SPHSC 563- COURSE SYLLABUS

SPHSC 563-Instructional Development Forum
2004-2005
Amy Glaspey (Eagleson 155) and Lesley B. Olswang  (Eagleson 205)
Friday 1:30-2:30 SWS 111

Purpose of the Course: 

This course is designed to focus on teaching.  This year-long course will include three major components, as follows.  First, the course will present University of Washington teaching resources that are available to students.  Second, the course will present opportunities to learn about instructional techniques and issues as they relate to teaching in the discipline of communication sciences and its disorders.  Third, the course will provide opportunities for students to generate a “teaching project” matching where they are in their graduate program.  This project might include starting their teaching portfolio, specifically writing a draft of their teaching philosophy, or participating in a CIDR micro-teaching experience.  

Student Objectives:

  1. Students will learn about resources at the University of Washington that are designed to assist in the development of teaching skills, including the CIDR, UW Libraries, Catalyst, Arts and Sciences Curriculum Transformation Project.  
  2. Students will learn about teaching portfolios and have a chance to begin development of their teaching philosophy
  3. Students will learn about writing a course syllabus
  4. Students will learn techniques for leading class discussions
  5. Students will be exposed to successful course assignments and learn guidelines for creating them
  6. Students will discuss mentoring and generate guidelines for being a good teaching mentor
  7. Students will learn about rules and regulations concerning grading, and be exposed to a variety of systems for grading
  8. Students will learn how to write letters of recommendation
  9. Students will learn how to manage difficult students and how to work with students with disabilities
  10. Students will be exposed to different course Web sites
  11. Students will have an opportunity to develop skills in any area of teaching that is most pertinent to their interests and their status in the graduate program

Course Organization:
Autumn and Winter Terms:  Resources and Instructional Topics

Resources:
        Center for Instructional Development-Overview and information on the mid-quarter evaluation
        UW Catalyst-Overview and offerings
        UW Library/Libraries-Overview and offerings

Instructional Topics:
        Creating a Teaching Portfolio-Generating a Teaching Philosophy
      Recognizing the Many Facets of Teaching-Panel (supervision, research mentoring, classroom/didactic  teaching, labs)                
        Writing a Syllabus
         Leading Discussions
        Creating Assignments
        Becoming a Good Mentor
        Other:           Writing a Letter of Recommendation
                             Grading (calculating, privacy)
                             Using Email Appropriately

Spring Term:  Student Projects
Students will select a project to be presented spring term.  Possible projects include:

        Microteaching with CIDR
  Developing and Presenting Teaching Philosophy
  Developing a Course Web site
 Other

Schedule:   Classes in SWS 111 unless otherwise notified

AUTUMN TERM TOPICS

September 28 (orientation)

Introduction - Overview
October 8 CIDR- Introduction to Evaluations - Alka Arora

October 15

Library Field Trip Allen Auditorium in Suzallo - Kari Anderson

October 22

CATALYST - Karen Roberts

October 29

Teaching Portfolio – Amy Glaspey

November 5

Teaching Philosophy - Alka Arora

November 12

Writing a Syllabus (Guidelines and Examples) – Bring class syllabus, plus any other syllabi you have written or acquired -Glaspey and Olswang

November 19

No class - Asha

November 26 

No class - Thanksgiving

December 3

 

December 10

Teaching Philosophies:  Assignment Due, presentation, and discussion of philosophies - Glaspey

December 17 No Class

WINTER TERM

TENTATIVE TOPICs
January 7, 2005   Leading Class Discussions – CIDR  

January 14

Discuss Student Projects - Bring Ideas

January 21

Test Writing - CIDR - Wayne Jacobson 

January 28 No Class

February 4

Cultural Diversity in Teaching - Betty Schmitz, UW Curriculum Transformation Project
Read:  Saunders, S., & Kardia, D. (2001).  Creating inclusive college classrooms. Center for Research and Learning and Teaching, University of Michigan, Ann Arbor, Mich. 

February 11

Cooperative Learning and Small Group Work 
Midterm Course Evaluation  

February 18

Cultural Diversity in Teaching - continued

February 25

On-Line Teaching/Learning  - Pat Dowden, Ph.D.  (SWS 36)

March 4

Grading: UW Policy, Points/Percentages, Writing Assignments

March 11

Miscellaneous:  Writing letters of recommendation; Issues of Privacy (E-mail, Grades, Paper return)

SPRING TERM TENTATIVE TOPICS

April 1**

No Class

April 8**

Mentoring - Panel Discussion (Drs. Moore and Olswang)

April 15**

 

April 22**

 

April 29

 

May 6**

 

May 13**

 

May 20**

 

May 27**

End of term evaluation and discussion 

** Spring Term Student Projects

Final Project: 

Students will select a project to be presented spring term.  This project must be related to teaching and the students’ needs/goals.  Students may consider a variety of projects, from microteaching to initiating their teaching portfolios.  Projects should be discussed with Amy Glaspey; individual plans will be created.

Grading: 

This course will be graded CR/NC.  Credit will be based upon participation and the final spring term project.