Course Syllabus

Course Schedule

 

August 26: Learning About Teaching

Bain, Ken. 2004. “What do they know about how we learn?” Pp. 22-47 in What the Best College Teachers Do.Cambridge, MA: Harvard University Press.

Ambrose, Susan, et al. 2010. “How does students’ prior knowledge affect their learning?” and “How does the way students organize knowledge affect their learning?” Pp. 10-65 in How learning works: Seven Research-Based Principles for Smart Teaching. San Francisco: Jossey-Bass.

Halpern, Diane F. and Milton D. Hakel. 2003. “Applying the science of learning to the university and beyond: Teaching for long-term retention and transfer.” Change 35(4):36-41.

King, Patricia M. 2000. “Learning to make reflective judgments.” New Directions for Teaching and Learning 82:15-26.

 

Pass/Fail Assignment 1: Prepare a draft of a teaching philosophy that reflects something you learned in our discussion as well as your own reflection on teaching. (500-750 words)

Due: September 8 by 11:59 PM on Canvas and bring a copy to class.

 

September 9: Reflecting on Learning

Smith, Gary A. 2008. “First-day questions for the learner-centered classroom.” The National Teaching & Learning Forum 17(5):1-4.

McKeachie, Wilbert J. 2002. “Dealing with Student Problems and Problem Students (There’s Almost Always At Least One!).” Pp. 172-190 in McKeachie's teaching tips: strategies, research, and theory for college and university teachers Boston: Houghton Mifflin.

Pittman, Chavella T. 2010. “Race and Gender Oppression in the Classroom: The Experiences of Women Faculty of Color with White Male Students.” Teaching Sociology 38(3):183–196.

Brookfield, Stephen D. 1995. “Becoming critically reflective: A process of learning and change.” Pp. 28-48 in Becoming a Critically Reflective Teacher. San Francisco: Jossey-Bass.

 

Pass/Fail Assignment 2: Using Gary Smith’s dilemma as a model, create a case study describing a problem that you have encountered in your teaching or learning experiences as an undergraduate. (500-750 words)

Due: September 15 by 11:59PM on Canvas and bring a copy to class.

 

September 16: Teaching for Learning

Bean, John C. 2001. “Coaching thinking through the use of small groups.” Pp. 149-168 in Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom. San Francisco: Jossey-Bass.

Brookfield, Stephen D. and Stephen Preskill. 2005. “Keeping Students’ Voices in Balance.” Pp. 168-191 in Discussion as a Way of Teaching: Tools and Techniques for Democratic Classrooms. San Francisco: Jossey-Bass.

Barkley, Elizabeth F., Claire Howell Major, and K. Patricia Cross. 2005. “Techniques for Problem Solving. Pp. 169-204 in Collaborative Learning Techniques: A Handbook for College Faculty. San Francisco: Jossey-Bass.

 

Pass/Fail Assignment 3: Based on our discussions of collaborative learning, design a collaborative learning activity to teach an introductory concept from your field. No specific word target.

Due September 22 by 11:59PM on Canvas and bring a copy to class.

 

September 23: Assessment of Learning and Teaching

Stevens, Danielle. D. and Antonia J. Levi. 2005. “What is a Rubric?” and “How to Construct a Rubric.” Pp. 3-15 and 29-46 in Introduction to Rubrics: An Assessment Tool to Save Grading Time, Convey Effective Feedback, and Promote Student Learning. Sterling, VA: Stylus Publishing.

Bean, John C. 2001. “Developing and Applying Grading Criteria.” Pp. 255-265 in Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom. San Francisco: Jossey-Bass.

 

Pass/Fail Assignment 4: Design an assignment with a grading rubric that would allow you to assess the effectiveness of your collaborative learning activity strategy you created for the lesson plan assignment last week.

Due: September 29 by 11:59 pm on Canvas and bring a copy to class.

 

September 30: The Institutional Context of Teaching

Please review the following policies of Temple University:

• Student Rights (from the Bulletin)
• Temple University Non-Discrimination/Equal Opportunity Statement
• Preventing and Addressing Sexual Harassment
• Preventing and Addressing Sexual Misconduct
• Policy on Preventing and Addressing Discrimination and Harassment
• Mandated Reporter Training for Employees
• Ethnic Intimidation Policy
• Disability Resources and Services Vision and Operations
• Course Syllabi Policy
• Policy Regarding Confidentiality of Student Records (FERPA)
• Student and Faculty Academic Rights and Responsibilities

Congratulations to Section 1 Students on completing the course!

 

October 7: Course Design and Learning Objectives

Davis, Barbara. 2009. Part 1. Tools for Teaching 2^nd ed. San Francisco: Jossey-Bass.

Fink, L. Dee. 2003. A self-directed guide to designing courses for significant learning. Based on Creating significant learning experiences: An integrated approach to designing college courses. San Francisco: Jossey-Bass.

Burgstahler, Sheryl E. 2008. “Universal design of instruction: From principles to practice.” Pp. 23-44 in S. E. Burgstahler and R. C. Cory, eds. Universal design in higher education. Cambridge, MA: Harvard Education Press.

Noyd, Robert K. “A Primer on Writing Effective Learning-Centered Course Goals.” The Center for Educational Excellence (CEE), US Air Force Academy.

Questions for Formulating Significant Learning Goals (worksheet).

Goal Centered Course Design (worksheet).

 

Graded Assignment 1 (Syllabus): Design a syllabus built around clear learning objectives.

Due: October 13 at 11:59PM on Canvas and bring a copy to class.

 

October 14: Student and Faculty Identity in the Classroom

Davis, Barbara. 2009. Part 2. Tools for Teaching 2^nd ed. San Francisco: Jossey-Bass.

Barnett, Pamela. 2011. “Discussions across difference: Addressing the affective dimensions of teaching diverse students about diversity.” Teaching in Higher Education. 1-11.

deKoven, Aram. 2011. “Engaging White College Students in Productive Conversations about Race and Racism: Avoiding Dominant-Culture Projection and Condescension-Judgment Default.” Multicultural Perspectives 13 (3):155-159.

Subtirelu, Nicholas Close. 2015. “’She does have an accent but...’: Race and language ideology in students’ evaluations of mathematics instructors on RateMyProfessors.com.” Language in Society 44:35–62.

 

October 21: Discussions and Collaborative Learning    

Davis, Barbara. 2009. Part 3 and Part 6. Tools for Teaching 2^nd ed. San Francisco: Jossey-Bass.

 

October 28: Effective Lecturing & Large Group Teaching         

Davis, Barbara. 2009. Part 4 and Part 5. Tools for Teaching 2^nd ed. San Francisco: Jossey-Bass.

Brookfield, S.D. 2006. “Lecturing creatively.” Pp. 97-114 in S. D. Brookfield, The Skillful Teacher: On Technique, Trust, and Responsiveness in the Classroom 2^nd ed. San Francisco: Jossey-Bass.

 

Graded Assignment 2 (Lesson Plan): Design a lesson plan (for a class meeting from your syllabus) that includes 1 mini-lecture and 1 collaborative learning activity.

Due: November 3 at 11:59PM on Canvas and bring a copy to class.

 

November 4: Assessments and Rubrics

Davis, Barbara. 2009. Part 8. Tools for Teaching 2^nd ed. San Francisco: Jossey-Bass.

Class Notes: Assessments

 

November 11: Student Writing

Davis, Barbara. 2009. Part 7. Tools for Teaching 2^nd ed. San Francisco: Jossey-Bass.

Bean, John. C. 2001. “Formal writing assignments.” Pp. 73-96 in Engaging ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom. San Francisco: Jossey-Bass.

Class Notes: Writing

 

Graded Assignment 3 (Assignment or Exam): Design an assignment or exam aligned with learning objectives that follows from the lesson plan of the previous assignment.

Due: November 17 at 11:59PM on Canvas and bring a copy to class.

 

November 18: Using Technology

Davis, Barbara. 2009. Part 9. Tools for Teaching 2^nd ed. San Francisco: Jossey-Bass.

Finley, Diane L. 2012. “Using Quality Matters^TM (QM) to Improve All Courses.” Journal of Teaching and Learning with Technology 1(2):48-50.

Cunningham-Bryant, Alicia. 2016. “Temple QM Rubric Condensed for Key Points.” Center for the Advancement of Teaching, Temple University.

Class Notes: Technology

 

December 2: The structure of academia

Davis, Barbara. 2009. Part 11. Tools for Teaching 2^nd ed. San Francisco: Jossey-Bass.

Burmila, Edward M. 2010. “Graduate Students as Independent Instructors: Seven Things to Know about Teaching Your Own Course while in Graduate School.” PS: Political Science & Politics 43-47:557-560.

Flora, Bethany H. 2007. “Graduate Assistants: Students or staff, policy or practice? The Current Legal Employment Status of Graduate Assistants.” Journal of Higher Education Policy and Management 29(3):315–322

Class Notes: Academic AMA

December 9: Looking Back and Looking Forward

Davis, Barbara. 2009. Part 10 and Part 12. Tools for Teaching 2^nd ed. San Francisco: Jossey-Bass.

Ouellett, Mathew L. 2007. “Your Teaching Portfolio: Strategies for Initiating and Documenting Growth and Development,” Journal of Management Education 31: 421-433.

 

Graded Assignment 4 (Micro-teaching and Peer Review): Practice micro-teaching with a peer reviewer either in a class you teach (any point in the semester) as a guest lecture in a class in your department (any point in the semester), or simply with a partner. You will receive formative feedback from your peer reviewer. Write a 1-2 page reflection on the experience that responds to the peer review and submit online. Also include this reflection in your portfolio. Submit within 1 week of receiving the peer review. Latest submission is December 16 at 11:59PM on Canvas.

Graded Assignment 5 (Portfolio): Due by December 17 at 11:59PM on Canvas. Revise your teaching philosophy, syllabus, lesson plan, assignment, and your reflection on your micro-teaching experience.