On the Horizon: Teaching I-O and Proud of It!
Peter Bachiochi
Eastern Connecticut State University
Hello. My name is Peter B. and I like to teach undergraduate I-O psychology.
There, I said it. Although this is not my first of 12 steps, at times I have often felt, or been led to feel by my SIOP peers, that I need help. I am first and foremost a teacher and quite proud of that moniker. I dont teach at a school with a PhD program, nor do I teach masters I-O students. I teach at a school whose focus is undergraduate educationand I like it. You heard me: I like (dare I say prefer) teaching undergraduates about I-O. I knew there had to be others in SIOP that were like me, but they were hard to spot at panel discussions or poster sessions. I would see people with affiliations at schools I hadnt heard of, or at least knew didnt have graduate programs, so I had a feeling there were others like me. Occasionally I would notice a session at SIOP that hinted at pedagogical issues, but they never really came out and said that they were going to talk aboutteaching. Sure, the context of the study was a classroom, and they may have assessed learning outcomes. But in fine SIOP fashion, they were able to dazzle with a discussion of criterion issues or some new measurement approach and conceal that they were measuring effective teaching. Heaven forbid that they might even discuss teaching (gasp!) undergraduates.
In the last 2 years, though, teaching has been earning a little more respect within SIOP. I cant really say that an interest in teaching is new to SIOP because the Education and Training Committee has existed for years. However, the work of the committee historically seemed (to me) to be geared toward helping prospective graduate students make better education and training choices. I am going to argue that greater emphasis has been placed on the educators lately and that the expanded commitment to teaching is bearing fruit. Five years ago, the E&T Committee got the trend started when it prepared online teaching resources including PowerPoint lectures, exercises, and information sources that were intended to facilitate the integration of I-O material in Intro Psych classes. These teaching modules have probably been used as much by I-O instructors as Intro Psych instructors, but the ultimate goal was to facilitate teaching I-O. In the past year, though, the momentum has increased noticeably. Last year, the SIOP conference offered Education, Training, and Learning (ETL) forums as a submission format for the first time. The new Expanded Tutorials last year also included a session on experiential learning that provided attendees with time-tested techniques for getting students involved.
Events at this years conference also seemed to indicate an increased interest in teaching. There were at least six different sessions devoted to undergraduate teaching as well as several posters that outlined results of studies that assessed teaching. I argue, though, that this presence is relatively new to SIOP. I can still recall a session 4 years ago at SIOP at which
Debbie Major and I had a nice little discussion with the three attendees about the
I-O teaching modules that were available. This year, a follow-up session on those teaching modules (that have doubled from the first seven to fourteen) attracted about 20 interested audience members. Granted, we wont be filling the ballrooms at SIOP at any time, but I know that three of the education forums that I attended at SIOP this year were standing room only. In fact, at two there was a relatively steady stream of people who opened the door, saw the crowd, and decided to try another session. A few other teaching sessions had relatively smaller audiences, so I cant fault the Program Committee for underestimating the demand for some of the teaching sessions. I was a part of one of the crowded sessions (see Casper et al. in this issue of
TIP for more info), and we really had no idea how many people to expect. Thankfully, we were all pleasantly surprised at the response!
At the SIOP conference this year, two sessions discussed how to use film to add vivid examples to any I-O class. Two other sessions provided examples of interactive activities that can provide students with more hands-on learning in I-O. Yet another discussed the challenges in teaching diversity topics. As mentioned above, another session discussed the I-O teaching modules. In most of these sessions, it seemed like we ran out of time before we could ask/answer all the questions that arose. Perhaps another expanded tutorial (or two?) at next years conference will allow for the teachers in SIOP to get together, share techniques, and address all of the questions that attendees have.
This year, the E&T Committee is busy working on several initiatives that continue to make teaching I-O easier and more interactive.
TIP has instituted a column that addresses teaching concerns. Perhaps the most prominent step taken by SIOP is the new Distinguished Teaching Award that will be granted this coming year. The award is intended to recognize SIOP members who have a sustained record of excellence in teaching. All of these steps have made it easier to teach I-O, and perhaps more importantly, have made it easier to say with pride that you
teach I-O.
I dont want anyone to assume that Im saying that instructors at the graduate level do not care about teaching. Graduate-level professors have taught me more about teaching than anyone else has! I just get a little sensitive when my SIOP peers seem to hold faculty at PhD programs in greater esteem than those of us at undergraduate programs. There are a lot of us who chose to work at undergraduate institutions. Some of our peers think were crazy, and at times I agree. We chose a career that has the inherent challenge of maintaining a program of research while teaching 4 courses each semester because we want to be measured (and rewarded?) for our teaching first. It may sound like I have a chip on my shoulder, and perhaps I do, but that chip has gotten smaller and less annoying in the last couple of years. SIOPs increased attention to the teaching side of I-O has made that possible. I want to thank SIOP and the Education and Training Committee for that. At the SIOP conference this year, I know it was a lot easier for me to say to others, Im Peter and I like to teach undergraduate I-O.
As usual, if you have any questions or comments, please feel free to contact me at
bachiochip@easternct.edu.
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