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Ted Scholz

Ted Scholz

AVPAA, National Center for Teaching & Learning
  • AVP Academic Affairs:Faculty Development and Academic Support. Director of The National Center for Teaching and Learning

Department
Faculty Development
Address
The Chicago School of Professional Psychology
Office Location
Office Phone
On-campus Ext.
Email
TScholz@thechicagoschool.edu
Website
Biography

Ted Scholz joined The Chicago School of Professional Psychology in 2007 as the manager of adjunct faculty. He received a Bachelor's degree in English with a minor in Philosophy from The University of Wisconsin-Oshkosh, a Master's degree in Literature from DePaul University in Chicago and his PhD in Organizational Leadership at The Chicago School of Professional Psychology. He is also a graduate of the Teaching Institute Fellowship Program at Robert Morris University. His areas of interest include faculty development and pedagogy, student support, organizational commitment, and organizational leadership. 

Education
  • B.A. English - University of Wisconsin-Oshkosh
  • M.A. Literature - DePaul University, Chicago IL
  • Ph.D. Organizational Leadership - The Chicago School of Professional Psychology
Licensure(s)
Areas Of Expertise

Select Presentations

Scholz, T. (August, 2013). Preparing Future Minority Faculty Using Distant Technology. 29th Annual Distance Teaching and Learning Conference, Madison, WI.

Scholz, T. (April, 2012). Teaching the Millennial Generation: Myths and Realities. Chicago State Faculty Workshops, Chicago, IL.

Scholz, T. (November, 2011) Seeds for Innovation: Blogging as a Form of Scholarship and Collegiality. Chicago Area Faculty Development Network Conference, Chicago, IL.

Scholz, T., Iaccino, J. (July, 2011) GotoMeeting Webinars: A Teacher’s Roadmap to Better Student Engagement. Annual Scholarship of Teaching and Learning Institute, Chicago, IL.

Scholz, T., Barret, T., Copeland, E., Marino, S., & Martyn, M. (May, 2011) What's Quality? Professional Education in the 21st Century. Annual Multi-Campus Integration Conference, Chicago, IL.

Scholz, T. (May, 2011) Faculty Supporting Faculty: The Importance of a Strong Mentoring Program for Faculty Development. Annual Multi-Campus Integration Conference, Chicago, IL.

Scholz, T., Kim, W. (July, 2010) The Millennial Generation and Graduate Education. Annual Scholarship of Teaching and Learning Institute, Chicago, IL.

Scholz, T. (October, 2009) A Teaching Apprenticeship Approach to Faculty Development. Poster Presentation, National Professional and Organizational Development Conference, Houston, TX.

Scholz, T. (July, 2009) Creating a Natural, Critical, Learning Environment: An introduction to Surface, Strategic and Deep Learning and the Ken Bain Approach to Teaching. Annual Scholarship of Teaching and Learning Institute, Chicago, IL.

Scholz, T., Bartlett, A., Johnson, R. (2002) Using your MA Degree Panel, MMLA Conference, Chicago, IL.

Scholz, T. (1999) Nat Turner: The Quintessential Other Paper, New Jersey College English Association Spring Conference, South Orange, NJ.

Select Publications

Scholz, T. (2006) Contributor, The John Steinbeck Encyclopedia. Eds. Brian Railsback and Michael J.  Meyer. Greenwood Press.

Scholz, T. (2004) Contributor, The Robert Morris College Handbook for Teaching Excellence, 2004.

Community Involvement

  • Volunteer Tutor, Midtown Center Chicago

Q&A

Q: Please describe your teaching philosophy.
A: My teaching philosophy mirrors the advice my grandfather gave me about how to succeed in life after graduation. He said to me, "Ted, when you leave this auditorium, I want you to pay particular attention to what is written on the doors. On one side, it will say, 'push' and on the other side, it will say, 'pull'. If you want to get anything out of life, you are going to have to push and pull….and you know what, there is nothing wrong with that." I think that a professor's job is to 'push' and pull his or her students academically in the classroom. This comes not so much by giving them complex formulas or indecipherable material to digest but by providing them a base of knowledge and then urging them to find greater solutions. A teacher's job is to also 'push'and 'pull' his or her students as individuals, as people of character and responsibility. A good teacher can do this in a variety of ways. One way is by exposing students to cultural experiences around them, a method I use often to foster my students' awareness of the richness of the human experience. Lastly, a teacher's job is also to 'push' and 'pull' his or her students toward a specific, and clearly delineated goal. This comes with the 'nuts and bolts' part of teaching, in the hours of preparation and research that faculty spend before class, in the time going to conferences and keeping up to date in his or her field. Indeed, a student's vision of a learning goal is only as good as his or her teacher's.

Q: What advice would you give to a student entering The Chicago School?
A: Be patient and allow yourself time to adjust to Graduate School. Moreover, communicate with your professors when you are feeling confused or overwhelmed.