Sociology 5615 Teaching Sociology. Spring, 2012
|
|
- Juliana Constance Wilson
- 7 years ago
- Views:
Transcription
1 Sociology 5615 Teaching Sociology Spring, address: Office phone: Home phone: Professor Sara Steen Ketchum 205 Office hours: Wednesday 12-2 pm, or by appointment Course objectives 1. Promote a high standard for college teaching. 2. Increase skills in a number of specific teaching activities (e.g., organizing content, lecturing, leading discussions, managing classroom dynamics, and evaluating). 3. Provide an opportunity for you to formulate personal values, approaches, and styles of classroom instruction that can grow and be refined over your teaching careers. 4. Create a community in which teaching is actively discussed. Promote the idea that teaching can be a collective enterprise. 5. Help you to develop a teaching portfolio that you can use when you go on the job market.
2 Course meetings The class is scheduled to meet Mondays from 3 5:45. We will have a short break (15 minutes) at approximately 4:15. Because this is a practicum course, rather than a typical academic course, you will often be expected to complete exercises (both active and written) outside of class, and weekly writing assignments will often be shared and discussed in class. Course readings The following books are required for the course, and can be purchased online: Bean, John C Engaging Ideas. San Francisco: Jossey-Bass. Tools for Teaching. Palmer, Parker. The Courage to Teach. Weimer, MaryEllen Learner-Centered Teaching. San Francisco: Jossey-Bass. The following books are optional: Creating Significant Learning Experiences Educating Citizens Discussion as a Way of Teaching I have desk copies of all of the books. If they are beyond your means, please let me know and we can make some arrangement for you to borrow a copy or make photocopies. All are outstanding books that should serve as useful references in the future, so I highly recommend purchasing them if you are able. There will also be several articles and book chapters required throughout the semester. They will be available at the course website for you to download (through the new Desire2Learn platform). Finally, each of you will also be responsible for perusing one issue of Teaching Sociology, which I will provide to you during the first week of class. 2
3 Course requirements The primary goal of this course is to provide you with a forum to think seriously about how you want to teach. Once you become a faculty member, you may find that you are not able (or perhaps not encouraged) to spend a lot of time reflecting on teaching or enhancing your teaching techniques. Because of this, I hope that you will take this opportunity very seriously and make full use of the resources of the course, including the readings, class assignments, myself and guest speakers, and your classmates. Attendance and participation: Given the course goals, it is absolutely essential that you be present and actively engaged. If you must miss a session, please contact me ahead of time to let me know why you won t be there. If you miss more than two sessions during the course of the semester, I recommend that you drop the course and take it during a later semester. Readings: The readings should be completed by class time on the day they are assigned. The purpose of the weekly reading assignments is to introduce you to other people s ideas about teaching. Some readings will provide very practical advice about particular techniques, while others will focus more generally on the purposes of teaching. If you are looking for more information on a particular topic, I have many other resources, including several bibliographies on teaching (some are available on the course website), that I would be happy to share with you. One of the best resources is the journal Teaching Sociology, which is available through Norlin Library (it is an ASA publication, so if you are a member, you can choose to subscribe for a minimal fee). Developing your teaching style: To teach with purpose, it is essential that you enter the classroom with clear ideas about what kind of a teacher you are and what kind of a teacher you would like to be. Peer reviews: Part of the process of developing a teaching style involves identifying elements of others teaching that you find particularly appealing. To work toward this goal, I will ask you to complete at least two peer reviews during the course of the semester. Peer reviews involve attending someone else s class and watching for teaching techniques (rather than listening for substance, which is what we generally do). For one of these peer reviews, you should team up with other students in the class so that you teach one class in front of a classmate during the semester, and also visit one class taught by a classmate. For the other peer review, you will attend a class taught by someone else at the university. This can be someone in the department who you have heard good things about but never witnessed in the classroom, or someone outside the department with a reputation for good teaching. You will do a writeup for each review, based on guidelines I will hand out early in the semester. 3
4 Videotaping: A second part of developing your teaching style involves taking inventory of the particular talents and skills that you bring to the classroom. To accomplish this, I will also require each of you to videotape one of your classes in consultation with the Graduate Teacher Program (this can be the same session you use for the previous exercise, though that is not preferable). After filming, you will watch the tape with a consultant, discuss your teaching, and write a reflection paper on the experience (more details to come). If you are not teaching this semester, you will either need to find someone else s class in which you can guest lecture (both for the videotaping and for the peer review), or work with me to identify another way we might accomplish these learning goals. Developing a course plan: By the end of the semester, each of you will have a syllabus and course materials for a sociology course that you anticipate teaching in the future. For those of you who are already teaching your own courses, you should choose a new course to design. The required work for your course design includes weekly writing assignments and a final project. Weekly writing assignments: Most weeks there will be a short writing assignment in which I will ask you to think about various pedagogical issues and/or aspects of course design and organization. These papers will frequently serve as the basis for our seminar discussions, and are due at the end of the seminar period. On occasion, I may ask you to post your assignments on the class website and to comment on others posted assignments (more on this later). These papers and the feedback you receive on them from me and classmates should help in the preparation of your final project. I will collect writing assignments at the end of the class period on the day they are assigned. While I strongly recommend that you complete all of the exercises, you may miss two without penalty (your grade will be based on ten out of twelve total assignments). Because the assignments will often be the basis for our seminar discussions, I will not accept any late assignments. Final project: The final project for the course will be your course design. What you hand in will be structured as a mini teaching portfolio. Your syllabus should include statements of course objectives, themes, topics, assignments, and evaluation techniques. In addition, I will ask you to provide me with materials that tell the story of your course. Specifically, I would ask that you explain your reasons for making the choices you did in designing your course, along with some of your reflections about the benefits and drawbacks of your choices. I will provide you with more information about this assignment as the semester evolves. 4
5 5
6 Course Evaluation Your grade for the course will be based on the following elements. You can keep track of your running total in Desire2Learn (I hope!). Points Percentage Weekly writing assignments (10 of 12) 150 (15 each) 37.5 Peer reviews (2) 30 (15 each) 7.5 Attendance and participation in seminar Final project (teaching portfolio) Video assignment (and reflection) points 100% Grading Rubric: A % Consistently performs well above expectations. A % Performs above expectations. B % Meets expectations. B 83-87% Occasionally performs below expectations. B % Consistently performs below expectations. C Below 80% Unsatisfactory work. When the Semester is over When you are ready to go on the job market this class can serve you in two concrete ways. First, your final project for the class can serve as a basis for a teaching portfolio that you can send out with job applications. I would be happy to work with any of you in revising and reworking your portfolios when the time arrives. Second, when you teach the class that you design in this seminar, I would be willing to observe you teaching, talk with you about your experiences in the classroom, and write a recommendation letter for you reviewing the training you received in the teaching seminar and summarizing your performance and promise as a teacher. 6
7 Schedule of weekly topics, readings, and writing assignments This should be considered a working draft. I reserve the right to make minor adjustments to readings and assignments as we go along. If you miss a class, be sure to check with a fellow student for any announcements. Who are we as teachers and who are our students? Week one (1/23): Course introduction; What kind of teachers do we want to be?; Introduction to backward course design Book reading: Palmer chs. 1-3 Writing assignment due: Teaching self Week two (1/30): Identiying classroom dynamics and rethinking classroom roles Book reading: Weimer (Chs. 1, 2, 4) Online readings: Finkel and Monk, Tompkins, Fink (Ch. 3, pp only) Writing assignment due: Assumptions about students Week three (2/6): Who are we teaching? Characteristics of learners Book readings: Weimer (Ch. 5), Gross Davis (Ch. 5-8, 29, 30) Online readings: Green and Dorn, Vasquez and Weinstein, hooks (Chs. 1-3, 12), Bain (Ch. 4) Writing assignment due: How you learn and how that affects how you teach What do we want students to learn? Week four (2/13): Identifying learning goals and starting to think about course content Book readings: Palmer (Chs. 4, 5), Weimer Ch. 3 Online readings: Fink (Ch. 3, pp ), Newman, Colby et al. (Ch. 1) Writing assignment due: Developing learning goals Week five (2/20): Teaching critical thinking Book readings: Bean (Chs. 2, 7), Weimer (Chs. 7-9) Online reading: Nelson Writing assignment due: TBA How do we evaluate student learning and provide feedback for improvement? Week six (2/27): Tools for evaluation Book readings: Bean Ch. 11, Gross-Davis (Chs ), Weimer Ch. 6 Online readings: Ebel Writing assignment: Structuring course evaluation 7
8 Week seven (3/5): Providing feedback: Responding to writing Book readings: Bean (Chs. 13, 14), Gross-Davis Ch. 36 Writing assignment: Respond to sample paper, reflect What teaching and learning activities can we use to achieve our learning goals? Week eight (3/12): Choosing readings and helping students to read critically Book readings: Bean ch. 8 Online readings: Westhues, Additional TBA Writing assignment due: Thinking about course content, starting a syllabus Week nine (3/19): Lecturing Book readings: Gross-Davis (Chs ), Online readings: Frederick, Bain (Ch. 5) Writing assignment: Draft of lecture March 26 No Seminar (Spring Break) Week ten (4/2): Discussions Book readings: Gross-Davis (Chs. 9-13) Online readings: Welty, Frederick, Additional TBA Writing assignment: Designing a discussion Week eleven (4/9): Writing Book readings: Bean (Chs. 5, 6), Gross-Davis (Chs. 34, 35) Online readings: Gottschalk Writing assignment: Designing a writing assignment Week twelve (4/16): Cooperative learning and moving beyond the classroom Book readings: Bean Ch. 9, Gross-Davis (Chs ) Online readings: Rau and Heyl, Nyquist and Wulff, Colby et al. (Ch. 5) Writing assignment: Using small groups How can we assess how well students are learning and how well we are teaching? Week thirteen (4/16): Assigning grades Book readings: Bean Ch. 15, Gross-Davis (Chs. 43, 44) Online readings: Ory and Ryan Writing assignment: Developing a grading rubric 8
9 Week fourteen (4/23): Evaluating our teaching Book readings: Gross-Davis (Chs , 60), Palmer (Chs. 6, 7) Online readings: TBA Writing assignment: Evaluating your own teaching Week fifteen (4/30): Back to the beginning No assignments this week. We will meet at my house for an end-of-semester gathering, and will return to our discussions at the beginning of the semester about who we are and want to be as teachers. Final Course Project Due on Scheduled Exam Date 9
Teaching in Higher Education
CTLE 6000, as taught by Dr. Rai Farrelly, is a unique learning experience. This course is coconstructed by Rai and the students. All decisions about the exploration of course content, assignments, class
More informationStanford University Graduate School of Education. EDUC/CTL 297X Teaching and Learning in Higher Education. Syllabus, Winter 2011
1 Stanford University Graduate School of Education EDUC/CTL 297X Teaching and Learning in Higher Education Syllabus, Winter 2011 Wednesdays, 2:15-5:05, School of Education 206 Instructor: Thomas Ehrlich
More informationBusiness Management MKT 829 International Sport Marketing
Business Management MKT 829 International Sport Marketing INSTRUCTOR INFORMATION Name: Fernando E. Pardo Office Telephone Number: 416-979-5000, ext.7504 E-mail Address: fpardo@ryerson.ca Office Location:
More informationCJ 497, Special Topics: Criminal Justice Careers and Futures Syllabus, Spring 2011
CJ 497, Special Topics: Criminal Justice Careers and Futures Syllabus, Spring 2011 Web-Enhanced Course via Classroom and Blackboard Meets Mondays/Wednesdays 10:00-11:15, Room TBA W. T. Jordan, Instructor
More informationSAMPLE SYLLABUS STUDENT LEADERSHIP PRACTICUM COMMUNICATION 339. Note: The most efficient way to communicate with me is face to face and via email.
1 SAMPLE SYLLABUS STUDENT LEADERSHIP PRACTICUM COMMUNICATION 339 Professor: Dr. Tara B. Perry Office Location: CF 285 Office Phone: 650-2202 Blackboard:http://mywestern.wwu.edu Class Time: Arranged Office
More informationCourse Syllabus CJ 497.01W Intro. to Homeland Security, Internet based Spring 2016
Instructor: Course Syllabus CJ 497.01W Intro. to Homeland Security, Internet based Spring 2016 Gary Dunlap Professor Class Times: Location: Office: Internet based Internet Bain Center; Texas A&M at Commerce
More informationITS1100: Train the Trainer
Course Syllabus ITS1100: Train the Trainer Course Information Prerequisites Required permissions Classroom location Meeting days Class hours Department location Web page None None Skylight Room- 306, 17
More informationCommon Time School of Human Services
Common Time School of The Common Time program within the School of is a major component of the school s orientation and engagement plan. The purpose of Common Time is to provide students with social and
More informationSample Online Syllabus
Sample Online Syllabus This sample syllabus is based off of the MCCC DE-1 form and is designed to provide suggestions to instructors seeking to create a comprehensive syllabus for teaching online. Please
More informationMBA 6410 Strategic Global Marketing 3 Credit Hours Milton Fall Term 2, 2014
MBA 6410 Strategic Global Marketing 3 Credit Hours Fall Term 2, 2014 Instructor: Professor Steven P. Gunning, J.D., MBA Office Location: AAPC Meeting Time: Tuesday 5:30pm 9:00pm MBA Office Hours: By appointment
More informationSummer 2015. 1. Describe an informed definition of three terms: effective leadership, ethical development, and sustainable business.
Summer 2015 COURSE NUMBER: MBA 716 (Web) COURSE TITLE: Leadership and Sustainable Business CREDITS: 3:3 PREREQUISITES/COREQUISITES: MBA 715 (Integrative Business) INSTRUCTOR INFORMATION: Dr. Ellen Van
More informationSuggested Strategies for Student Engagement
Suggested Strategies for Student Engagement The following strategies were developed by the Health & Exercise Science Division to align with the research-based conference of the Community College Survey
More informationCOMM 430 / DIGITAL DESIGN / SPRING 2015
COMM 430 / DIGITAL DESIGN / SPRING 2015 Thursday + 7:00pm 9:30pm + SoC 003 Luke Strosnider + lstrosnider@luc.edu SoC 220 + Office Hours By Appointment www.lukestrosnider.com/loyola-comm430 COURSE DESCRIPTION
More informationDeveloping a Course Syllabus: Steps for Syllabus Design
Developing a Course Syllabus: Steps for Syllabus Design This list of steps breaks down the process of drafting a syllabus. Following these steps in this order will foster an instructor s own critical thinking
More informationUNIVERSITY OF LA VERNE COLLEGE OF LAW. NEGOTIATION EVENING CLASS (Law 550, Section 2)
UNIVERSITY OF LA VERNE COLLEGE OF LAW NEGOTIATION EVENING CLASS (Law 550, Section 2) Spring 2016 Syllabus Professor Charles H. Smith Tuesdays, 6:30-8:30 p.m. (2 units) Room TBA I. PROFESSOR SMITH S CONTACT
More informationMUSB 1305- SURVEY OF THE MUSIC BUSINESS. CRN 28674 - Spring 2015. Spring Branch Campus - Room 405 6:00 p.m. - 10:00 p.m. Wed
MUSIC BUSINESS Northwest College MUSB 1305- SURVEY OF THE MUSIC BUSINESS CRN 28674 - Spring 2015 Spring Branch Campus - Room 405 6:00 p.m. - 10:00 p.m. Wed 4 hour lecture course / 48 hours per semester/
More informationFIN 4403 Honors Finance Section 5320. Tentative Course Syllabus Fall 2015 Term. http://lss.at.ufl.edu/ -- In Canvas
FIN 4403 Honors Finance Section 5320 Tentative Course Syllabus Fall 2015 Term INSTRUCTORS / CLASS Dr. T. Craig Tapley, DBA Graham-Buffett Master Lecturer of Finance Dr. John Banko, Ph.D., CFA Lecturer
More informationThe University of South Dakota. School of Education. Division of Educational Leadership. EDAD 701 Introduction to Educational Administration 3 credits
The University of South Dakota School of Education Division of Educational Leadership EDAD 701 Introduction to Educational Administration 3 credits Fall 2016 Instructor: Kris Reed, Ph.D. Office: Delzell
More informationExamples of Self-Reflection Activities
Examples of Self-Reflection Activities Elementary Education Professional Education The KCKCC and JCC candidates in EL312 Reading & Writing Connections complete weekly reflections about their learning (including
More informationAP United States Government & Politics Syllabus
AP United States Government & Politics Syllabus Syllabus The AP Government course will be taught as a second semester course with about twenty-four students. Students will enroll during the second semester
More informationEXAMPLE FIELD EXPERIENCE PLANNING TEMPLATE CCSU MAT Program
EXAMPLE FIELD EXPERIENCE PLANNING TEMPLATE CCSU MAT Program Secondary Education (Math, History/Social Studies, Science, World Languages) and Special Education (K-12) Goal: The MAT program focuses on preparing
More informationGeorgetown University Spring 2016 MPPR-506-01 & MPMC-806-01: DIGITAL ANALYTICS
Georgetown University Spring 2016 MPPR-506-01 & MPMC-806-01: DIGITAL ANALYTICS Instructor: Mia Vallo Class meets: Wednesdays, 5:20 pm - 7:50 pm COURSE OVERVIEW This course will provide students with a
More informationNorth Dakota State University: Department of Communication Course Description Requirements: The Challenge:
North Dakota State University: Department of Communication COMM 476: Advertising Campaign Practicum Spring Term 2011 Monday, Wednesday & Friday 11:00 11:50 Professor: Elizabeth Crisp Crawford, Ph.D. Office
More informationCourse Objectives. Learning Outcomes. There are three (3) measurable learning outcomes in this course.
CRIJ 6372 SEMINAR IN CORRECTIONS Spring B 2015 8- week, online - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
More informationTHE UNIVERSITY OF TEXAS AT BROWNSVILLE College of Education Syllabus
THE UNIVERSITY OF TEXAS AT BROWNSVILLE College of Education Syllabus Conceptual Framework & Knowledge Base The conceptual framework contains four core concepts, which are themes through which we organize
More informationTED UNIVERSITY FACULTY OF EDUCATION. ECE 202 CURRICULUM IN EARLY CHILDHOOD EDUCATION (2-2) 3 Credits/6 ECTS / SPRING, 2016
TED UNIVERSITY FACULTY OF EDUCATION ECE 202 CURRICULUM IN EARLY CHILDHOOD EDUCATION (2-2) 3 Credits/6 ECTS / SPRING, 2016 Instructor: Assist. Prof. Dr. Elif Karslı Time and Place: Mondays at 14:00-16:00
More informationINTS 3100 INTERDISCIPLINARY STUDIES (3 credits) FALL 2011 MWF 10-1050am Sec 1 CRN # 45309 T 515-745pm Sec 50 CRN #43665 NPLAZA 113B
INTS 3100 INTERDISCIPLINARY STUDIES (3 credits) FALL 2011 MWF 10-1050am Sec 1 CRN # 45309 T 515-745pm Sec 50 CRN #43665 NPLAZA 113B Instructor: Denise Burton Instructor: Darl Biniaz Office: NPLAZA 125D
More informationINSTRUCTION AT FSU THE FLORIDA STATE UNIVERSITY OFFICE OF DISTANCE LEARNING. A Guide to Teaching and Learning Practices
7th Edition Office of Distance Learning INSTRUCTION AT FSU A Guide to Teaching and Learning Practices Version 12.02.11 ODL/rg THE FLORIDA STATE UNIVERSITY OFFICE OF DISTANCE LEARNING 7th Edition Office
More informationGraduate Student Perceptions of the Use of Online Course Tools to Support Engagement
International Journal for the Scholarship of Teaching and Learning Volume 8 Number 1 Article 5 January 2014 Graduate Student Perceptions of the Use of Online Course Tools to Support Engagement Stephanie
More informationTHE UNIVERSITY OF TEXAS AT BROWNSVILLE College of Education Syllabus
THE UNIVERSITY OF TEXAS AT BROWNSVILLE College of Education Syllabus Conceptual Framework & Knowledge Base The conceptual framework contains four core concepts, which are themes through which we organize
More informationINTRODUCTION TO ONLINE REPORTING & PRODUCTION JOUR 280 Mondays and Wednesdays, 1:30 p.m. - 3:00 p.m. 14 E. Jackson, Room 1230
INTRODUCTION TO ONLINE REPORTING & PRODUCTION JOUR 280 Mondays and Wednesdays, 1:30 p.m. - 3:00 p.m. 14 E. Jackson, Room 1230 Instructor Email Phone Office Hours Hai L. Tran, Ph.D. htran10@depaul.edu 312-362-6064
More informationTeaching Assistant: Meiyolet Mendez Office Hours (in AC1 303A): Mondays and Wednesday 2:30-3:30 or by appointment
Modern Europe: 1789-1950 EUH 2030 Section 51 (M/W 12:30-1:45) Florida International University (Spring 2003) Office: AC1 372 Phone: 305-919-5839 Professor Rebecca Friedman Office Hours: Monday and Wednesday
More informationCollege of Charleston EDEE 363 002 Introduction to Early Childhood Education 3 Credit Hours Spring 2010
College of Charleston EDEE 363 002 Introduction to Early Childhood Education 3 Credit Hours Spring 2010 Meeting Time and Place: Thursdays, 8:00-10:45 Education Center, Room #215 Professor: Dr. Virginia
More informationComputer Science CS 2334: Programming structures and abstractions
Computer Science CS 2334: Programming structures and abstractions Instructor: Dr. McGovern Spring 2013 1 Course Overview This is your second course in programming. We will focus on abstraction and programming
More informationCharting Your Course: Instructional Design, Course Planning, and Developing the Syllabus
Charting Your Course: Instructional Design, Course Planning, and Developing the Syllabus Danielle Mihram, Ph.D. Faculty Fellow and Director USC Center for Excellence in Teaching dmihram@usc.edu Originally
More informationProject Management and Budgeting for Communicators MPPR- 837-01. Office hours: By appointment and before class
Course: Project Management and Budgeting for Communicators MPPR- 837-01 Fall 2014 August 28 December 11 Thursdays 8pm to 10:30 pm Downtown Campus Professor Eileen Marcus Office hours: By appointment and
More informationGeorgia Regents University College of Education Department of Educational Leadership, Counseling and Special Education
1 Georgia Regents University College of Education Department of Educational Leadership, Counseling and Special Education SPED 3005 EFFECTIVE LEARNING ENVIRONMENTS 3-0-3 Instructor: Alice B. Pollingue,
More informationV. Course Evaluation and Revision
V. Course Evaluation and Revision Chapter 14 - Improving Your Teaching with Feedback There are several ways to get feedback about your teaching: student feedback, self-evaluation, peer observation, viewing
More informationGeneral Procedures for Developing an Online Course
General Procedures for Developing an Online Course General Procedures for Developing an Online Course Questions to Ask before you Begin Analysis 1. What is your learner audience? Is the course for beginners
More informationGuide to Preparing Teaching Statements and Dossiers: For Graduate Students and Teaching Assistants
2015 Guide to Preparing Teaching Statements and Dossiers: For Graduate Students and Teaching Assistants Are you a graduate student intent on pursuing an academic career? If so, you will be required to
More informationSYLLABUS MUSIC BUSINESS SURVEY
SYLLABUS MUSIC BUSINESS SURVEY Instructor: Natalie Ferwerda natalie@cmcnashville.com COURSE HOURS: M/T/W 10:30 a.m. - Noon CREDIT: 3 semester credits These recommended credits will be granted by your home
More informationProfessor: Dr. Esra Memili Email: e_memili@uncg.edu Office: 370 Bryan Office Hours: Monday 2:00-6:00pm and 8:50-9:50pm, and by appointment
University of North Carolina at Greensboro Bryan School of Business and Economics Marketing, Entrepreneurship, Hospitality and Tourism Spring 2016 ENT 336-01 Opportunities to Action: Business Plan 6:00-8:50pm
More informationOnline Course Syllabus ED202 Portfolio Prior Learning Assessment
Online Course Syllabus ED202 Portfolio Prior Learning Assessment Important Notes: This document provides an overview of expectations for this online course and is subject to change prior to the term start.
More informationHEALTH CARE ADMINISTRATION 101 INTRODUTION TO HEALTH CARE ADMINISTRATION FALL SEMESTER 2015
HEALTH CARE ADMINISTRATION 1 INTRODUTION TO HEALTH CARE ADMINISTRATION FALL SEMESTER 2015 Dr. Donovan D. Branche Office: Carpenter Academic, Room 201 Phone: Email: Office Hours: By appointment (phone,
More informationCourse Objectives-Expanded Objectives by Chapters:
Golden Gate University School Of Accounting Course: ACCTG 1B Managerial Accounting Angela R Robinson, MBA, CPA, CGMA Adjunct Professor Edward S Ageno School of Business Contact Information Email: arobinson@ggu.edu
More informationPeer Observation for Teaching Assessment
Peer Observation for Teaching Assessment The College of Agricultural, Consumer and Environmental Sciences values teaching. Improving instruction in the classrooms and laboratories should lead to enhanced
More informationRYERSON UNIVERSITY Ted Rogers School of Business Management
RYERSON UNIVERSITY Ted Rogers School of Business Management Strategic Management (an integrative course) BUS 800 Winter 2010 Course Description and Overview: BUS 800 is about strategic management and related
More informationIntroduction. Two vastly different online experiences were presented in an earlier column. An
Quality Online Developmental Math Courses: The Instructor's Role by Sharon Testone Introduction Two vastly different online experiences were presented in an earlier column. An excellent course on Human
More informationQuestioning Strategies to Engage Students
Questioning Strategies to Engage Students Asking students challenging and thought-provoking questions encourages students to tap their existing mental models and build upon previous knowledge. Faculty
More informationAssessment METHODS What are assessment methods? Why is it important to use multiple methods? What are direct and indirect methods of assessment?
Assessment METHODS What are assessment methods? Assessment methods are the strategies, techniques, tools and instruments for collecting information to determine the extent to which students demonstrate
More informationCOMR 260/ENG 560 page two
Spring 2016 Language Acquisition and Linguistics Instructor: Dr. Ted Taylor Office: 161 Psychology Building Phone: 549-2383 Office Hours: 1:30-3:30 MW, 1:30-2:30 Fri. E-mail: 560LangAcLing@gmail.com (Please
More informationELA 4000-01 A Delicate Balance Spring 2009
ELA 4000-01 A Delicate Balance Spring 2009 Instructor Ron Steffens Email steffensr@greenmtn.edu Course Description What does it mean to be an engaged citizen? What will we ask of such citizens -- of each
More informationIntroduction to Organizational Behavior (Business 260)
Introduction to Organizational Behavior (Business 260) Faculty of Business Administration University of Regina Professor Dr. Sandeep Mishra Faculty of Business Administration E-mail: mishrs@gmail.com Office
More informationMHR 422 Small Business Management/Entrepreneurship Spring 2011. Class Meeting Time: T & R 1:00 2:15 in room 1180 Grainger Hall
MHR 422 Small Business Management/Entrepreneurship Spring 2011 Prof. Jon Eckhardt 5252 Grainger Hall Class Meeting Time: T & R 1:00 2:15 in room 1180 Grainger Hall Office Hrs: TBD Phone: 265-5044 Fax:
More informationMaster of Management BAHR580D: Business Communications Course Outline
COURSE INFORMATION Division: Law/Communications Period: 1 & 2 Instructor: Barb Duzy, HA 362 Teaching Assistant: Email: barb.duzy@sauder.ubc.ca Email: Phone: Phone: Office hours: TR 1-2, and by appointment
More informationMCS5813 Cryptography Spring 2010 http://my.ltu.edu and select CRN 3850
COURSE TITLE BLACKBOARD SITE MCS5813 Cryptography http://my.ltu.edu and select CRN 3850 INSTRUCTOR Jon Brewster Professor, Department of Mathematics and Computer Science Contact Information jbrewster@ltu.edu,
More informationChild Development 1 Child Growth & Development - Section # 0180 Fall 2015 Wednesday 12:10 pm 3:20 pm
Los Angeles Mission College Child Development Department Instructor s Name: Child Development 1 Child Growth & Development - Section # 0180 Fall 2015 Wednesday 12:10 pm 3:20 pm Lilamani de Silva Telephone:
More informationCommunication Process
Welcome and Introductions Lesson 7 Communication Process Overview: This lesson teaches learners to define the elements of effective communication and its process. It will focus on communication as the
More informationSyllabus FI 420 Personal Financial Planning
Syllabus FI 420 Personal Financial Planning Instructor Julie Asti, CFP GOLDEN GATE UNIVERSITY Adjunct Professor, Department of Finance and Economics Edward S. Ageno School of Business Winter Trimester
More informationRequirements & Guidelines for the Preparation of the New Mexico Online Portfolio for Alternative Licensure
Requirements & Guidelines for the Preparation of the New Mexico Online Portfolio for Alternative Licensure Prepared for the New Mexico Public Education Department Educator Quality Division http://www.ped.state.nm.us/
More informationSyllabus FI 420 Personal Financial Planning
Syllabus FI 420 Personal Financial Planning Instructor Julie Asti, CFP GOLDEN GATE UNIVERSITY Adjunct Professor, Department of Finance and Economics Edward S. Ageno School of Business Fall Trimester 2012
More informationGEOG/NRM 483W RESEARCH DESIGN, WRITING, AND PRESENTATION METHODS (3 credits) SYLLABUS
GEOG/NRM 483W RESEARCH DESIGN, WRITING, AND PRESENTATION METHODS (3 credits) Fall 2014 SYLLABUS INSTRUCTOR Dr. Chris Maio OFFICE Reichardt Building, Room 368 OFFICE HOURS esday 10:00 am 12:00 pm Wednesday
More informationCENTER FOR TEACHING EXCELLENCE
Faculty Certificate Seminar Series - Thursday, 2/11 M24 Getting Started with Designing Online and Blended Learning Courses: How Mezzanine Stocking Hall can you convert your existing class to an online
More informationINTRODUCTION TO THE HOSPITALITY INDUSTRY RECR 250 (3 Units) Spring 2011
CALIFORNIA STATE UNIVERSITY, CHICO College of Communication and Education Department of Recreation and Parks Management INTRODUCTION TO THE HOSPITALITY INDUSTRY RECR 250 (3 Units) Spring 2011 Section 1
More informationUsing Adult Education Principles to Provide Professional Development for the Foundations of Inclusion
Using Adult Education Principles to Provide Professional Development for the Foundations of Inclusion Based on principles and research on adult learning and inclusion, this professional development (PD)
More informationHouston Community College System Course Syllabus# English 0300-K.White Kaywhite1943@yahoo.com
English 0300-K.White Kaywhite1943@yahoo.com Houston Community College System Course Syllabus# Spring/Fall Schedule 2014 Office Hours: Tuesday & Thursday by appointment Course Description: The course represents
More informationGraduate Student Handbook of the Mathematics Department
Graduate Student Handbook of the Mathematics Department Department of Mathematics North Dakota State University October 7, 2015 1 1 General Information The Department of Mathematics offers graduate study
More informationGuffey, M. E., & Loewy, D. (2015). Business communication: Process and product (8th ed.). Stamford, CT: Cengage Learning.
CM 1010, Business Communication Course Syllabus Course Description Teaches the skills necessary for effective business communication such as writing business memos and reports. Also highlights techniques
More informationSchool of Arts and Humanities PSYC610 Course Title: Multicultural Perspectives in Human Behavior. 3 Graduate Credit Hours 8 Weeks Prerequisites: None
School of Arts and Humanities PSYC610 Course Title: Multicultural Perspectives in Human Behavior 3 Graduate Credit Hours 8 Weeks Prerequisites: None Table of Contents Instructor Information Course Description
More informationMOE Online Class Quality Guidelines
MOE Online Class Quality Guidelines The following guidelines were developed by the MiraCosta Online Educators committee to inform online faculty of required elements for Distance Education classes, offer
More informationTHEATRE 213-001: PLAY ANALYSIS
THEATRE 213-001: PLAY ANALYSIS Dates: Spring 2016 Credits: 3(~120 hours) Location & Meeting Time: Mitchell 375, MW 12:30 pm -1:45 pm Instructor: Alvaro Saar Rios Contact Information: riosa@uwm.edu 414-229-1144
More informationJOHN JAY COLLEGE OF CRIMINAL JUSTICE CRJ / PAD 747 TECHNOLOGY APPLICATIONS IN PUBLIC MANAGEMENT AND CRIMINAL JUSTICE
JOHN JAY COLLEGE OF CRIMINAL JUSTICE CRJ / PAD 747 TECHNOLOGY APPLICATIONS IN PUBLIC MANAGEMENT AND CRIMINAL JUSTICE TECHNOLOGY APPLICATION BRIEF (TAB) READ THESE DIRECTIONS VERY CAREFULLY. The TAB has
More informationSOCIOLOGY OF GENDER-SYLLABUS
SOCIOLOGY OF GENDER-SYLLABUS COURSE INFORMATION Course Number: SYD 3804-RVC (19243) Term: Spring 2012 Place: Online Instructor: Katherine Lineberger, PhD Email: Email is the only appropriate means of contacting
More informationPsych 204: Research Methods in Psychology
Psych 204: Research Methods in Psychology Spring 2003 Professor: Nancy Darling, Ph.D. Office: 108 Preston Hall e-mail: darling@bard.edu Home phone: 876-3583 Please don't call before 8:00AM or after 11:00PM.
More informationACTIVITY 15 Set Goals and Plan for Action
Title: Focus: Time: Guiding Question: Connections: Rationale/ Background: ACTIVITY 15 Set Goals and Plan for Action Self-assessment: What do I know about myself? 2 lessons @ 50-60 minutes A snapshot view:
More informationTurtle Mountain Community College
Turtle Mountain Community College Fall Semester- 2013 CIS 104 I: Microcomputer Database-Access Course Dates: August 20 rd to December 6 th Instructor: Marlin Allery (staff) E-mail: mallery@tm.edu Office
More informationCourse Syllabus, MGMT 740: Organizational Management Foundation
Course Syllabus, MGMT 740: Organizational Management Foundation Instructor Contact Information Name: Dr. Sue Margaret Norton Email: norton@uwp.edu Introduction and Course Description Welcome to the online
More informationCOURSE DESCRIPTION. Required Course Materials COURSE REQUIREMENTS
Communication Studies 2061 Business and Professional Communication Instructor: Emily Graves Email: egrave3@lsu.edu Office Phone: 225-578-???? Office Location: Coates 144 Class Meeting Times and Locations:
More informationFFCS 199- Foundations for College Success (Sample Syllabus) Fall 2013
FFCS 199- Foundations for College Success (Sample Syllabus) Fall 2013 Professor: Office: Office Hours: Phone: Email: Required texts: Student Success in College: Doing What Works! Author: Christine Harrington
More informationTeaching Portfolio. Teaching Philosophy
Teaching Portfolio Teaching Philosophy Over the course of my education, I have had the privilege of interacting with some truly excellent teachers, who have shaped my knowledge, reasoning, and technical
More informationResearch Methods in Psychology PSYC 251 Spring 2011
Research Methods in Psychology PSYC 251 Spring 2011 Instructor: Larry Z. Daily, Ph.D. Office: Stutzman-Slonaker Hall, Room 102-D Phone: 876-5297 E-mail ldaily@shepherd.edu Office Hours: MWF 2:00 to 3:00
More informationPREPARING YOUR TEACHING PORTFOLIO
PREPARING YOUR TEACHING PORTFOLIO WHAT IS A TEACHING PORTFOLIO? A teaching portfolio is a record of your professional development as a teacher. It illustrates your philosophy of teaching and your overall
More informationNAVSEA Leadership Development Continuum
NAVSEA Leadership Development Continuum The Continuum allows employees to focus on leadership development through various stages of their careers, in preparation for future opportunities with the organization.
More information**AFTER the new course is approved, a separate proposal must be sent to the General Education Committee.
UNIVERSITY OF MARY WASHINGTON -- NEW COURSE PROPOSAL Electronically submit this completed form with PDF attachments to the Chair of the College Curriculum Committee. COLLEGE (check one): Arts and Sciences
More informationThe International Research Foundation for English Language Education
Title of Report: Online Seminar in Language Teacher Education at Monterey Institute of International Studies Case Report Author: Kathleen M. Bailey Organization: Monterey Institute of International Studies
More informationHealth Sciences 4250a: Population Health Interventions
The University of Western Ontario School of Health Studies Health Sciences 4250a: Population Health Interventions Instructor: Tamara Landry September 2014 Email: tmlandry@uwo.ca Office Hours Room Number:
More informationCENTRAL TEXAS COLLEGE: English 1301
Instructor: Ms. Anita Dugat-Greene E-mail: anitagale@yahoo.com CENTRAL TEXAS COLLEGE: English 1301 Website: http://www.anitagale.com On the front page of my web site, click on the CTC Classes button at
More informationMKT2413: Marketing Research Semester 2, 2013/2014
MKT2413: Marketing Research Semester 2, 2013/2014 Department of Marketing NUS Business School Lecturer: Dr. Chu Junhong Office: Mochtar Riady Building, BIZ 1 8-34 Email: bizcj@nus.edu.sg Tel: (65) 6516-6938
More informationEnglish 230: Shakespeare and His Time
English 230: Shakespeare and His Time Instructor: Rebecca Lemon Office: Taper Hall 429 Office Hours: Tuesday and Thursday, 12.45pm-1.45pm and by appointment Contact Info: rlemon@usc.edu; 213-740-3732 (email
More information1. Department of Curriculum and Instruction ELE 499 Course Title: Supervised Student Teaching in Primary Through Fifth Grade Credit Hours: 12
1. Department of Curriculum and Instruction ELE 499 Course Title: Supervised Student Teaching in Primary Through Fifth Grade Credit Hours: 12 2. Course Description: Prerequisites: Admission to student
More informationCourse Design and Syllabus Construction
Course Design and Syllabus Construction In pairs, compare your fall class syllabi What features do they have in common? What features are different? What is the purpose of each feature? Syllabus Requirements
More informationINTERCALL STREAMING SURVEY REPORT
INTERCALL STREAMING SURVEY REPORT Methodology CONTACT US 800.820.5855 www.intercall.com An online survey was conducted using the field services of Russell Research. The study was fielded between August
More informationEntrepreneurial Communication Summer 2013
Entrepreneurial Communication Summer 2013 Fridays from 2:15 pm to 3:45 pm classes held in Bldg. 200, Rm 105 COMM118 Professor Linda Capello Office: McClelland 101A Phone: 650.400.0641 Email: lcapello@stanford.edu
More informationOn-Site Supervisor Handbook
On-Site Supervisor Handbook Student Affairs Services Internship Radford University Department of Counselor Education Revised Fall 2010 Radford University Department of Counselor Education PO Box 6994,
More informationUniversity of Florida ADV 3502, Section Advertising Sales Spring 2016
University of Florida ADV 3502, Section Advertising Sales Spring 2016 Instructor: Robert Padovano, Adjunct Lecturer Office Hours: Weimer #2093 Email: rpadovano@ufl.edu Tuesdays 10am-1:00pm or by appt.
More informationThis definition applies to texts published in print or on-line, to manuscripts, and to the work of other student writers.
Defining and Avoiding Plagiarism: The WPA Statement on Best Practices Council of Writing Program Administrators (http://www.wpacouncil.org), January 2003. Plagiarism has always concerned teachers and administrators,
More informationStudents who want to excel in this course should consistently do the following:
EDUC 557 Teaching Adults & Active Learning Online Course Margaret Glick mglick@laverne.edu This is a fully online course. You may enter the course through your Blackboard account. Technology requirements:
More informationConnie Schroeder, Ph.D., Center for Instructional and Professional Development connies@uwm.edu 229-5764 Library E179
2013 Teaching and Learning in College Reflection on Theory and Practice GRAD 803 (one credit) Chem 197 [Note room change] ** See Course Outline as a separate document on D2L after first day of class. Instructor/Contact
More informationEvaluating and Grading Student Work
University of Southern California Center for Excellence in Teaching 1 We know that grades often cause anxiety for students. Receiving grades can be an emotional experience. While some students view it
More informationMUSIC BUSINESS Northwest College MUSB 2381- COOPERATIVE EDUCATION, MUSIC MANAGEMENT AND MERCHANDISING. CRN 11777 - Summer 2014
MUSIC BUSINESS Northwest College MUSB 2381- COOPERATIVE EDUCATION, MUSIC MANAGEMENT AND MERCHANDISING CRN 11777 - Summer 2014 Spring Branch Campus - Room 443H Date/Time: TBA 1 hour lecture, 320 hour lab
More information