Class will meet in SWS 036 unless otherwise notified Aut 9:30-10:20, Win 11:30-12:20
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
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.
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)http://depts.washington.edu/cidrweb/
http://depts.washington.edu/cidrweb/TeachingLearningBulletin.html
Faculty Resource on Grading (FROG) http://depts.washington.edu/grading/
CATALYSThttp://www.washington.edu/lst/
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.)
AUTUMN TERM | 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)
Julie
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).
Accommodations:
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.