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Course Description and Overview A solid preparation in teaching is more important than ever. Shifts in student demographics, advances in technology, the accountability movement, and other societal forces have put more emphasis on opportunities for deep learning for everybody, and therefore more attention to good teaching. This course will take a learning-centered approach to teaching, where teaching is seen as facilitating learning. We will also take a theory- and research-driven approach so that our choices in our planning and implementation of instruction can be both informed and systematic. We will focus on the underlying principles rather than on teaching tips, so that any teaching strategy we define will be grounded in a strong pedagogical rationale and portable to various contexts, given the necessary adaptations. The course is also designed keeping in mind both your immediate needs as well as your professional development needs in preparation for careers involving teaching. Learning Outcomes At the end of this course, students should be able to: Design a course, which involves the subskills of Determining constraints (class size, student prior knowledge and motivation, etc.) Selecting the appropriate learning outcomes, assessments, and instructional strategies Aligning these components into a cohesive structure Communicating this structure in a syllabus Deliver instruction in a format (or a combination of formats) appropriate to their discipline. This includes the subskills of Planning instructional activities Performing the appropriate functions (e.g., explaining, facilitating, discussing) with attention to the cognitive, psychological, and social context in which learning happens Evaluating and adapting their teaching as needed Articulate your teaching philosophy Assessment To assess progress toward the learning outcomes, a variety of assessments will be used, loosely grouped under written assignments, teaching assignments, and participation. Written assignments. You will develop several teaching materials, including a syllabus, an instructional unit, an assessment, and a teaching philosophy. In addition there will be smaller written assignments such as reflections and self-evaluations. These count for 50% of your grade. Teaching. You will teach in semi-formal microteaching settings during the semester as well as lead discussions in class or small groups. Multiple opportunities will give you the chance to incorporate the feedback you receive into your teaching. These count for 30% of your grade. Participation. This course will ask you to take significant responsibility for learning. For some papers you will be the only person to read them in depth; therefore the whole class relies on you to provide those perspectives. This will also let you practice discussion skills. For all these reasons, participation counts for 20% of your grade. Course Policies Attendance. Class meets for 3 hours, so there is a lot of ground explored every day. We only meet 8 times during the semester; therefore attendance is crucial. Ideally you should not miss any class. If you miss more than 2 classes, I will not be able to give you credit for the course. In addition, attendance at the two microteaching sessions is required. Bibliography There is no textbook for this course, but if you are interested in starting your teaching library, here is a selection of useful books. General teaching Davis, B. (1993) Tools for teaching. Jossey-Bass. Forsyth, D. (2004) The professor’s guide to teaching: Psychological principles and practice. American Psychological Association. McKeachie, W. (2006) Teaching tips: strategies, research, and theory for college and university teachers (12th ed.). Houghton Mifflin. Discipinary teaching Baillie, C. and Moore, I. (Eds.) (2004) Effective learning and teaching in engineering. Routledge. Kalman, C. Successful science and engineering teaching. There are two versions of this book, one more intro (2007, Anker) one deeper (2008, Springer). Mintzes, J. and Leonard, W. (Eds.) (2006) Handbook of college science teaching. NSTA ress. Tentative Schedule All the topics are subject to change; please note the October dates. Date/ LocationTopicAssignments dueAug 28 CCR-WWhat is good teaching? 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