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 alternatives including  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 Frbruary 15th.  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 20 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 11th and April 8th 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 11th.

Your syllabus should be completed by April 8th.    During the week of April 8th-April 15th, you will review a syllabus written by one of the other seminar participants.  Exchange your reviews by April 15th.  The syllabus is due by April 29th.
 

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.”  This is due by May 6th.

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  required texts:

Davis, Barbara Gross.  (2009).  TOOLS FOR TEACHING, 2nd ed.  San Francisco, CA: Jossey-Bass.  (Paper)

Seminar Outline

Jan. 28   The First Day
         1) Introductions
         2) Introducing the course
            Reading:  Davis, 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:   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:  Davis, Chaps 29, 30, 31.

     REPORT:  Goals in an Introductory Course

Jan. 28 - Feb. 15:  Observe two classes

Feb. 18  Student Learning and Motivation; Diversity
            Reading:  Davis, Part II (Chaps: 5-8)

    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
    
    REPORT ON CLASSROOM OBSERVATIONS DUE

Mar. 4 Using Class Time, I
         1) Discussion
         2) Audio visual materials
            Reading:  Davis, Part III (Chaps. 9-13); Chaps 45-50.

     REPORT:  Effectiveness of Lecture/Discussion
 
March 11  Lecturing
            Reading:  Davis, Part IV (Chaps. 14-19); Chaps. 32, 33, 51.
            McGregor, et al., all (88 pages)

           TOPIC OUTLINE DUE

Maerch 18  Using Class Time, II
         1) Simulations
         2) Role playing
         3) Cooperative Learning
            Reading: Davis, Part V (Chaps.20-28)

    REPORT:  "Active/cooperative Learning."

March 24- 31  Spring Recess

April 1  Evaluating Students
         1) Evaluation techniques
         2) Group grading procedures
         3) Self grading procedures
            Reading:  Davis, Part VIII (Chaps. 39-44); Chap. 36.
            
   REPORT:  Measuring Student Performance

April 8   Evaluating Yourself
         1) Types of Feedback
         2) Timing of Evaluation
            Reading:  Davis, Part X (Chaps. 52-54); Chap. 60.
 
     REPORT:  Measuring Faculty Performance

        EXCHANGE SYLLABI 

April 15  Ethical Issues
         1) Cheating
         2) Ethical Responsibilities
         Reading:  McKeachie, Chaps 14, 25 (will be handed out)
                        Davis, Chap. 38.

         EXCHANGE REVIEWS

April 22   (1:20 to 4:20)  Lecture presentations by participants

April 29   (1:20 to 4:20)  Lecture presentations by participants
         SYLLABUS DUE

May 6     (1:20 to 4:20)  Lecture presentations by participants/
                                    End of Semester celebration
      
       STATEMENT OF TEACHING PHILOSOPHY DUE