Fundamentals of Teaching-BMSC-GA-4431

Transcription

1 Fundamentals of Teaching-BMSC-GA-4431 Course Leader: Dr. Keith Micoli, Adjunct Assistant Professor and Dr. Vanessa Hubbard, Adjunct Assistant Professor, Dr. Matthew Marcello, UMDNJ Class meets Thursday, 5:30-7:30pm Alumni Hall B Course Description Most academic jobs have two major components, research and teaching. Yet, much of our graduate education focuses on how to perform research, with little prominence on teaching and pedagogy. However, we are often expected to demonstrate good teaching skills, and have a teaching portfolio on hand for job applications and for obtaining tenure. This proposed course will present fundamental concepts in the design and implementation of teaching courses geared towards collegelevel and post-graduate level education. There will be an emphasis on how to teach scientific content successfully. Topics will include cognitive hierarchies, adult learning, course, lesson and syllabus design, design of Teaching Portfolio, lecture hall strategies, active learning strategies, formative and summative assessment techniques. Students in the course will implement many of the learning theories taught during the class with the final goal being the development of a course syllabus, a lesson plan for one class, and a 15-minute teachable unit. After completion of the course, there will be teaching opportunities available for the Spring semester. Prerequisites Open to graduate students in Basic Medical Sciences (Sackler Institute) and other science PhD programs (BIOL, NEURL., etc) with permission from instructors, who have successfully passed their Qualifying Exam. Course Goals/Objectives 1. To describe traits that are found in successful teachers. 2. Identify different learning styles of adults. 3. Define cognitive hierarchies to aid in course and lesson planning. 4. Differentiation significant from superficial learning. 5. Design lessons, courses, and syllabi with defined learning objectives. 6. Understand the importance of active learning theory to achieve active learning in a lecture hall. 7. Identify formative and summative assessment for student learning and teaching effectiveness. 8. Design a course syllabus and prepare a lesson plan for teaching one class. 9. Design and execute a 15 minute teachable unit 10. Design a Teaching Portfolio for the curriculum vitae.

2 Assessment/Grading The purpose of this course is to engage students and promote discussion in various activities with their classmates. The objectives of this course will be accomplished by active learning strategies, selected readings, and student-directed as well as instructordirected discussions. Therefore, the successful completion of this course will be defined by active participation (25%) and written completion of assignments (25%), as well as attendance (50%) (no more than 3 absences permitted). As such, the course is Pass/Fail. Course Credits All participants will receive a certificate indicating participation and successful completion of the course. Sackler Graduate students will receive two course credits. In addition, all those that successfully complete the course will have the potential to be placed in some teaching assignments for the Spring semester. Schedule Date Topic/Reading Sep 6 Course Introduction/Scientific Teaching Dr. Nathan Lents, John Jay (McKeachie s Teaching Tips: pp 1-28; L. Dee Fink, A Self-Directed Guide to Designing Courses for Significant Learning, p2-4; McKeachie, How to Make Lectures More Effective, chap 6, p 57-73; Knight, JK and Wood, WB Teaching More by Lecturing Less. Cell Biol Education 4: ; Smith, MK et al Why Peer discussion improves student learning in class concept questions. Science. 323: ) Sept 13 How We Learn (Learning Theory & Cognitive Frameworks) Dr. Matthew Marcello, UMDNJ (L. Dee Fink, A Self-Directed Guide to Designing Courses for Significant Learning, p2-7; McKeachie s Teaching Tips p 30-34, pp , pp , pp ); Bain, K., What the Best College Teachers Do, pp 48-67, and 83-97); Handlesman, J. et al Scientific Teaching, p1-10; Smith, M.K. 1999; Adult Learners in Higher Education Sept 20 Diversity (Learning Style & Classroom) Workshop Dr. Vanessa Hubbard, NYU (R.M. Fedler and R. Brent, Understanding Student Differences. J. Engr. Education 94(1), (2005) Spencer, J.A., Learner Centered Approaches in Medical Education (handout). McKeachie s, Teaching Tips p ; Sensory Preference Self-Test, The Center for Academic Success)

3 Sept 27 Active Learning Workshop Dr. Matthew Marcello, UMDNJ (Handelsman, Scientific Teaching, p 23-46); Handlesman, J Chapter 5 and 2; McKeachie s, Teaching Tips ; The Key to Using Learning Groups Effectively, Michaelson, L; Infusing Active Learning. Allen and Tanner) Oct 4 Assessment Workshop Dr. Vanessa Hubbard, NYU (Dobson, JL. The Use of Formative Online quizzes to enhance class preparation and scores on summative exams. Adv. Physio Edu. 32; , 2008; Classroom Assessment Techniques: A Handbook for College Teachers, Chapter 5, Twelve Examples of Successful Projects; Chapter 2 Multiple-Choice Item Formats; How Classroom Assessment can Improve Learning ) Oct 11 Scientific Teaching in Practice (Backward Design) Dr. Matthew Marcello, UMDNJ (Handelsman, Scientific Teaching, p 23-46, Handlesman, J Chapter 5 and 2; Writing Instructional Objectives ) Oct 18 Group Work Time (Course outline, goals, and goals for 15-min presentation) (Handelsman, J., Scientific Teaching, chapter 5, p 83-99; L. Dee Fink, Creating Significant Learning Experiences, chapter 3, page ) Oct 25 Group Work Time (Prepare presentation and practice with another group) (Handelsman, J., Scientific Teaching, chapter 5, p 83-99; L. Dee Fink, Creating Significant Learning Experiences, chapter 3, page ) (L. Dee Fink, Creating Significant Learning Experiences, chapter 3, page ). Nov 1 Group Work Time (Finalize presentation) (L. Dee Fink, Creating Significant Learning Experiences, chapter 3, page , Filene, P., Joy of Teaching, 35-46). Nov 8 Group Presentations Nov 15 Your Teaching Portfolio/Job Skills Dr. Michael Risley, (AECOM) (Seldin, P, The Teaching Portfolio Concept). TEXTS Required:

4 Finke, L Dec Creating Significant Learning Experiences. An Integrates Approach to Designing College Courses. Jossey-bass, San Francisco ISBN McKeachie, W and Svinicki, M McKeachie s Teaching Tips: Strategies. Research and theory for college and university teachers. 13 th ed. Wadsworth Publ. ISB-13: Suggested: Bain, K What the best college teachers do. Cambridge: Harvard University Press. ISB Filene, P The Joy of Teaching. U. of N. Carolina Press, ISB-10: Handlesman, J.m Miller, S, and Pfund CV Scientific Teaching. W.H Freeman and Co ISBN-13: Shulman, L.S The wisdom of Practice: Essays on Teaching, Learning and Learning to Teach. Jossey-Bass, San Francisco. ISBN Tice S, Jackson, N, Lambert, L. and Englot, P (eds) University teaching: a reference guide for gradute students and faculty 2 nd ed. Syracuse University Press. ISB In Depth Research/Discussion on SpecificTopics Angelo, T, and Cross, P Classroom assessment techniques: A Handbook for college teachers. Jossey-Bass, San Francisco, CA, ISBN , pp 427. How Students Learn: Science in the Classroom by the National Research Council, Committee on How People Learn, A Targeted Report for Teachers National Academies Press (Wash, DC) ISBN: , pp 615 How People Learn: Bridging Research and Educational Practice by the National Research Council, Committee on Learning Research and Educational Practice, National Academy Press (Wash DC) ISBN , pp 374. Resource-Rich Web Sites Center for Research on Learning and Teaching index which links individual topics to multiple web sites with resources for each topic (including Learning Style Discussions) An index of Topics on Teaching and Learning which cross-references multiple web sites associated with each topic

5 A self -directed guide to designing courses for significant learning. L. Dee Fink Excellent reviews of major learning style theories. Mimletics Learning Style Inventory VARK Learning Styles Inventory Felder s Learning Style Inventory Derek Bok Center for Teaching and Learning at Harvard NYU Center for Teaching Excellence Center for Teaching and Learning, University of Minnesota Schreyer Institute for Teaching Excellence, Penn State UCalifornia, San Francisco, preparing future faculty site. Course Design Tutorial Science Database, University of Buffalo Case Studies in An index which links to web sites with resources for Problem-Based Learning. tions.html Application of Audience Response Systems for active learning in the lecture hall Constructing multiple choice questions Creating Significant Learning; course design

6 Journals Specifically Dealing With Science Teaching Methodologies Academic Medicine. academicmedicine.org. Journal of Association of American Medical Colleges Advances in Physiology Education. (accessed 17 November 2004). American Physiological Society American Biology Teacher. default.asp. National Association of Biology Teachers BioScene: Journal of College Biology Teaching. papa.indstate.edu/amcbt/publications/index.html. Association of College and University Biology Educators. Biochemistry and Molecular Biology Education. American Society of Biochemistry and Molecular Biology. Cell Biology Education. American Society for Cell Biology Journal of College Science Teaching. National Science Teachers Association. Journal of International Medical Science Educators.

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