April 14, 2005 :: No. 173

“I believe that the most important factor in students’ classroom learning is to involve them in its content,” said Richard Wiseman, professor of human communication studies and recipient of the Outstanding Professor Award at Cal State Fullerton. “If students get involved with the material, then the learning will be long-lasting and have a greater potential to make a difference in how students apply that knowledge.”

Each year, the individual selected to receive the university’s Outstanding Professor Award presents a public lecture the following year. Wiseman’s scheduled address coincides with his selection as one of five recipients of the 2005 Wang Award from the 23-campus California State University system. CSU Trustee Stanley T. Wang, who gave the CSU $1 million to recognize outstanding achievements of faculty members and administrators, established the Wang awards.

Wiseman will share some of his insights into teaching, coaching and mentoring when he presents the 2005 Outstanding Professor Lecture, “Communication Skills in Effective Teaching,” at 11 a.m. Monday, April 18, in the Titan Student Union’s Portola Pavilion.

“I will discuss ways that faculty relate to students and look at such skills as active listening and empathy,” Wiseman explained. “When students come to professors for advice, I think we, as faculty members, have a tendency to jump in and focus on solutions. Sometimes, we don’t really listen to what students may be trying to tell us. That’s where active listening becomes critical.”

Among the ways that faculty members can enhance these relationships is by providing support to students and looking at the techniques they use in teaching.
“One of the elements I encourage among faculty members is immediacy,” Wiseman said. “For instance, how do they demonstrate warmth and closeness? Immediacy is closely correlated with student satisfaction and learning. Through guided practice, faculty members can learn how to enhance their skills in this area.”

He noted that some simple steps professors can take to enhance teaching include stepping out from behind the podium, changing the modulation of their voices, making eye contact with students and engaging them in conversation more frequently.

“Interestingly enough, some faculty members are shy,” Wiseman said. “It’s difficult for them to maintain eye contact, but since there are usually at least two or three supportive students in a class, I tell them to look to these students. The act of visually scanning the room makes students feel included.”

Knowing students’ names is another way of creating immediacy.

“I know it’s sometimes difficult to remember all the names when you’re teaching large classes,” Wiseman admits. “We may also have problems with unfamiliar names. For instance, it’s sometimes difficult for me to pronounce certain Asian names because of the tonal nature of the language. Sometimes I put the stress on the wrong syllable, or I’m not sure how to pronounce certain letter groupings. In those instances, I try to get the students to help me pronounce their names correctly, realizing it may take several attempts. What I have discovered, however, is that simply making the attempt is appreciated.”

Often international students will anglicize their names, but Wiseman encourages his students not to do that.

“Our names are part of our identities,” he said. “As a teacher, I should be willing to try to learn a name even if it is difficult for me to pronounce.”

Community building is another area that Wiseman will focus on during his presentation.

He recently conducted research on how to develop a sense of community at Cal State Fullerton. The study published in Intercultural Communications Studies, XIII—2004, focuses on three variables: the relationships between faculty members and students, relationships between students and students, and those between students and resources (such as e-mail portals). Wiseman’s research found that the critical component in developing a sense of a campus community is the students’ relationships to faculty members.

“Students appreciate it when their professors provide career advice or discuss different facets of students’ education,” he said. “This leads full circle back to advisement. By focusing on how we interact with students, faculty not only enhance the teaching of their particular subject but have an effect on students’ appreciation of Cal State Fullerton and university life as a whole.”

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