By: Stephen S. Davis, Faculty Focus
It is my contention that as educational and classroom leaders we have a responsibility to set clear expectations, which is Job One of all good leaders. I’d like to share one practical strategy we used to do just that in terms of communicating our expectations for using technology in the classroom. First we gathered all our small group facilitators (we use clinicians, basic and social scientists and student fellows) for an hour-long event in which we asked them to work together to do three things: 1) identify the assets of these tools; 2) identify the liabilities of these tools; and 3) establish some reasonable ground rules to maximize the assets and minimize the liabilities. Below is one example of what we came up with after just an hour. It’s been very helpful to a) deal with issues overtly, b) wrestle with how to leverage the assets and liabilities, and c) provide a platform for open discussion. As you read it, I encourage you to think about how you might adapt it to work within the context of your courses.
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