would not be beneficial?

6) What made you naturally choose to work in a group when I just laid down the tests and said good luck?

7) Were there any rules, or did the classroom create the rules?

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ENGL 304 – Test One Study Guide

Chapter One
1) According to the National Commission on Writing, employees “almost always” use which of the following forms of writing?
2) The Dartnell Institute of Business Research found that the cost of producing and mailing one letter averages almost:
3) Select the false statement about writing:
Good writing tells your audience that you can think logically and communicate your thoughts clearly.
Poor writing reveals that you can neither think clearly nor communicate your thoughts effectively.
Writing is an extension of your interpersonal communication skills at work.
Your writing ability will never affect your job performance.
4) Whether you are looking for a job or are already employed, how will you need to communicate to diverse audiences?
5) What are the three basic communication styles?
6) What are the characteristics of an aggressive communication style?
7) According to the 2006 survey by the National Association of Colleges and Employers, what are the skills employers identify as part of their top ten employee qualities?
Chapter Three
1) How do you achieve higher audience involvement with your writing?
2) Identify the following audiences and their characteristics:
Specialist audience
Semi-specialist audience
Lay audience
Multiple audience
Multicultural audience
3) Identify & define stereotyping.
4) How do you avoide sexist language?
5) Identify workplace documents and appropriate communication for workplace documents.
Chapter Six
1) Identify what will help you become a clearer writer.
2) Define and identify “passive voice”.
3) Describe the Gunning Fog index.
4) Define multisyllabic.
5) What will lower the fog index for a document?
6) Why should you not rely solely on computer spell checks to catch spelling mistakes?
Chapter Nine
1) Identify how Blogs are a unique type of communication channel.
2) Identify the characteristics of Online readers.
3) Understand and identify the characteristics of  e-mail.
4)  Identify the characteristics of E-mail messages written in the workplace.
5) Identify the benefits & characteristics of instant messaging.
6) Identify the forms of Blogging.
Chapter Ten
1) Why is the audience for memos usually specialist or semi-specialist?
2) Identify effective subject lines.
3) What should you do in the memo’s introduction?
4) Why is a clear conclusion important in a memo?
5) What is the best solution to make sure that every reader will understand the acronyms you use in your memo?
6) What are the BEST example of an informal, friendly tone appropriate for memos?
7) When is chronological organization appropriate in a memo?
8) Why is clustering a useful planning activity for writing memos?
9) Which question should you consider when clarifying your audience for memos,
10)  What are the dangers of writing sloppy or negative letters?
11) What information belongs in the writer’s address section of a letter?
12) Where is the proper location for the date of the letter?
13) What is the BEST option in a letter if you do not know the receiver’s name?
14) What is the most important information to include in the conclusion of your letter of inquiry?
15) What are the goals of a cover letter?
16) When rewriting any letter, what ways do you make sure that you have made it reader-friendly?

Chapter One

1) According to the National Commission on Writing, employees “almost always” use which of the following forms of writing?

2) The Dartnell Institute of Business Research found that the cost of producing and mailing one letter averages almost:

3) Select the false statement about writing:

  • Good writing tells your audience that you can think logically and communicate your thoughts clearly.
  • Poor writing reveals that you can neither think clearly nor communicate your thoughts effectively.
  • Writing is an extension of your interpersonal communication skills at work.
  • Your writing ability will never affect your job performance.

4) Whether you are looking for a job or are already employed, how will you need to communicate to diverse audiences?

5) What are the three basic communication styles?

6) What are the characteristics of an aggressive communication style?

7) According to the 2006 survey by the National Association of Colleges and Employers, what are the skills employers identify as part of their top ten employee qualities?

Chapter Three

1) How do you achieve higher audience involvement with your writing?

2) Identify the following audiences and their characteristics:

  • Specialist audience
  • Semi-specialist audience
  • Lay audience
  • Multiple audience
  • Multicultural audience

3) Identify & define stereotyping.

4) How do you avoide sexist language?

5) Identify workplace documents and appropriate communication for workplace documents.

Chapter Six

1) Identify what will help you become a clearer writer.

2) Define and identify “passive voice”.

3) Describe the Gunning Fog index.

4) Define multisyllabic.

5) What will lower the fog index for a document?

6) Why should you not rely solely on computer spell checks to catch spelling mistakes?

Chapter Nine

1) Identify how Blogs are a unique type of communication channel.

2) Identify the characteristics of Online readers.

3) Understand and identify the characteristics of  e-mail.

4)  Identify the characteristics of E-mail messages written in the workplace.

5) Identify the benefits & characteristics of instant messaging.

6) Identify the forms of Blogging.

Chapter Ten

1) Why is the audience for memos usually specialist or semi-specialist?

2) Identify effective subject lines.

3) What should you do in the memo’s introduction?

4) Why is a clear conclusion important in a memo?

5) What is the best solution to make sure that every reader will understand the acronyms you use in your memo?

6) What are the BEST example of an informal, friendly tone appropriate for memos?

7) When is chronological organization appropriate in a memo?

8) Why is clustering a useful planning activity for writing memos?

9) Which question should you consider when clarifying your audience for memos,

10)  What are the dangers of writing sloppy or negative letters?

11) What information belongs in the writer’s address section of a letter?

12) Where is the proper location for the date of the letter?

13) What is the BEST option in a letter if you do not know the receiver’s name?

14) What is the most important information to include in the conclusion of your letter of inquiry?

15) What are the goals of a cover letter?

16) When rewriting any letter, what ways do you make sure that you have made it reader-friendly?

Blog’s With Answers
http://briannaeason.wordpress.com – Chapter One
http://carolinespears.wordpress.com – Chapter Three
http://joshlopes.wordpress.com – Chapter Six
http://kellymoses.wordpress.com – Chapter Nine
http://jonisoto.wordpress.com – Chapter Ten (ques 1-8)
http://darrinsorenson.wordpress.com – Chapter Ten (ques 9-16)

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Ownership is more than task oriented learning!

This is the first time I am teaching Technical Writing at Clemson University, which is based in the Department of English. It was a last minute request by the department since they had a full time lecturer give their notice on January 1 of this year. Years ago, I took Technical Writing as an undergraduate and Technical Editing as a graduate student.
There are two classes wrapped around professional, advanced writing based solely on the type of students and the academic curriculum. You find more science based students (engineering, sciences, etc.) in Technical Writing and more business and liberal arts students in Business Writing.
So I decided to build the class around the needs of the students, where the students could take on ownership of the curriculum and I would provide the direction and professional instruction. So, I gave them a few example syllabuses from other Technical Writing classes at Clemson. I asked to to take the syllabuses and the book that is required, separate into groups, and build a syllabus based on their needs and wants. I gave them two days to take this information, collaborate with their group members to write this syllabus, and then be prepared to propose to the class what the syllabus would offer. Then, the whole class would vote which syllabus to use.
I knew that each group would propose different approaches but ultimately there would similar themes which would lead to having a hard time to vote on one particular syllabus. The consensus…well the favorite syllabus had nothing to do with curriculum but how the group wrote and clearly communicated in the document an obtainable plan. So, we decided to take the core consistent elements, and put them into the well written syllabus structure one of the groups created.
But here is what they learned…this group of engineers, mathematicians, and scientists learned how to write, communicate, and sell their vision. While they presented, other class members had questions and concerns. These ideas were voiced and at sometimes, heated discussion took place over a project that some did not feel comfortable taking part…live interviewing.
The first day of class, each student just wanted a syllabus. They wanted a “professor” to just tell them what to do so they could read the chapter, study for a test, and move to the next task. They were quiet, reserved, and un-willing to voice opinions. What has happened in just two weeks…a group has taken ownership of the time they are investing in three hours a week. Ownership in class instruction and all the outside work associated with this semester.
They are not only thinking…but taking ownership in their future. They are acting like entrepreneurs, visionaries…those who want to engage and take an active role in the educational experience that they are investing.
I love teaching!

tech-writing-proposal
This is the first time I am teaching Technical Writing at Clemson University, which is based in the Department of English. It was a last minute request by the department since they had a full time lecturer give their notice on January 1 of this year. Years ago, I took Technical Writing as an undergraduate and Technical Editing as a graduate student.

There are two classes wrapped around professional, advanced writing based solely on the type of students and the academic curriculum. You find more science based students (engineering, sciences, etc.) in Technical Writing and more business and liberal arts students in Business Writing.

So I decided to build the class around the needs of the students, where the students could take on ownership of the curriculum and I would provide the direction and professional instruction. So, I gave them a few example syllabuses from other Technical Writing classes at Clemson. I asked to to take the syllabuses and the book that is required, separate into groups, and build a syllabus based on their needs and wants. I gave them two days to take this information, collaborate with their group members to write this syllabus, and then be prepared to propose to the class what the syllabus would offer. Then, the whole class would vote which syllabus to use.

I knew that each group would propose different approaches but ultimately there would similar themes which would lead to having a hard time to vote on one particular syllabus. The consensus…well the favorite syllabus had nothing to do with curriculum but how the group wrote and clearly communicated in the document an obtainable plan. So, we decided to take the core consistent elements, and put them into the well written syllabus structure one of the groups created.

But here is what they learned…this group of engineers, mathematicians, and scientists learned how to write, communicate, and sell their vision. While they presented, other class members had questions and concerns. These ideas were voiced and at sometimes, heated discussion took place over a project that some did not feel comfortable taking part…live interviewing.

The first day of class, each student just wanted a syllabus. They wanted a “professor” to just tell them what to do so they could read the chapter, study for a test, and move to the next task. They were quiet, reserved, and un-willing to voice opinions. What has happened in just two weeks…a group has taken ownership of the time they are investing in three hours a week. Ownership in class instruction and all the outside work associated with this semester.

They are not only thinking…but taking ownership in their future. They are acting like entrepreneurs, visionaries…those who want to engage and take an active role in the educational experience that they are investing.

I love teaching!

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Building your “Tribe” through Digital Literacy

As I sit here in my ENGL 304 Business Writing Class at Clemson…I watch the Team (well students) take their first test. It is 43 multiple choice answers with a discussion answer. I am thinking about how I tried to make this more of a team exercise. Well…I tried something different (at-least to me).

I had already pre-written the test and took all the questions and framed them into study questions. After doing so, I uploaded the study questions onto Google Docs where all of the class documents live. I then invited all of the team members in the class to look at the document giving them access as editors.

When we came into the class previous from the test, we had a collaborative study session. I asked them to divide into groups where each group handled one chapter from the book. I then asked them for one of the group members to use their laptops to access the study guide I invited them into, then work together to answer the questions in Google Docs with the ability to use their book and each others knowledge.

This is what is cool about Google Docs, it allows multiple individuals to access a document from different geographic locations and edit the document in real time. Each member that is online working in the document can watch other editors write in the document. This is a powerful collaborative learning tool.

As each member of each group in the class was looking for answers and updating the document, they were not only collaborating online but also verbally within a group but also between groups. Then after the class was over, they had one document that they could refer to as a study guide for the test. Over the next day, I noticed that different individuals were going into the document, refining the answers, and updating information.

WOW – DIGITAL LITERACY! Using technology to collaborate and educate not only themselves but each other. I was inspired by their buy-in. They all came into class empowered to take the test.

Now, here is the bigger picture. I love this part…they were building relationships with their team members. They were breaking down barriers and working with other people in the class they normally would not associate and building trust, building relationships. Imagine if one day these team members, these students might actually do business together outside of the educational setting. Imagine if two students in this class came together one day and were leaders in a community. These team members are our tomorrow. They will be deciding how my children (and their children) will be effected by healthcare, the economy, etc., etc., etc. Digital Literacy, Collaboration, Open Source Technology – it Empowers Our Tomorrow!

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Empowering our tomorrow!

I was asked to speak to the Delta Sigma Pi Business Fraternity this past Wednesday and was I amazed by the turnout.

Last Spring I spoke to the group and there were only about 15 students that attended the meeting. But when I showed up on Wednesday night, I was overwhelmed by the turnout. I would say close to 60 students were in attendance to one of many Delta Sigma Pi recruiting events.

These aspiring, young entrepreneurs were dressed to impress. Not only did they have their business digs on…they had their conversation caps ready. The conversation for the night was networking, entrepreneurship, and leaving a lasting legacy.

They are our future. These students are the ones that will take care of my children. They will be the business leaders of tomorrow making decisions about my “Social Security”, my healthcare, my children’s tomorrow. Education is more than just education…it is about EMPOWERING our tomorrow. Empowering them to make their mark and create a lasting legacy.

I was thinking about legacy and what it means to leave your footprint. I gradated from Clemson twice, first in 1997 with a BS in Mathematics and then in 2003 with a MA in Professional Communications. As I was walking to my Business Writing Class…I found this…my name in the sidewalk here on Clemson’s Campus.

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Digital Literacy – A New World Order

I met with a very cool guy this afternoon as he was working with our group to do some updates on his site: http://digitalliteracyconference.com – his name is Bill Sheskey of Sheskey Learning Solutions.

We started talking about social media, finding new ways to build a tribe/ecosystem around your “cause”. What I found it that he is just as passionate about how we empower and educate “our future” with the skills necessary to be competitive in tomorrow’s workforce…to become the leaders of our tomorrow.

It is more than just writing a book report, a paper, or even a proposal. It has become, how do we use digital literacy to tell stories through visual communication, digital communication, sounds, etc.

I had a breakfast meeting this morning with Dr. Victor Vitanza who heads up the PhD Program at Clemson for Rhetorics, Communication, and Information Design. He was talking about some of the PhD Candidates are creating dissertations that bring writing, art, video, and design in one paradigm to illustrate points and build a argument.

I teach a Business Writing Class at Clemson (ENGL 304) and I teach it from an entrepreneurial spin using digital communication tools. The new professional that will come out of the K-12 and collegiate education tracks are embarking on a whole new journey with a set of skills that are far more advanced when it comes to communication.

I think about my sister-in-law who is a student at the College of Charleston, and I sit and watch here multi-task in-front of her laptop. She is surfing the web, watching video on YouTube, listening to music, updating Facebook, while writing a paper for class. The new student is a multitasking student with digital skills that far surpass where I was when I was her age.

Has digital literacy brought to the surface attention span issues that were normally suppressed before this brave new Internet World? What does this mean…or are we having to evolve with the communication strategies of tomorrow?

It is the new world order…how can we continue to empower our students for tomorrows careers, today? How can we continue to reform our educational system to push digital literacy to the next frontier? I don’t know…I guess I am asking myself?