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Syllabi
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Assumptions
A
poem
Teaching
in Higher Education Bibliography
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This course will explore the
triad of theory, research, and teaching as it shapes life in academe.
Emphasis will be on the theory and nature of teaching and learning, teaching
strategies, learning styles, course development, syllabi composition,
and the use of technologies in teaching. The course will also focus on
the nature of academic service, tenure, and general problems and issues
of life in academe.
OBJECTIVES
Students, upon completion
of this course, should be able to:
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Identify and articulate
their personal values and concepts related to teaching and learning.
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Recognize various types
of institutions of higher education and the major distinctions among
them.
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Summarize various trends
and patterns in higher education and/or staff development.
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Formulate knowledge of
multiple teaching models and strategies and the theoretical and research
bases underlying them.
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Demonstrate the ability
to design a course, develop a syllabus, and peer teach a module from
that syllabus.
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Analyze and appraise various
course and classroom management techniques such as questioning, discussions,
evaluation and assessment.
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Employ the technologies
of PowerPoint and a web editor to create a brief presentation and
an online vita.
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Begin the process of focusing
their own research agendas.
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Develop a time-management
plan encompassing the research, teaching and service requirements
of academic life.
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Recognize the responsibility
of the faculty member in service to society, the community, the profession,
the university, the school, and the department.
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Evaluate their own learning
in this course by creating "A Portfolio in Progress" which
summarizes individual course experiences and future goals.
All teaching grows out of
the teacher's personal and professional values which
lead to assumptions and ultimately to teaching practices. Students
often spend most of a semester trying to decipher a faculty member's unstated
assumptions. Clarifying those assumptions in advance might be useful in
focusing the intellectual energies of both the teacher and the students.
What does
this linked poem mean to those of us who teach in higher education?
ASSIGNMENTS
Students are expected to complete
each assignment on the date required. The following items form the basis
for evaluation in the course and, although judged separately, contribute
to a composite grade.
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1. Class Participation:
This is measured by the degree of sophistication of analysis of readings
in response to discussion and questions raised throughout the course.
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2.
Syllabus Design: This is a major assignment, requiring attention
to each detail as provided on the sheet of instructions. The student
is expected to prepare the necessary documents according to the specific
criteria and to use all readings, class discussions, labs, as a resource
for this document.
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3.
Peer Teaching: Each student will select, prepare and teach a 15-20 minute sequence for other
students in the class (content to be determined by the individual
teacher in consultation with Professor Vandergrift). All students
are required to provide critical feedback to the performing teacher.
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4.
Participation in Technology Labs: Students are required
to demonstrate competence in the use of technological tools for the
development of faculty and teaching materials. Labs will be available
for those who do not yet have there competencies. The specific details
of time and dates will be discussed in class.
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5.
Power Point Presentation: Each student will select a topic for a presentation in class of approximately
15 minutes and will give that presentation using PowerPoint as the
delivery technology.
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6.
WWW Exercise: Each student is expected to create an online web vita.
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7. "Teaching
Portfolio-in-Progress": Each
student is to keep detailed portfolio on his or her personal teaching
and learning. In some ways this teaching portfolio will be a simulation
of the reality faced by the newly appointed professor. You will find
an outline at the
Washington State University that
may help to synthesize this assignment. Finally, check out the excellent
Rutgers TEC document on a teaching
portfolio.
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READINGS
The bibliography for this course is available online.
Students will also receive books and photocopies of items to form the
basis of discussions in the classes.
You will find it useful
to examine a number of resources available from exemplary Centers for
Teaching Excellence throughout the academic community.
Teaching
Excellence Center, Rutgers University
Teaching
Effectiveness Program, University of Oregon
Center
for Teaching Excellence, Providence College
Center
for Teaching and Learning, Stanford University
Center
for Research on Learning and Teaching, University of Michigan
Center
for Instructional Development and Research, University of Washington
Center
for Excellence in Education, Indiana University
Center
for Teaching, University of Massachusetts, Amherst
Center
for Teaching Excellence, University of Maryland
COURSE
CONTENT
1. The Nature and Culture
of the University
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professional ethics
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responsibilities of the
faculty member
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nature of the professions
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balance of research, teaching,
and service
2. Theoretical Perspectives
on Teaching
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review and analysis of
existing concepts, models and theories of teaching
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developing a personal
concept of the teaching process
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the paradigm shift
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teacher effectiveness
studies
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collaborative
technology
3. Theoretical Perspectives
on Learning
4. Strategies and Models of
Teaching
5. Course Design and
Objectives
6. Classroom Management
7. Newer Technologies
and Delivery Systems
8. Testing, Grading
and Student Evaluation
This page was Created
August 2, 1998 and is continuously revised
SCILS, Rutgers, The State
University of New Jersey
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