Staying Vital: Building a Personal Model
Both facilitators and learners fall into distinct groups characterized by factors such as chronological age and other descriptors. Faculty must recognize and consider special qualities of “boomers,” educational needs of “millennials,” and implications of the “graying of America” as lifelong learning begins to catch on in earnest. Concurrently, we need to preserve our own humanity, stay relevant, accommodate individual needs, serve on committees, and publish frequently all while maintaining and developing verve, vigor and vitality.
This presentation suggests strategies for developing a personal approach to maintaining interest in teaching and for increasing enthusiasm in the classroom, clinic or online. Literature reveals that there is theory and practice for avoiding “burnout;” however, the goal of continued vitality in instruction often goes beyond common perceptions of burnout and points to the need for a self-developed model for continuous instructional revitalization.
At the close of this presentation, participants should be able to:
1. Recognize signs and symptoms of decreased teaching vitality,
2. Recognize and interpret signs of learner disinterest,
3. Apply concepts and techniques suited to effective instruction for maintaining high energy and enthusiasm, 4. Develop a personal model to monitor and maintain continuous revitalization.
Presentation: 50 minutes
Recommended CitationLewis, Ed.D., John C., "Staying Vital: Building a Personal Model" (2015). Thomas Jefferson University Faculty Days. Paper 20.