GRAD 8101: Teaching in Higher Education (Sec. 002)

Transcription

1 UNIVERSITY OF MINNESOTA PREPARING FUTURE FACULTY SPRING 2006 GRAD 8101: Teaching in Higher Education (Sec. 002) TATE LABORATORY OF PHYSICS 236A Instructors Office Hours Bill Rozaitis after class/ by appt. Jane Phillips after class/ by appt. Phone Offices PFF Website WebCT Course Site PFF Program Associate 315 Science Classroom Bldg E MCBB COURSE DESCRIPTION This course is designed to help graduate students and post-doctoral fellows become responsive and reflective teachers. Co-teachers and course participants will model a variety of active learning strategies (cooperative learning, problem-posing, case study, interactive lecturing, discussion, critical thinking, role-playing) and will facilitate discussions addressing educational theory and practice. By combining action and analysis, participants will explore and develop teaching skills that promote learning within a diverse student body across a variety of settings. Throughout this exploration of teaching and learning, we will discuss the ways in which teachers' choices grow out of beliefs and experiences and how those choices influence student learning. Grad 8101 is designed and conducted with the intent of creating a "transformational" learning environment. Expect to be challenged, to explore assumptions, and to "think outside the box" created by a discipline. Expect to gain an understanding of the importance of reflective teaching practice. Expect to become aware of the elements of course and curriculum design. Expect to develop an appreciation for the learning paradigm in which teaching and learning are interdependent activities shaped by teachers and students together. COURSE GOALS AND OBJECTIVES As a result of taking this course, participants will be able to: articulate a philosophy of teaching synthesize their academic and professional experience in a curriculum vitae construct, apply, and interpret the results of both formative and summative assessment tools that measure student learning and teaching effectiveness design a syllabus with a rationale that demonstrates the relationship between course objectives, content, and methodology demonstrate knowledge of active learning theory and practice by applying active learning strategies in a classroom setting analyze and manage classroom environments in relation to student learning and instructor teaching styles identify ways in which technology enhances or detracts from student learning gain comfort and confidence with regard to teaching skills

2 COURSE TEXTS Required McKeachie, W. J. Teaching Tips: Strategies, Research and Theory for College and University Teachers, 12th Edition. Boston: Houghton Mifflin, Course Packet. The textbook is available for purchase through the University bookstore at Coffman Union. The textbook is also on reserve in Walter Library. The Course Readings Packet will be available at Paradigm Copies in the DinkyDome. For additional information, go to or call (612) Recommended National Research Council (1997). Science Teaching Reconsidered: A Handbook. Washington, D.C.: National Academy Press. (The text can be downloaded FREE from the National Academy Press website: Each section is a separate PDF file of about 25K, with the total for all sections being about 350K. You'll need Adobe Acrobat Reader.) If you are in the sciences, this book is a great addition to your reading for the class. Tomorrows-Professor Mailing List: TO SUBSCRIBE to Tomorrows-Professor, send the following e- mail message to Majordomo@lists.stanford.edu: subscribe tomorrows-professor COURSE POLICIES Accommodations for Students With Disabilities: Participants with special needs are strongly encouraged to talk to the instructors as soon as possible to gain maximum access to course information. All discussions will remain confidential. University policy is to provide, on a flexible and individualized basis, reasonable accommodations to students who have documented disability conditions (e.g., physical, learning, psychiatric, vision, hearing, or systemic) that may affect their ability to participate in course activities or to meet course requirements. Students with disabilities are encouraged to contact Disability Services and their instructors to discuss their individual needs for accommodations. Disability Services is located in Suite180 McNamara Alumni Center, 200 Oak Street. Staff can be reached at or by calling 612/ (voice or TTY). Diversity and Collegiality: This course draws graduate students from a variety of disciplines. This diversity of academic experience, assumptions regarding learning, and ways of approaching problems is one of the most enriching aspects of the course. In addition, every class is influenced by the fact that students come from widely diverse ethnic and cultural backgrounds and hold different values. Because a key to optimal learning and successful teaching is to hear, analyze, and draw from a diversity of views, the instructors expect collegial and respectful dialogue across disciplinary, cultural, and personal boundaries. Student Conduct: Instructors are responsible for maintaining order and a positive learning environment in the classroom. Students whose behavior is disruptive either to the instructor or to other students will be asked to leave. Students whose behavior suggests the need for counseling or other assistance may be referred to their college office or University Counseling and Consulting Services. Students whose behavior may violate the University Student Conduct Code may be referred to the Office of Student Judicial Affairs. Sexual Harassment: University policy prohibits sexual harassment as defined in the University Policy Statement ( adopted on December 11, Complaints about sexual harassment should be reported to the University Office of Equal Opportunity, 419 Morrill. Academic Dishonesty: Students are expected to do their own assigned work. If it is determined that a student has engaged in any form of Academic Dishonesty, he or she may be given an "F" or an "N" for the course, and may face additional sanctions from the University. Academic dishonesty in any portion of the academic work for a course shall be grounds for awarding a grade of F or N for the entire course. See 2

3 Attendance and Participation: Sessions incorporate frequent informal writing, teaching and evaluation exercises, as well as small group activities related to formal course assignments. Due to the interactive and participatory nature of this course, attendance at each class session is required. Instructors expect students to arrive on time and attend the full class period. The instructors will require students who miss more than one class or significant portions of more than one class to do additional work. Instructors also reserve the right to require students who miss three classes to attend the course in a subsequent semester. If you must miss class, consider attending another section of GRAD 8101 to make it up. Class meeting days and times can be found on OneStop: %2C1063%2CSpring%2C2006%2Cfalse COURSE ASSIGNMENTS Assignments fall into three broad categories: (1) General Course Activities; (2) Teaching, Observation and Evaluation Activities; and (3) Final Teaching Portfolio. Brief descriptions follow; complete descriptions of assignments are included in the Course Packet. (1) GENERAL COURSE REQUIREMENTS An Autobiography of Yourself as a Learner: As a way to help us get to know each other and promote a stronger community of learners, each participant will electronically post a personal autobiography that focuses on your experiences as a learner. (1-4 typed pages). Class Participation and Discussion: Because an active dialogue is central to the learning process, students are required to participate in group work, activities, and discussions in the class. Participation also helps the instructors pace the course and focus on those things which are most important for students learning. Base-Group Participation: In Class 3 you will be assigned to a base group. This group will be used for a variety of activities. Communication Between Class Sessions: You can expect some electronic communication between class sessions. We expect everyone to check , and you will be required to post to the WebCT bulletin board from time to time. (2) TEACHING, OBSERVATION AND EVALUATION OPPORTUNITIES: These activities are designed to help you develop skills as a teacher and a peer evaluator that will serve you throughout your professional academic career: In-class MicroTeaching sessions with feedback A 55 minute Co-Facilitation Co-Facilitation peer review Outside classroom teaching observation (3) THE FINAL TEACHING PORTFOLIO: The following course assignments (described individually in the Course Reading Packet) will be drafted throughout the term and become the main components of the polished portfolio to be turned in at the end of the semester: Curriculum Vitae Teaching Philosophy Syllabus with Rationale Participants choosing the "A" grading option will also include: - a sample syllabus activity or class plan - a sample assessment tool - a reflective introduction to the portfolio 3

4 GRADING Participants will contract for an "A" or "B/Satisfactory" grade. Participants must complete all assignments satisfactorily to earn the grade option they choose. For the Teaching Portfolio pieces, instructors expect that drafts will be clearly written, reflect a thoughtful response to the assignment guidelines, and be of high quality. In responding to drafts, instructors may suggest ideas for future development or require revisions if an assignment does not meet criteria noted. The Final Teaching Portfolio documents should thoughtfully incorporate responses from peer readers and instructors. By Class 2, participants will inform instructors of their "A" or "B/Satisfactory" grade contract choice. A grade of "I" ("Incomplete") will be given only under special circumstances following discussion and contract preparation with the instructor. The following table lists the assignments required for each of the grading options: To receive an A: To receive a B or S: (1) General Course Activities Attendance and class participation Autobiography of a Learner (2) Teaching, Observation and Evaluation Opportunities Two MicroTeaching sessions with feedback One Co-Facilitation Co-Facilitation peer review Outside Classroom Teaching Observation (3) Final Teaching Portfolio A Reflective Introduction Curriculum Vitae Teaching Philosophy Syllabus with rationale plus: - a sample syllabus activity or class plan - a sample assessment tool (1) General Course Activities Attendance and class participation Autobiography of a Learner (2) Teaching, Observation and Evaluation Opportunities Two MicroTeaching sessions with feedback One Co-Facilitation Co-Facilitation peer review Outside Classroom Teaching Observation (3) Final Teaching Portfolio Curriculum Vitae Teaching Philosophy Syllabus with rationale 4

5 COURSE CALENDAR: GRAD 8101 January 18 Class 1: Course Overview and Introduction Begin building a learning community Be introduced to both the process and the content of the course Understand the importance of the first-day in setting the tone for a course McKeachie: Ch. 3 (21-28) Course Packet Readings for Class 1 The First Day of Class: What Can/Should We Do? Recommended Websites: Center for Teaching and Learning Website (CTLS): U of M PFF homepage: January 25 Class 2: Teaching for Learning in Higher Education Appreciate the paradigm shift taking place in Higher Education Understand that active learning is an essential component of that paradigm shift Course Packet Readings for Class 2 Chickering and Gamson, Seven Principles for Good Practice in Undergraduate Education : Richard Felder, Navigating the Bumpy Road to Student-Centered Instruction : Post Autobiography of a Learner on WebCT February 1 Class 3: Effective Class Design Understand the components and process of planning a class session Be able to write instructional objectives Understand criteria guiding when and how pedagogical strategies are selected and implemented Course Packet Readings for Class 3 Planning a Class Session: A Guide for New Teachers: 5

6 In-class MicroTeaching Exercise: Review and bring to class a journal article on teaching or learning in your discipline. Based on the information in this article, prepare a 10 minute lesson to be given in class. The lesson should either be about the information in the article or should use techniques or strategies from the article. As part of the assignment, prepare and hand in a short lesson plan with one general goal, two specific outcome objectives for the session, and an outline of your lesson that includes teaching strategies used. See the GRAD 8101 Course Lib page to identify sources. Sign up for co-facilitations. February 8 Class 4: Diversity of Learners I Learning Styles Appreciate the value that a diversity of learning strategies brings to the classroom Acknowledge how diversity of student learning styles influences both teaching and learning Understand how a knowledge of learning styles can foster student learning Course Packet Readings for Class 4 Index of Learning Styles Questionnaire: Richard Felder, Matters of Style : CV Draft February 15 Class 5: Active Learning Appreciate that active learning can be and is being used effectively in all disciplines and class sizes Recognize that active learning leads to increased student understanding and retention of material Understand that there are multiple modalities for active learning Make a commitment to using active learning McKeachie: Ch. 4 and 17 (30-34 and ) Course Packet Readings for Class 5 The Evolution of a Biology Course: From Student Passivity to Student Accountability First Draft of your Teaching Philosophy February 22 Class 6: Active Lecturing Appreciate that active learning can be and is being used effectively in lecture settings Understand that there are multiple modalities for active lecturing Know several strategies for using active learning in lecture situations Make a commitment to using active learning in lecture situations McKeachie: Ch. 6 and 19 (57-73 and ) 6

7 Course Packet Readings for Class 6 Teaching Large Classes Well: Solutions From Your Peers: In-class MicroTeaching Exercise on Active Learning/ Lecturing. Be sure to submit a short lesson plan for your microteaching with one general goal, two specific learning objectives for your peers, and an outline of your lesson that includes teaching strategies used. March 1 Class 7: Course Design Understand the basic components of the course design process Appreciate the centrality of goals and objectives in course design Appraise the benefits and challenges of a number of course design frameworks McKeachie: Ch. 2 (9-20) Course Packet Readings for Class 7 A Teaching Strategy Teaching US History Backwards: During Class: Form Syllabus Groups March 8 Class 8: Syllabus Design Understand the essential components of a syllabus Appreciate the importance of a syllabus as a tool to help students succeed in a course Understand the syllabus as an extension of course design components Course Packet Readings for Class 8 The World Lecture Hall Syllabus Collection: (Browse samples in your discipline) Center for Teaching and Learning Services Syllabus Tutorial: March 22 Class 9: Diversity of Learners II Cultural Diversity Appreciate the value that cultural diversity brings to the classroom Acknowledge how societal and personal biases influence classroom teaching and learning behaviors. McKeachie: Ch. 13 ( ) Course Packet Readings for Class 9 Encouraging Students in a Racially Diverse Classroom: 7

8 Revised draft of Teaching Philosophy March 29 Class 10: Assessment of Learning Understand the advantages and disadvantages of selected student assessment strategies Understand ways to employ various formative and summative student assessment strategies Draw connections between formative and summative student assessment and teaching effectiveness Understand the tools for and means of developing student assessments McKeachie: Ch. 7-8 and ( and ) Course Packet Readings for Class 10 Field-Tested Learning Assessment Guide (FLAG): April 5 Class 11: Assessment of Teaching Appreciate the importance of regularly assessing teaching Understand the relationship between the assessment of learning and assessment of teaching Become familiar with a number of classroom assessment techniques and how to use them Make a commitment to gathering and using student feedback on teaching McKeachie: Ch. 26 ( ) Course Packet Readings for Class 11 Classroom Assessment Techniques: April 12 Class 12: Managing Classroom Dynamics Appreciate the connection between instructor-created classroom environment and student behavior Assess various strategies for preventing and dealing with common classroom problems Understand strategies for leading effective discussions Understand how to manage a classroom discussion that gets out of hand McKeachie: Ch. 5 and 14 (35-56 and ) Course Packet Readings for Class 12 Hot Moments in the Classroom: Classroom Teaching Observation (post on WebCT Bulletin Board 2-3 days before class) April 19 Class 13: Cooperative Learning Understand the advantages as well as the pitfalls of cooperative learning 8

9 Analyze different cooperative learning options and strategies Understand a variety of strategies for designing effective group activities McKeachie: Ch. 16 ( ) Course Packet Readings for Class 13 Course Syllabus with Rationale Additional Sample Learning Activity and Assignment/Assessment Tool ("A" CONTRACT ONLY) April 26 Class 14: Scholarship of Teaching and Learning Understand how SoTL-based research can be used improve teaching and learning in the classroom and in the disciplines Synthesize key aspects of past class sessions as a means of wrapping up the course Course Packet Readings for Class 14 What is the Scholarship of Teaching and Learning in Higher Education? : How Could I do Scholarship of Teaching and Learning? : May 3 Class 15: Where Do We Go From Here? Understand the importance of closure in a course Consider their futures as academic professionals, what those futures might be, and how to prepare for them Come away with ideas for continuing professional development Course Packet Readings for Class 15 Class closure: Final Teaching Portfolio Reflective Introduction ( A CONTRACT ONLY) 9

10 ASSIGNMENT SCHEDULE DUE BY ASSIGNMENTS DUE Class 2 Post Autobiography of a Learner to WebCT Bulletin Board Class 3 First MicroTeaching activity Sign up for co-facilitation Class 4 Draft of Curriculum Vitae Class 5 First Draft of Teaching Philosophy Co-Facilitations begin Class 6 MicroTeaching on Active Learning/ Lecturing Strategies Class 7 Form Syllabus Groups Class 8 Class 9 Revised Draft of Teaching Philosophy Class 10 Class 11 Class 12 Classroom Teaching Observation (Post report on WebCT Bulletin Board 1-3 days prior to class) Class 13 Syllabus with Rationale "A" CONTRACT INCLUDE SAMPLE LEARNING ACTIVITY/SESSION PLAN AND ASSIGNMENT/ASSESSMENT Class 14 Class 15 Final Teaching Portfolio A" CONTRACT INCLUDE REFLECTIVE INTRODUCTION 10