"You can't light the fire of passion in someone else if it doesn't burn in you to begin with."

                                                                                                               -Thomas L.Friedman

CTCH 602-001 - COLLEGE TEACHING

Fall 2008

Enterprise 278

Tuesdays, 4:30-7:10 p.m.

Dr. Anne M. Kuhta, Professor

(703) 257-6694

akuhta@gmu.edu

Office Hours:  by appointment

Course Overview:

CTCH 602 will familiarize students with the various issues that affect teaching and learning, and give them basic tools to use in the classroom. It will explore how students' backgrounds affect their learning, and how to promote learning among the variety and diversity of students. Students will learn to plan a course and construct an effective syllabus. They will become knowledgeable about, and learn to choose and effectively use various formative and summative assessment techniques. They will hone their spoken, written, and technology-assisted communication skills.

Desired Student Outcomes:

See attachment to syllabus distributed the first class meeting.

Required Texts and Materials:

Angelo, T.A., & Cross, K.P. (1993). Classroom assessment techniques: A handbook for college

     teachers.San Francisco: Jossey-Bass.

Bain, K. (2004). What the best college teachers do. Cambridge: Harvard University

       Press.

Brookfield, S.D. (2006).  The skillful teacher. San Francisco: Jossey-Bass.

One 30 minute VHS-C videocassette .

One VHS-C Cassette Adapter.                                                                                                                               

Recommended:

APA or MLA Style Manuals

Hacker, D. (2007) A writer's reference. (6th ed.). Boston: Bedford/St.Martin's.

Governing Principles for the Class:

Respect for all; collegiality; punctuality for class and assignments; class participation; valuing student diversity and differences.

Course Requirements

  • Use of print and electronic resources for data gathering and discussions.
  • Active participation in class discussions, demonstrating analysis of assigned readings [20%]
  • Satisfactory completion of syllabus analyses, original syllabus & defense [20%]
  • Teaching Demonstration (lesson plan, self-evaluation, and 30 minute teaching demonstration [20%]
  • Reading Response Papers   [20%]
  • Current Issue in College Teaching Research Paper (aprox. 10 pages) [20%]

Course Policies

  • All policies of the George Mason University Catalog and the Higher Education Program Handbook are in effect in this class. 

      Honor Code: To promote a stronger sense of mutual responsibility, respect, trust,
      and fairness among all members of the George Mason University community and
      with the desire for greater academic and personal achievement, we, the student 
      members of the university community, have set forth this honor code: Student
      members of the George Mason University community pledge not to cheat,
      plagiarize, steal, or lie in matters related to academic work.

  • If you are a student with a disability and you need academic accommodations, please contact the Office of Disability Services  703.993.2474. All academic accommodations must be arranged through that office. Students must inform the instructor at the beginning of the semester, and the specific accommodation will be arranged through the Office of Disability Services.

  • An incomplete grade (IN) is used only if the student requests it in writing. An IN counts as a failing grade until completed, and it automatically turns into an F if a grade is not turned in by the deadline in the Schedule of Classes.

  • The A Paper: The A paper reflects excellence in a student’s thinking and writing. The writing demonstrates the critical processes of questioning, reflection, and exploration. Judgments, interpretations, and beliefs are based upon in-depth research, analysis, and                                                                                 

synthesis. As a result of these efforts, the writing has the potential to influence the ideas and actions of the reader. This paper deals with one topic, focused to fit the length and scope of the discussion. In addition, the paper offers a clear thesis that provides an opinion about that topic; this thesis guides the discussion throughout the remainder of the paper. Each paragraph in the A paper uses specific evidence to support the thesis. In turn, the paragraphs are related, and they lead smoothly from one to another. No ambiguity or illogical thoughts affect the discussion. Also, the writer has carefully documented the ideas and writing of others in an acceptable format. The writing in the A paper is clear and concise, making use of proper academic diction. This paper maintains a consistent point of view and is free from serious grammatical errors. If the paper contains minor errors, they do not detract from the main points in the discussion.

  • The Unsatisfactory Paper: (B- or less) The unsatisfactory paper may reflect the ability to write; however, the writing lacks the development, depth, or insight of an A paper. This paper usually has a broader topic (too global) and neglects to provide the pertinent information for the audience to understand the discussion. General, underdeveloped remarks are used to support a weak thesis; the paper lacks specific, expanded examples or explanations. Often the paper is too general, vague, or even digressive. The words and

      ideas are not documented satisfactorily. Often serious grammatical errors, punctuation  

      errors, and non-academic diction can be found in an unsatisfactory paper.

  • Late Work: Graduate students maintain a busy schedule in and out of their academic careers. Often, emergencies develop and the student cannot complete the assignment. However, if a student consistently hands in his / her work late, the grade for the assignment – and perhaps for the semester – will reflect this tardiness. Each assignment in this course builds upon the previous assignment; adhering to the schedule will help the student complete work not just for this course, but for the dissertation as well. Please contact me at least 24 hours before a deadline to arrange an extension.

  • Grades:  Less than a B- is an unacceptable grade for graduate students.  A 3.0 average is required for graduate students in the Higher Education Program.                                                                                                                                         

Class Activities and Assignments

[Subject to Revision]

Tuesday, 8/26

In-class:

Introductions

Review of  CTCH 602 Syllabus

Overview of Blackboard http://courses.gmu.edu/   

What is the art/science of teaching?   Why teach? Why do you teach the way you do ?

Assignments for Next Class:

Readings:

Bain, Chpt 1, "Defining the Best"; and Brookfield, Chpt. 1, ""Experiencing Teaching."

Research:

Locate two credible web sites that provide syllabus design assistance to college teachers. Explore each website.

Locate copies of two recent college course syllabi in your discipline.

Writings:

(1) Syllabi Critiques - After your review of the websites and the two college course syllabi in your discipline, write a brief (max. one typed page) critique of each syllabus' strengths and weaknesses. Bring a copy of each syllabus and your critiques to class on Tuesday, 9/2.

(2) Reading Response # 1 - After reading Bain and Brookfield, complete the following sentences about each chapter:

"In (title of reading),

 a) I discovered …."

 b) I was surprised by …." and

 c)  I disagreed with…."

Bring Reading Response # 1 to class on Tuesday, 9/2..

Tuesday, 9/2

DUE - (1) Syllabi copies and Critiques; (2) Reading Response # 1.

In-class:

Discussion of Bain and Brookfield.

Discussion of syllabi critiques.

Assignments for Next Class:

Readings:

 Brookfield, Chpt. 2, "The Core Assumptions of Skillful Teaching," and Chpt. 4, "What Students Value in Teaching."

Writing: Create a syllabus for a freshman level course in your discipline. Use a six-weeks format; the course may be a traditional classroom course, a hybrid, or a distance learning                                                                                                                                                                                     

                                                                                                                                        

course. You may use (or revise) a syllabus you have previously designed or one you are using now. If you need a textbook, let me know.

Bring 16 copies of your syllabus to class on Tuesday, 9/9. Be prepared to give a five-minute "defense" of the key elements of your syllabus.

Tuesday, 9/9

DUE: Syllabus (16 copies for class and professor).

In-class:

Discussion of Brookfield readings.

Defenses of syllabi.

Assignments for Next Class:

Readings: Bain, Chpt. 2, "What Do They Know About How We Learn?" and Chpt. 3, "How Do They Prepare to Teach ?"; Brookfield, Chpt. 5, "Understanding and Responding to the Emotions of Learning," and Chpt. 9, "Teaching in Diverse Classrooms."  Articles assigned.

Writing: Revise and edit your syllabus, based on the feedback received in class and via email from your classmates and me.

Bring one copy of your revised and edited syllabus to submit for grading on Tuesday, 9/16.

Bring Hacker's A Writer's Reference or The MLA Handbook or The APA Manual.

Tuesday, 9/16

DUE: Revised and edited syllabus. [Bring Hacker's A Writer's Reference or The MLA Handbook or The APA Manual.]

In-class:

Adult Learning Styles Lecture.

Discussion of readings.

Discussion of Current Issues in College Teaching Research Paper.

MLA/APA citation review.

Assignments for Next Class:

Research:

Locate, read, and copy two articles in scholarly journals or credible web sites on two of the following issues in college teaching (total of four articles).

1. Online teaching and learning.

2. Adjunct teaching                                                                                                                                    

3. Adult learning styles

4. Accommodating diversity in the classroom

5. Classroom civility

6. Academic integrity.

Writing: For each of the four articles, write a bibliographic citation (following MLA or APA guidelines) and a one-page critique.

Tuesday, 9/23

DUE: Reading Response # 2 - Four critiques and citations. [One copy (for discussion and submission for a grade).]

In-class:

Sharing and discussion of articles and current issues.

Scenario # 1 and review.

Teaching Demonstration # 1 _____________. [Note: Classmates will provide written feedback following each teaching demonstration. I will provide written feedback following my review of your self-evaluation form.]

Assignments for Next Class:

Readings: Bain, Chpt. 4, "What Do They Expect of their Students ?" Brookfield, Chpt. 11, "Teaching Online."

Writing: On one side of a 4x5 index card, complete the following sentence: "The current issue in college teaching I will investigate is…."

               On the other side of the index card, complete the following sentence: " Investigating this issue will improve my teaching (or my understanding of teaching) by…."

Research: Locate, read, and copy three articles on best practices in distance learning/online courses. Bring one copy of each to next class. Be prepared to share key points in class.

Tuesday, 9/30

DUE: Index card with two completed sentences.

In-class:

Discussion of current issue topics.

Discussion of readings and articles on distance/online learning.

Scenario # 2 and review.

Teaching Demonstration # 2 _____________.                                                                                                                                                 

Assignments for next class:

Readings: Bain, Chpt. 5 "How Do They Conduct Class ?"; Brookfield, Chpt. 6, "Lecturing Creatively"; Chpt. 7, "Preparing Students for Discussions"; and Chpt. 8, " Getting Students to Participate in Discussions."

                                                                                                                                     

Tuesday, 10/7

In-class:

Discussion of readings and issues related to classroom management.

Scenario # 3 and review.

Mid-term course evaluations.

Introduction to classroom assessment.

Teaching Demonstration # 3 _____________.

Assignments for Next Class:

Readings: Bain, Chpt. 6, "How Do They Treat Their Students ?"; Brookfield, Chpt..10, "Giving Helpful Evaluations"; and Angelo & Cross, "Part I- Getting Started in Classroom Assessment," Chpts. 1-5.

Research and Writing: Prepare a typed draft of Part I of the Current Issue in Teaching Research Paper. Follow directions given in class for formatting and content. Bring one copy to next class (10/21) to share and submit for feedback.

Tuesday, 10/14 - NO CLASSES

Tuesday, 10/21

DUE: Part I of the Current Issue in Teaching Research Paper.

In-class:

Sharing/feedback of Part I of the Current Issue in Teaching Research Paper.

Discussion of readings.

Teaching Demonstrations # 4_____________

Teaching Demonstration # 5 _____________.

Assignments for Next Class:

Readings: Bain, Chpt. 7, "How Do They Evaluate Their Students ?"; Brookfield, Chpt. 3, "Understanding Our Classrooms." Angelo and Cross, "Part II-Classroom Assessment Techniques," Chpts. 6-9.

Tuesday, 10/28                                                                                                     

In-class:

Discussion of readings.  [CAT]

Return of Part I of the Current Issue in Teaching Research Paper (with my feedback).

Teaching Demonstration # 6 _____________.

Teaching Demonstration # 7______________.

                                                                                                                                     Assignments for next class:

Readings:

Bain, Epilogue, "What Can We Learn From Them ?";  Brookfield, Chpt. 12, "Responding to Resistance."

Tuesday, 11/4

                                   

In-class:

Discussion of readings.

Teaching Demonstration # 8 ___________.

Teaching Demonstration # 9 ___________.

Assignments for next class:

Research and writing:

Complete Part II of Current Issue in College Teaching Research Paper. Follow directions given in class for formatting and content. Bring one copy to next class to submit for feedback.

Tuesday, 11/11

DUE: Part II of Current Issue in College Teaching Research Paper. [Submit one copy for my feedback.]

In-class:

Teaching Demonstration # 10_________.

Teaching Demonstration # 11_________.

Assignments for Next Class:

Readings: Brookfield, Chpt. 13, "Dealing with the Politics of Teaching," and Chpt. 14, "Surviving Emotionally."

                                                                                                                           

                                                                                                                                

Tuesday, 11/18

In-class:

Return of Part II of Current Issue in College Teaching Research Paper. [with my feedback.]

                                                                                                                               

Teaching Demonstration # 12 ___________.

Teaching Demonstration # 13____________.

Assignment for Next Class:

Research and writing: Continue work on Current Issue in College Teaching Research Paper.

Tuesday, 11/25

In-class:

Teaching Demonstration # 14___________.

Teaching Demonstration # 15___________.

Assignment for Next Class:

Be prepared to present a five minute oral abstract of your Current Issue in College Teaching Research paper.

                                    

Tuesday, 12/2 [Last Class]

In-class:

Oral Abstracts

Course Evaluations

Final Assignment: Prepare the final draft of your Current Issue in College Teaching Research Paper (Parts I, II, and III). Save your final draft as a WORD (97-2003 version) .doc and attach it to a posting in Discussions on Blackboard by 10:00p.m., 12/9.