SPHSC 563 Instructional Development Forum

Syllabus 2009-2010
563 Home
Class will meet in SWS 036 unless otherwise notified Aut 9:30-10:20, Win 11:30-12:20

Course description

This two quarter course is designed to focus on teaching.  The course will address  three specific goals across autumn and winter quarters, as follows: provide students with  1) University of Washington teaching resources, 2) opportunities to learn about instructional techniques and issues as they relate to teaching in the discipline of communication sciences and its disorders, 3) an opportunity to begin writing a personal teaching philosophy. The course will employ readings, professor and student led lectures and discussions, and a writing assignment.  The course has two major student requirements.  First, each student will research and provide state of the art information concerning an instructional topic of his/her choosing.  This topic will be one which facilitates the student's current or future teaching assignment.  Second, each student will complete two drafts of his/her teaching philosophy.    

Course Content per Quarter
Autumn Quarter

Instructor led presentation of University of Washington resources for teaching.
Instructor led presentation about the purpose and structure of a personal teaching philosophy.
Student led presentation and discussion regarding instructional teaching topics.

Draft 1 of student's teaching philosophy completed

Winter Quarter           

Continuation of student led presentations/discussions regarding instructional teaching topics
Final draft of student's teaching philosophy completed

Student Objectives

1.  Students will learn about resources at the University of Washington that are designed to assist in the development of teaching skills.

2.  Students will be exposed to various topics regarding college/university teaching, including
role of teaching versus learning, crafting a course, writing a course syllabus,teaching lab sections,leading class discussions, designing and grading course assignments and examinations, managing work load, working with difficult students, teaching students with disabilities

3.  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

4.  Students will begin developing and writing their personal teaching philosophy.

Required Readings and Schedule

Readings:Readings will be assigned from the text for each major topic.  Note that additional readings will be recommended by the discussion leader for each topic.

Text:  McKeachie, W., & Svinicki, M. (2006). Teaching tips: strategies, research, and theory for college and university teachers. 12th Edition. Boston, MA: Houghton Mifflin Co.

UW Resources:
CIDR Web site: The first Web site is for CIDR. The second takes you to specific resources that will be related to course content)

Faculty Resource on Grading (FROG) http://depts.washington.edu/grading/


Disabilities, Opportunities, Internetworking, and Techology (DO-IT) - The Faculty Room: http://www.washington.edu/doit/Faculty/

SPHSC TA Web site: http://depts.washington.edu/sphscta/

Schedule (NOTE:  Dates may change throughout the year depending upon the length of discussions.  Changes will be entered on the syllabus in RED and announced in class.)


TOPICS  (Note:  Core readings from the text and some web sites  are listed below. Please visit CIDR web site for each topic as a supplemental reading to prepare you for discussion) 

September 30, 2009

Introduction - Overview of course and assignments
Topic: University of Washington Resources – LBO/JT

October 7

Topic: Teaching Philosophy (and teaching portfolios) – LBO/JT Readings: http://depts.washington.edu/cidrweb/Bulletin/TeachingStatement.html

October 14

Topic: Teaching/Learning at the college/university level – LBO/JT
Readings: Text - Chapters 1, 25

October 21

Topic:  Designing a course/creating a course syllabus – LBO/JTReadings: Text - Chapter 2, 3

October 28

Topic:  Adult learning styles -- Lindsay
Readings:  Text – Chapter 12, 23, 24

November 4

Topic:  Adult learning styles
Readings:  Text – Chapter 12, 23, 24

November 11

No Class

November 18

Topic: Designing a lecture (powerful powerpoint presentations)
Readings: Text - 4, 6, 18

November 25

No Class

December 2

Topic: Leading class discussions – Phil
Readings: Text - Chapters 4 (revisited), 5

December 9

Topic: Leading class discussions -- Stephanie
Draft 1 of teaching philosophy due!

WINTER TERM  11:30-12:20 SWS 36

January 6, 2010

Topic: Designing evaluation tools (tests and assignments) – Lauren

Readings: Text – Tests - Chapters 7, 8, 9; Assignments – Chapters 15 (writing), 16 (active learning), 17 (problem based learning), (experiential learning) 21

January 13

Topic: (Grading might start this week)

January 20

Topic: Grading - Linking assignments to grading – Kathryn
Readings: Text - Chapter 11, FROG web site, Writing assignments Chapter 15

January 27

Topic:  Designing a course with a lab - Laboratory teaching -- Bonnie and Amberly Readings:  Text - Chapter 20

February 3

Topic:  Designing a course with a lab  - continued

February 10

Topic:  Challenging situations in teaching: cheating, problem students – Rick Readings:  Text – Chapter 14

February 17

Topic: Working with non-native speakers in the classroom - Shiboney and Ayoub
Readings:  Text – Chapter 13

February 24

Topic: Working with non-native speakers in the classroom - continued

March 3

Topic: Working with students with special needs - accommodations) -- Sarah
Readings:  DO-IT web site

March 10

On-Line Teaching/Learning - Pat Dowden, Ph.D.
Readings: Text - 22

Draft 2/Final of teaching philosophy due!

Grading and Evaluation:

This course will be graded CR/NC. Credit will be based upon participation and completion of student assignments. Student assignments will be evaluated by the instructor with comments and a rating (above average, average, below average).


To request academic accommodations due to a disability, please contact Disabled Student Services, 448 Schmitz 543-8924 (Voice/TTY). If you have a letter from DSS indicating you have a disability that requires academic accommodation, please present it to me so we can discuss the accommodations you might need in this class.