COURSE DESCRIPTION
Discussion and practice of fundamental teaching methods. 
This class prepares individuals with the foundational pedagogical 
knowledge and skills to fulfill their teaching mission in an institution 
of higher education.


COURSE CONTENT
This course is designed to help you develop the basic pedagogical 
knowledge and skills necessary to succeed as a faculty member in 
a higher education setting.  The class will be highly interactive 
and you will often find yourself playing the role of both teacher 
and student as well as evaluator and evaluatee. We will model several 
types of instruction in the course, including discussion, lecture, 
collaborative work, active learning, etc.


COURSE OBJECTIVES
By the end of this class you will be prepared to:

-Deliver cohesive, coherent course instruction,
-Employ fundamental teaching strategies,
-Increase student engagement and comprehension through a 
 variety of teaching techniques and strategies,
-Assess instruction and learning,
-Analyze a working environment.


SAMPLE TOPIC
-Preparing for the first day
-Best practices in lectures
-Best practices in facilitating discussions
-Diversity
-Grading and assessment practices
-Academic integrity
-Learning through writing
-Active learning
-Teaching with technology
-Critical thinking

Tools for Teaching
Gross Davis, B. (1993). San Francisco: Jossey-Bass

Polished course syllabus: After your peers review your syllabus based 
on a syllabus checklist (done in class 10 January 2006), make adequate 
revisions and turn the final version in to your instructors.

Lesson plan: Create a detailed, step-by-step lesson plan based on a 
one-day lesson in an introductory course in your field.

Microteaching: Create a lesson for the indicated amount of time and 
then teach a portion of the lesson to the other members of the class as
though they were your students.

Assessment exercise: Using at least two of the following strategies, 
create one form of assessment based on chapters from an introductory 
textbook in your field. Include a detailed description of your grading
plan.
	Multiple choice and/or matching test     
	Short answer test 
	Essay test 
	Performance assessment
	Lab assessment
	Research paper assessment
Your assessment will undergo a peer review. 

Statement of teaching:  In 1-2 pages, define what it means to be a 
good teacher. This statement can be used in job searches. Qualities 
of a good teaching statement will be discussed in class. The statement
will undergo a peer review.

Technology assignment and technology microteaching: institutional 
analysis presentation (see full syllabus for details)

Two teacher evaluations and write-ups:  With the instructors’ prior 
permission, visit two different class sessions delivered by two 
different instructors. Take notes and answer questions listed in full 
syllabus (2-3 pages for each instructor).

Active learning activity: Design an active learning activity and give it 
a “trial run” in small groups during class. You will be asked to hand in 
an explanation of the active learning activity along with the rationale 
behind the activity (no more than one page).  I will also ask you to 
hand-write a short self-evaluation after testing the activity.

Final microteaching presentation: Combining the different techniques 
you’ve learned during the course, create a 10-minute microteaching presentation 
in which your colleagues are your students. After receiving evaluations from 
your colleagues, write a half-page email on if/how your instruction would change 
based on the comments made by your colleagues and instructors as well as your 
own evaluation.