“ . . . this spring, I converted my entire Introduction to Criminal Justice course to team-based learning. It was challenging as the instructor as it’s much more time consuming to prepare for each class, but it was one of the most engaging semesters I have had since I started teaching. There’s over 100 students in the class and close to 80% of students regularly attended the course.”

How long have you been teaching?

I’ve have been teaching for 11 years. I started at the University of North Texas in 2014 as Lecturer and transitioned into an Assistant Professor position in 2016.

What classes have you taught/do you teach at UNT?

I have taught the following courses at UNT: CJUS 2100: Crime and Justice in the United States, CJUS 3201: Criminal Law (online), CJUS 3340: Computer Crime (traditional and online), CJUS 3410: Correctional Case Management, CJUS 4330: Domestic and International Terrorism (traditional), CJUS 4460: Community Corrections, CJUS 4700: Research Methods in Criminal Justice, CJUS 4901: Senior Seminar (traditional and online), CJUS 5350: Seminar in Contemporary Policing (online), CJUS 5460: Correctional Practices and Programs (online), CJUS 5620: Victimology (traditional and online), CJUS 5800: Computer Crime, CJUS 5800: Crime Prevention (traditional and online), and CJUS 5900: Capstone in Criminal Justice (online).

How have you worked on developing your teaching skills?

I have worked on developing my teaching skills since the day I started teaching while in graduate school. My university at the time offered regular teaching development courses for graduate students and faculty, and I attended them whenever possible. During my time as an online instructor at the University of Phoenix, I took every available teaching development course which provided developmental strategies for the online classroom. While at UNT, I was nearing completion of CLEAR’s Teaching Resources for Engaged Educators (TREE) when the program dissolved. While at UNT, I participated in the Course Redesign Institute in 2016 and 2017 – allowing for complete redesign of two separate courses utilizing evidence based teaching practices.

I have continued taking teaching development courses since that time and most recently completed a Knowledge of the Fundamentals of Team Based Learning Certificate through the Team Based Learning Collaborative which required the completion of five separate workshops on a non-traditional approach to teaching focusing on problem-solving and application of course materials as opposed to the traditional lecture centered approach.

What are some of the biggest challenges you have faced teaching, and how did you overcome them?

The two biggest challenges I have faced teaching would be writing the syllabus and student related concerns. Writing the syllabus is by far one of the most challenging parts of each and every semester to this day. I find it difficult narrowing down the material and determining the specific outcomes I want for my students each semester. I get excited about the content in my courses and want the students to walk away knowing everything about the subject. However, realistically and practically I realize this is an impossibility so instead, I focus on starting with very specific learning outcomes and working backwards to incorporate more general information until I get a working schedule that allows for flexibility in content and responding to students needs and interests.

With regard to student related concerns, the most challenging are when students approach me with situations they are dealing with in their personal life or when they have continued complaints that have been addressed. As I’ve become more familiar with the services available to students outside of academic resources, I refer, or recommend, these resources with where applicable and make myself available as much as possible. With regard to students continued complaints, I’ve simply learned where to draw the line. Specifically with regard to grade complaints, I provide qualitative and quantitative feedback early on in the semester. I will answer an initial round of clarifying questions, but I no longer go round in circles discussing the same thing over and over. It doesn’t change the outcome or improve the situation.

How would you describe your approach to teaching?

I spent my first 10 years of teaching the way that I was taught. I used primarily PowerPoints and lectures for content delivery, I used scantrons or online tests for exams, and I incorporated a writing component generally in the form of a final project. However, several years ago, I was exposed to Team-Based Learning. Last fall, I was able to connect with our Team-Based Learning Community on campus, and this spring, I converted my entire Introduction to Criminal Justice course to team-based learning. It was challenging as the instructor as it’s much more time consuming to prepare for each class, but it was one of the most engaging semesters I have had since I started teaching. There’s over 100 students in the class and close to 80% of students regularly attended the course.

The course is set up into two week modules by topic. The module starts with a short readiness assurance test the students complete on their own and discuss with their team. The rest of each module is comprised of problem-solving and application activities. My general observation has been a larger portion of the class regularly participates in class discussions, students seem to be more prepared for each class meeting as the readings are shorter, and I’ve had several students express that they felt I engaged with them more than their instructors using more traditional approaches. I look forward to incorporating this approach into more classes moving forward.

What resources do you find most helpful to your teaching practice?

I’ve utilized CLEAR’s resources from the time I started at UNT and continue to use them today. I developed several online courses early in my time here that allowed me exposure to our CLEAR representative and actively sought out their teaching resources since. Other than CLEAR, being a part of the Team-Based Learning Community has been helpful in developing interdisciplinary relationships and sharing teaching ideas and strategies as I dive into this new teaching approach.