Agnieszka Kwapisz - Home Page Teaching

Agnieszka Kwapisz, Ph.D.

Agnieszka Kwapisz and MSU President - 2007 Teaching Award

“I really enjoy the class. I have learned more in this class than in most other college classes. She makes me want to learn the material.”
“This lady is amazing. I wish the course was longer than the 16 weeks.”
— wrote my students on student evaluation forms, and this is when I know I did achieve my goal.
Below, I present key elements of my teaching methods by using examples from my Business Statistics class with 40 students and Freshmen Seminar with only 6 students.

1. RESEARCH AND TEACHING

I do not see a rigid dividing line between research and teaching. I try to incorporate my research in the classroom in many ways. I discuss my research conclusions, some of the methods I use, and sources I employ (for example, which library databases work the best for a given project or which scientific journals have the highest ranking). Also, I point to some of the difficulties researchers have to deal with, such as incomplete data or badly measured variables. In this way I try to “demystify” research for students. My students really like to hear about my research, especially in my statistics class where they are required to work on their own research projects.

2. METHODS ADJUSTED TO STUDENT’S NEEDS

Each student is a unique individual with unique talents and experiences and it is my job to help them enhance their unique qualities as well as to motivate them to achieve their full potential. I do not shy away from difficult material – I found that students rise to the level I set. To reach each and every individual I employ many different delivery methods spending the most time on active students’ learning.

I build my classes the way kids build towers from blocks – one topic builds upon another. The final exam and a final paper have to be cumulative. For example, in my statistics class we start with smaller research papers and ultimately conclude with a rather long final paper that puts all things together. This shows students a big picture and promotes more understanding and less memorizing. In my small classes, we write five small papers to conclude with a big final paper in which each chapter is connected to one of the smaller papers.

I try to minimize the time I stand in front of the class and lecture. I simply realized that most of students (especially the lower half of the class) do not listen anyway. (Have you seen them taking a nap when you think you are giving the most exciting lecture ever!) Still, sometimes, a lecture (chalk or marker in hand, vintage XIV century style) lets the idea at hand shine brighter. Often, I use Power Point slides but never longer than for the total of 15 minutes, and I include “wake up” questions in all presentations. I post my slides on the class web-page for students to print out and notify them via e-mail that the notes are there with recommendation to print them out. I found that most of students do print them out because they prefer to follow the slide presentations in a state of high concentration that need not be distracted by taking notes (which, I believe is a waste of time, indeed). There are many forms of lectures that I use. One day, I found myself making hot dogs in front of the class to show the flow of goods in a manufacturing company. This kept their attention high and some of them were eager to help and joined me in the process. Sometimes, I let other people or media to do my work: I welcome outside speakers and use movies to get the point across. Even when I lecture, I keep moving in between chairs and never stand behind a podium or a table or anything that would separate me from my students.

Problem solving is one of the most successful active learning methods I use. I found that worksheets, case studies, and problem sets provide very effective ways to impart information to students. I identify the most important and difficult things to be conveyed within each topic, simplify them as much as possible without any loss of depth, and then devise the most convincing and clear way to present it to students. I go over worksheets on a white board, an overhead projector, or via Power Point. Students follow me but I pause to let them think and fill-in blank spaces. ( “She made everything really easy to comprehend”, “Instructor made complex material simple and easy to learn.” – from Knapp forms.) I follow with case studies and problem sets. I want my students to leave the classroom changed. They have to get involved and actively learn on the spot. Students are required to work on case studies and problems in the classroom by using the theoretical and practical knowledge I presented. They use a paper and pencil or a computer. For example, students in my statistics class were recently really excited about the McDonald’s hot coffee lawsuit case study and were eager to calculate (using statistical methods) the coffee’s temperature that would satisfy most of their customer’s tastes but protect the business from lawsuits in their own hypothetical coffee shop. They worked in small groups and used Excel. While students work on solutions, I circulate around the room helping where requested and checking their progress. I make sure to visit with each and every group or student in the class. If I see that a difficulty is common across most of the class, I give hints on the board. At that point, I am not worried about those who haven’t found the solution yet, as they have wrestled with the problem long enough to realize what the crux is and they will appreciate and remember the solution. I encourage group work. In some classes I form “color coded” groups (I distribute small colored pieces of paper that they like to put on their wrists.) I make them responsible for checking that everybody in a group understands the problem and I require that they compare answers. Many times, students cluster spontaneously with the best and fastest students helping the ones that are slower. Occasionally, there are days that students do not feel like working (this usually happens on Fridays at 3 or 4 pm). This is when I announce that they need to turn-in the in-class work for grading. (This possibility is indicated in the syllabus.)

My classes constantly work on research papers to promote their critical thinking and to show real-world applications of the concepts and issues we study. As with solving problems, conducting their own research makes students actively learn the subject. Via an appropriate grading scheme, I create opportunities to reward students who want to explore the subject even more. For example, recently, one student coming to my office with a late paper was visibly excited by a connection he uncovered between a subject covered in another class with our topic and was anxious to see what I thought about it. In a small classroom environment we actually go to the library to see resources available and I check their progress after each section and ask to re-write their papers to excellence. For my business statistics class’s research project, we went to an MSU parking lot to take a sample of cars’ makes in order to learn about university community tastes for cars. Then, we came back to the classroom to make sense of the sample we gathered. To improve students’ writing skills, I advocate use of Writing Centers available across the campus. In my introductory classes I offer bonus points for using these services. Students are very surprised how much these centers have to offer and their writing improved significantly over the course of the semester.

Another way to use active learning is to conduct discussions. Critical thinking is essential. Student must question! I see my role as a coordinator and a mediator in discussions not a leader. I do not want my students to have the same opinion as mine or think in the same way I do. I rarely state my private opinion on the issue. I want my students to be creative. I limit myself to presenting different approaches to a given topic (if necessary). In a small class of six students it is easy to facilitate discussions. In big classes discussions will not work since only few students will actually have a chance to state their opinion. This is where I use team-based learning. I create small groups and ask the groups to engage in discussion while I circulate around the room and listen. At the end, each group presents its conclusions and the discussion is raised to the level of the whole class.

I frequently use computers and Internet to work on assignments in the classroom. Nowadays business world requires effective use of a number of computer programs. I teach students how to use Excel, which we use for assignments in class as well as for homework assignments and research projects. In a freshmen seminar class, we run a business simulation of a company selling backpacks. Also in that class, I teach how to effectively find desired information on the Internet. For example, students have an assignment to pick a franchise they would like to open. They find information about the costs involved and benefits they would receive from the franchisor. They also checked the company’s financial statements and the current stock price to predict future success of their franchise.

A part of teaching is handling questions. Very often students asked questions in the hope to get a straight answer. What’s the answer? Is this correct? How do you solve this? If you provide them with the direct answer they will most likely understand it and forget about it the minute they leave your office. They will not be able to solve similar problems later on exams. That is why I make a big effort to answer every question with a question. Does your answer make sense? Is the number you got too big or too small to be true? What is the problem asking for? What do ALL the words in the problem mean? … Often, all that is needed is a reiteration or rephrasing of the question!

In some of my classes, I try to begin each class with a discussion of current events that are related to our subject matter. In this way, students immediately see application of the theory presented. Before you know it, they bring their own “current events” that interest them and demand discussion and exploration.

Students learn by doing so in-class experiments are perfect for demonstrating concepts. For instance, to teach about benefits of pollution permits’ auctions, I have conducted a role-play exercise in which students assume the identity of government, a heavy-pollutant high-production firm with a high abatement cost, a heavy-pollutant high-production firm with low abatement cost, and so on. Students came up with the solution to the pollution problem by themselves without reading the textbook or listening to my lecture. I am sure they understood the concept much better AND they will remember the conclusions longer.

I believe that frequent testing is necessary since many students (under pressure from other classes and obligations) will naturally and reasonably choose to do as little as possible without that extra stimulation. The tests provide also the ultimate yardstick of progress for the teacher. I set my expectations high and clear and I test often. We have quizzes after each chapter, usually, once a week and at least three exams during the semester (some of the quizzes are done on the computer). As I mentioned already, I grade homework assignments and some in-class work. I provide on-line quizzes for practice. After an assignment or test is graded, I post detailed answers on the class web-page. I require students to produce and turn-in papers on a subject related to the material. Students work individually or in teams and typically enjoy independence and creativity afforded by project. I check their progress throughout the semester and assist them with hints on literature etc. Incidentally, I learned many interesting things by reading the papers and I let students know that. I also use immediate feedback technique when I check student’s work on the spot in class (students need to check out with me before leaving the room). I try to return all assignment at the next class meeting.

I am always on the lookout for new methods to be used in the classroom. This semester I began using virtual portfolios in which students need to reflect on their progress. At the beginning of the course, I ask them to write about their expectations. About three weeks later (when we reach the end of a big portion of the material), I ask them to summarize what they learned (this helps them see the big picture), how they learn (this is when they reflect on what they have done and have not done to learn), how they can apply their knowledge (this makes them see the importance of the class), and how they feel about the class (this makes them feel more relaxed in the class).

3. POSITIVE ATMOSPHERE, ENTHUSIASM, AND AVAILABILITY

Showing interest, thorough knowledge and fascination with the subject helps tremendously. My behavior, mood, and appearance strongly influence motivation of students and classroom “tone”. I want to set an example and be a role model for my students. I never bring a bad day to my classroom. I make sure that the atmosphere is relaxed and participation and bonding is encouraged. I make sure to smile and show them my enthusiasm for the topic we cover. I feel good in the classroom and I want my students to feel the same. Enthusiasm is contiguous. I knew it was working when I saw a perfect 4/4 Knapp’s score for concern about students in my business statistics class last semester (30+ students).
Like in sports, the success in the classroom depends not only on how much students study but also on student’s psychology. For example, many students come to my business statistics class with an attitude that they are not good in statistics and/or mathematics so they will never get a good grade in my class. I try to help them by creating relaxed teaching environment and showing a lot of patience. I show them that they can successfully learn statistics by trying to understand it, break large problems into bite size portions, and simply do it over and over again. I am always happy to point to and acknowledge their success. I stretch their limits little more every class. Additionally, I always try to have positive attitude, joke, chat before and after class, ask them how they feel about the class, and never forget about the Valentine’s Day or Groundhog Day.
I like to watch their confidence growing.
Learning students’ names, majors, and interests improves class atmosphere. Obviously, that is easier said than done, but well worth putting energy into. At the beginning of the semester, I e-mail students a short survey. A survey asks about names, expectations about the course, their hobbies, and other questions.
During the semester, I ask students to fill out an anonymous evaluation form to see if I can improve something in the course. These were instrumental at the beginning when I was changing my teaching style. Time and again, students brought up an issue that I didn’t expect to be a problem and which would have been hard to discuss without the anonymity guaranteed by the form. I am happy to say that now they simply write that everything is great and they are satisfied with my teaching style. Still, I give them the forms to keep me on my toes and show that I care about their opinion.
I am always accessible to students in my office and/or by e mail. For example, I make sure to check and answer my e-mail on Sunday.

4. USING TECHNOLOGY

I always keep an eye on new technology I could use in my classroom. For all of my classes I construct Web CT pages where students can access calendar, class notes, practice quizzes, check their grades, post their opinions on message boards, or chat with their classmates. I use My MSU Portal to exchange files with students. This is a great new way of communication between teachers and students available at MSU. I require all my students to check their Portal e-mail address where I send weekly e-mails with updates about the class. In my statistics class, I distribute laptops to work in Excel. In a freshmen seminar class, we work on business simulation program BusSim or find information on the Internet. Students are required to submit their class work to My Portal. I check their work and activate their files so they can access from wherever there are. I use Power Point slides in my classroom and I cannot wait to try the student response system product (“Clickers”, recently presented on campus) that enables getting in real time student answers to multiple choice questions tied to Power Point presentations.

Does it work?

All in all, I found that my teaching style makes students come to class, work in class, learn in class, and like the class. I am proud of being nominated for this prestigious award for the second time in two years. One of the measures of teaching effectiveness (though not perfect) is given by the student evaluations, and I am very proud that my evaluations are now consistently very high. What is even more satisfying to me, my students score high on common exams as compared to other sections. What I see is the overall improvement in my students’ learning as an effect of direct student engagement. My own increased enjoyment of teaching is a pleasant byproduct. Of course, as happy as I am, I don’t want to stop improving my teaching. I tweak methods outlined above and listen to other teachers about what works in their classrooms and, if I like it, I try it in mine.
I am really happy that my former students stop by my office to chat or seek advice, and greet, smile, or even hug me when we meet on the street. My students know that I want them to succeed not only in my class but also in their lives. We become friends.

A super class because of a super teacher.

One of the best teachers I’ve had @ MSU in the 6 semesters I’ve been here.

This is by far the best teacher I’ve ever had! She works great with the class, and knows when to slow down. She is also very org.

Great teacher/person. I would recommend her to anyone.

Best Teacher Ever

Also is a very enjoyable person to be around.

Love It!

8 thumbs up!

The best class ever.

She rocks

Very good teaching, inspiring

Agnieska is awesome

Genuine passion for teaching - excellent

I enjoyed this class mostly because of the teacher. She made it fun and more easy to learn because of her attitude.

The instructor is very influential and cares about her students. One of the best instructors I have ever had A+

Great teacher, energetic, nice, concerned, awesome!