Podium Style Tips And Pointers The podium occupant may now respond to these questions: In your experience in your academic field, have university expectations changed since you were an undergraduate? How much time is spent explaining your expectations to your students and how frequently? How do you measure students' grasp of the course's components, both lecture and reading, and how frequently? What importance do you attach to the students' capturing the essence of your podium presentation in their lecture notes? Is it logical that both the lecturer's presentation and the students' performance on tests should be evaluated by the same standards of solid content/coherent organization/clarity of expression? What is the wisest use of limited hours of reader assistance in evaluating student work? What classroom techniques do you offer from the podium to accommodate the diverse learning styles of students? Models For podium proselytes who wish to explore the topic further, perhaps the best resource is the large reservoir of master practitioners on our own faculty. The short list that follows has no rationale to it other than that the lion's share is in my own IDC community; some enjoy an eminence that is campus-wide:   Discover | Read | Explore | Apply | Measure

Bonnie Chavez - Bus. Adm. Manou Eskandari - Pol. Sci. Tim Gilles - Automotive Service John Kay - Pol. Sci. Kathy Molloy - English Skills Terre Ouwehand - English

Bob Cummings - Biology Peter Georgakis - Math Diane Handloser - Art Fred Marschak - Astronomy Kimberly Monda - English

 

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