Purpose:

This seminar is concerned with teaching in college/university settings.  We will focus specifically on teaching social science courses.  My intent is to systematically discuss the major components of a course, including course goals, topic outline, use of readings, use of class time, evaluation of students, and evaluation of yourself.  In each case, we will consider the options available and their strengths and weaknesses.  In discussing use of class time, we will consider the alternatives of lecture, structured discussion, unstructured discussion, and group projects.

My own view is that there is no single correct way to decide each of the issues one faces in teaching.  How you use class time or evaluate students depends on the course content, size, your personal preferences, and other factors as well.  Thus, this seminar is not designed to indoctrinate you to a particular style.  Rather, the goal is to stimulate you to think about each of these issues and make decisions about how you would teach a particular course.

I believe that this seminar will benefit both those with and without teaching experience.  For those with no experience, my intent is to: (1) sensitize you to the many components of effective teaching; and 2) provide you with guidance as you go through the process of preparing a course.  For those with classroom teaching experience, my intent is to encourage you to think more systematically about your teaching and to consider alternative ways of teaching.

Assignments:

Each participant is expected to read and digest the assigned readings for each session in advance.  Each person is also expected to actively participate in discussions.

In addition, there are five activities or projects to be completed during the semester.

Classroom observation and critique -- Each participant should observe at least two classes.  You may visit lectures or discussions.  Select classes on topics you are interested in, or from courses you want to teach.  These observations should be completed by February 18th.  Each participant will be asked to prepare a brief (one page) commentary-critique of each class; these are due on February 25th.

Literature review and report -- Each participant will be asked to review the literature on some aspect of teaching; the topics are listed below following the word REPORT.  You should review (abstracts of) at least 30 items (articles - printed  or electronic,  chapters or books) on your chosen topic.  Prepare an annotated bibliography of the ten most important items you find, and a two-page summary which identifies the major issues and summarizes what you learned about each issue.  Please prepare enough copies so that each participant can have one.  These Reports are due between February 4th and April 7th depending on your choice of topic.  This could be the first step in developing a publishable critical review, a contribution to the scholarship of teaching.
 

Course Syllabus -- Each participant will be asked to develop a syllabus for a course of his or her choice.  Choose a course that you expect to teach.  I encourage you to select an introductory course, because that is often what new Ph.D.s are asked to teach.

Your syllabus should be similar to this one.  It should include:
1.  A statement of purpose/list of objectives.
2.  A list of readings, whether textbook, selected books or articles and chapters.
3.  A  schedule of topics for each class meeting, including assigned readings.
4.  A description of how students will be evaluated, including due dates and dates of exams.

Attach to the syllabus a 2-3 page justification for the decisions you made in constructing the syllabus.  List the 2 or 3 leading textbooks, and indicate why you choose a specific book/books/readings.  Why did you choose the assignments that you will make?  Why did you choose the exam and grading policies you did?

Your daily or weekly topic outline for your course is due on Monday March 3th.

Your syllabus should be completed by April 7th.    During the week of April 7-14, you will review a syllabus written by one of the other seminar participants.  Exchange your reviews by April 14.  The syllabus is due by April 21.
 

Lecture -- Each participant will be asked to prepare a forty-minute lecture, and present it to the seminar.  The lecture should be on a topic which is included in the course which you design.  Following your lecture, the other participants will provide constructive feedback.
 

Statement of Teaching Philosophy – Consider this your “final exam.”  Furthermore, you will need this statement when/if you apply for a teaching position.  Take this opportunity to think through what we have learned and develop your personal teaching style.  See handout: “Writing a Teaching Philosophy Statement.”

Grading:

Grading will be based on the following:
 Reports of teaching observations:  10% of course grade
 Participation:                                 15% of course grade
 Report:                                          25% of course grade
 Syllabus and justification:               50% of course grade

Textbooks:

There are 2 required texts:

McKeachie, Wilbert, and Svinicki , Marilla. McKEACHIE'S  TEACHING TIPS.  12th ed.  Boston, MA: Houghton Mifflin, 2006.  (Paper)
MacGregor, Jean, Cooper, James, Smith, Karl, and Robinson, Pamela.  STRATEGIES FOR ENERGIZING LARGE CLASSES: FROM SMALL GROUPS TO LEARNING COMMUNITIES. San Francisco, CA: Jossey-Bass, 2000. (Paper)

Reading will be assigned in Anderson, Rebecca, and Speck, Bruce.  CHANGING THE WAY WE GRADE STUDENT PERFORMANCE: CLASSROOM ASSESSMENT AND THE NEW LEARNING PARADIGM.  San Francisco, CA: Jossey-Bass, 1998. (Paper)  Out-of-print; copies will be supplied.
 

Seminar Outline

Jan. 28   The First Day
         1) Introductions
         2) Introducing the course
            Reading:  McKeachie, Chaps 1, 2, 3

Feb. 4   Basic Issues
         1) Teaching in a Research Oriented Discipline
         2) What is effective teaching?
         3) What about values (biases) in teaching?
            Reading:  McKeachie, TBA plus handouts

     REPORT  Values/Biases in Sociology/Social Science (John)
        

Feb. 11  Setting Course Goals
         1) Passing on the Discipline
         2) Developing critical thinking skills
         3) Developing student's appreciation for the world
            Reading:  McKeachie, Chaps 23, 24

     REPORT:  Goals in an Introductory Course

Feb. 4 - 18:  Observe two classes

Feb. 18  Student Learning and Motivation
            Reading:  McKeachie, Chaps 12, 13, 4, 15

    REPORT;  Gender in the classroom.
    REPORT:  Race/ethnicity in the classroom.

Feb. 25  Creating A Course Syllabus
         1) Selecting topics to be covered
         2) Selecting readings
            Reading:  handouts

     REPORT: Student-centered Instruction

March 3  Using Class Time, I
         1) Lecture, discussion and points in between
         2) Audio visual materials
            Reading:  McKeachie, Chaps 5, 18, 21, 22

     REPORT:  Effectiveness of Lecture/Discussion

                REPORT ON CLASSROOM OBSERVATIONS DUE  

March 10  Lecturing
            Reading:  McKeachie, Chaps 6, 19
            McGregor, et al., all (88 pages)

                 TOPIC OUTLINE DUE

March 15  - 23  Spring Recess

March 24  Using Class Time, II
         1) Simulations
         2) Role playing
         3) Cooperative Learning
            Reading:  McKeachie, Chaps 16, 17, 20, 21

    REPORT:  "Active/cooperative Learning."

March 31  Evaluating Students
         1) Evaluation techniques
         2) Group grading procedures
         3) Self grading procedures
            Reading:  McKeachie, Chaps 7, 8, 9, 11
            Anderson and Speck, Chaps. 2, 3, 4, 5, 6, 9

     REPORT:  Measuring Student Performance

April 7   Evaluating Yourself
         1) Types of Feedback
         2) Timing of Evaluation
            Reading:  McKeachie, Chap 26
 
     REPORT:  Measuring Faculty Performance

April 14  Ethical Issues
         1) Cheating
         2) Ethical Responsibilities
        Reading:  McKeachie, Chaps 10, 25

       EXCHANGE SYLLABI

April 21  (1:20 to 4:20)  Lecture presentations by participants

April 28   (1:20 to 4:20)  Lecture presentations by participants
       SYLLABUS DUE

May 5      (1:20 to 4:20)  Lecture presentations by participants/
                                    End of Semester celebration