Innovations in Teaching: An Introduction

Abstract

This Invited Papers Session is designed to accomplish two objectives:(a) provide specific examples of innovative teaching methods, and (b) analyze three alternative methods of teaching. These three methods, simulation, slidetape, and internships, have been discussed at previous AAEA teaching conferences and, more recently, by Snodgrass and French at the 1974 AAEA meetings. The purpose of this introductory paper in this session is to identify and discuss the meaning, conditions, and process of innovation in teaching. French proclaims as a truism that students will begin learning when the professor and the profession have been brought together and provide realism for the student. This realism may take a variety of modes, as evident in the three different teaching methods to be explored in this session. However, the best method of teaching and the best method of learning may be different for each individual (teacher and student). Therefore, simply selecting a new method of teaching will not necessarily be innovative relative to solving many acknowledged problems in teaching and learning. What does innovation mean? Although the teaching approaches to be discussed may not be different, unique, or new to all teachers, they are innovative for those who have not tried them or are inexperienced with their use. Along with presenting the teacher with a new idea, the innovation takes on a new dimension-that of requiring the instructor to reevaluate the objectives to be taught, the audience to be reached, and the best method for communicating the material necessary for this specific audience to master the objectives. Evaluating alternative approaches involves a commitment to students, such as the facilitation of individual rates of learning, and a commitment to improve one's teaching. These innovations mean a change of direction from the present notion of adapting the individual to the instructor's needs, or to administrative convenience. Consequently, adopting new teaching ideas may become an extra burden for some teachers who will feel the need to eorient teaching philosophy, course organization, and learning avenues for students. For o hers, taking on a new teaching approach may come as a relief. The teaching problems that have prevailed for years may now be reolved by utilizing new approaches. Certainly, new insights may be derived by those instructors using innovative approaches. These new insights are certain to be reflected in more effective teaching/learning procedures, increased opportunities for students to become involved with learning, and a basic feeling that teachers are doing their job; helping students to learn (Osterman). To use innovative teaching methods effectively, it is necessary for the instructor to develop a total plan that accommodates both the student and the instructor. This means that each teacher must constantly reevaluate his/ her adopted method of instruction, if the innovative teaching approach is to survive. Whether the teaching discipline will prove to be sufficiently flexible to accommodate a completely innovative structure remains to be seen. The transition from traditional to innovative for the teacher and student is bound to be difficult for many disciplines. If it is to be accomplished effectively, many associated changes need to be made by utilizing resources, such as instructional consultants, media departments, administrative support, and colleague assistance. Several institutions have created a climate for innovation through Carl W. O'Connor is an assistant professor in the Department of Agricultural and Resource Economics, and Dean N. Osterman is an assistant professor of instructional resources and materials, and coordinator of CAUT Project and Institutional Development, Oregon State University.