McMaster University Education 750: Principles & Practices of University Teaching Course Syllabus for Winter 2013 Instructors: Dr. Catherine Chiappetta-Swanson ([email protected]), ext. 20446 Erin Allard, PhD Candidate ([email protected]), ext. 21843 Office Hours: Meetings with the course instructors are available upon request Course Times: Tuesdays: 9:30am to 12:30pm, Jan. 15 – April 9, 2013 Location: Centre for Leadership in Learning (CLL) Teaching Commons Classroom 504 CLL Coordinator: Elvia Horvath ([email protected]), ext. 24540 Course Description: This credit course in university teaching runs for 12 weeks with one 3-hour class each week. The focus is on assisting participants in honing essential pedagogical skills. This includes sessions on curriculum design, teaching strategies (e.g., Inquiry and Problem-Based Learning), assessment strategies, developing a teaching philosophy, and research on teaching and learning. The modules will be highly interactive and will provide resources, activities and feedback. When possible, teaching and learning experts will participate as guest speakers. The main evaluation requirements include short scholarly pieces of writing, a mini-lesson presentation, a “simulated class” presentation, a course design portfolio, and a philosophy of teaching statement. Prerequisites: This course is open to all McMaster University graduate students. A limited number of spots are also maintained for McMaster University Post-Doctoral Fellows. Intended Learning Outcomes: By the end of this course, students will be able to: 1. Engage in critical discussion in the area of scholarly work and reflective writing on teaching and learning in higher education. 2. Consider various teaching strategies and implement an active learning approach into their course design. 3. Design a course using sound principles of course design. 4. Develop and conduct a participatory lesson. 5. Reflect on instructional objectives and experiences, and use those reflections to: a) inform teaching practice, and b) develop a philosophy of teaching statement. Course Requirement: Please come prepared with a course in mind that you would like to refine, or an idea for a new course that you may be teaching in the future. Each participant will be working on creating/recreating their own unique course, while sharing and receiving feedback on “good practices” with the other participants and course instructors.

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Required Course Texts: Ambrose, A., Bridges, M., DiPietro, M., Lovett, M., & Norman, M. (2010). How Learning Works. 7 Research-Based Principles for Smart Teaching. San Francisco, CA: Jossey-Bass. (available for purchase at Titles Bookstore) Additional required readings will be available through McMaster‟s online holdings. Citations and links to these online sources are provided through the course Avenue to Learn page. Format of the Course: Most weeks, we will convene as a full class to discuss the weekly topic and to engage in selfdirected and small group activities. During these sessions, you will be given an opportunity to participate in large and small group discussions of the course material, scholarly work, and reflective writing on teaching and learning in higher education. There will also be several opportunities to work individually and/or with others to brainstorm and develop teaching and learning strategies that might be used in the course you are designing (and in other future teaching). On Weeks 4 & 5 (i.e., February 5 & February 12), we will break out into two smaller groups. Each group will be working with one of the course instructors to do the mini-lesson presentations. Week 12 (i.e., April 9) students will have the opportunity to present and discuss their Education 750 learning experiences and modified “teaching vision.” Assessment of Learning: A large part of this course is self-directed and interactive. As such, there will be great demands on you as a learner. You will often be dependent upon your own efforts, or on the efforts of others, to answer a question. This type of learning is greatly enhanced if you say when you find things that are helpful to your learning, and also speak up if something is impeding your learning. The final grade for this course will be assigned on a Pass/Fail basis. To Earn a Pass, Students Will: 1. Attend class regularly and contribute meaningfully to class discussion. 2. Design and deliver a participatory mini-lesson and provide constructive feedback to their peers. 3. Prepare an evidence-informed design for a course in their discipline, and develop and submit a portfolio for this course. The portfolio, as a whole, should include: a. A syllabus for the course that they have designed. b. Sample questions/assignments that will be used to assess student learning in the course. c. A 2-3 page course design statement. d. A 1-2 page mini lesson reflection. e. A 2-3 page learning reflection.

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4. Research and read for small group work, participate actively in discussion, collaboratively create discussion questions, and lead a “simulated class” based upon scholarly work. 5. Prepare and submit a 1-2 page teaching philosophy suitable for use in a teaching portfolio. Further information about each of these requirements can be found below (see Assignment Descriptions). Written assignments should be typed in 12-point font and double-spaced (with the exception of the course syllabus, which may be single-spaced). All work is due on the date stated, in class, unless otherwise arranged in advance. TO PASS THIS COURSE, ALL FIVE OF THE ABOVE REQUIREMENTS MUST BE COMPLETED/SUBMITTED. Assignment Descriptions 1. Attendance and Participation: Participation in this course is worthy of special comment. The weekly sessions involve participatory learning and small group activities. As such, attendance, interaction, and feedback among colleagues are very important parts of the process. The effectiveness of the course largely depends on the presence of each member. Furthermore, class discussion will be one of the major ways in which you will be given an opportunity to examine and critique scholarly and reflective work related to university teaching and learning. As such, participation in these discussions is an important part of demonstrating that you have met the first of the course‟s intended learning outcomes. If you need to be absent from class, you must make arrangements with the instructors in advance. More than two unexplained absences will result in a failure of the course. 2. Participatory Mini-Lesson: Each student will prepare and deliver to their section a 10-minute mini-lesson which uses an active learning strategy. This lesson could be on a topic to be included in your course design, but need not be if you‟d rather try something else. In the past, students‟ lessons have focused on everything from statistical probability to performing magic tricks. The key is to choose something that you can teach adequately in a 10-minute session, and that will allow you to try out a participatory (active learning) strategy that might be used in/adapted for your classroom teaching. Mini-lessons should follow the BOPPPS model of lesson planning. This model stipulates that lessons should include each of the following 6 components (not necessarily in this sequence): B O P P

Bridge in: An attention-grabber, which captures the learner‟s interest from the outset. Objectives: A statement of the intended learning outcomes for the lesson. Pre-Assessment: Some means of assessing what learners already know about the subject. Participatory Learning: Strategies that engage students actively in the material.

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P S

Post Assessment: Some means of assessing what your students have learned. Summary: A conclusion, which wraps up the lesson and integrates material.

This model will be discussed in more detail in class. A handout describing each of the 6 named lesson components can also be found on Avenue to Learn. Ten minutes may seem like a very short time in which to deliver a lesson. Most class sessions are 40 or 50 minutes in duration; other class activities (like labs) are often scheduled for even longer. However, a single class or lab session may be composed of a series of shorter components or lessons. The 10-minute mini-lesson reflects a balance between keeping the total time for the presentations to a reasonable length and providing a teaching performance that is long enough to ensure material for feedback. Designing a 10-minute lesson is also a useful exercise in improving your ability to be concise. Further, it can be helpful for understanding the amount of time required to cover what we might think of as a „short‟ topic. Whether you have 10 minutes or 10 hours, you will not be able to cover all of the content that exists on any given topic! The 10-minute mini-lesson is part of a 20-minute cycle of teaching and feedback. Following each lesson, the student-instructor will be given a variety of verbal and written feedback from the course instructor and from their peers. The student-instructor can then reflect upon this information and use it, as appropriate, for future teaching. A written reflection on this process, and how it might inform the course you are designing, is also required as part of your course portfolio (see 3d below). (Partially adapted from the Instructional Skills Workshop Handbook for Participants, May 2006)

 The Participatory Mini-Lessons will be held on February 5 & February 12 3. Course Design Portfolio: Each student will design his/her own course. Your design can be based on a course that you have taught (or were a TA for) and want to redesign, or it can be for a new course that you may be teaching (or would like to teach) in your discipline in the future. The process of designing your course will begin during Week 1 and will continue throughout the term. Your final course design will be presented by way of a course design portfolio, which will include a range of materials that describe and explain the design choices you have made. As noted above, the portfolio must include the following FOUR components: a) A syllabus for your course. At a minimum, this syllabus must describe intended learning outcomes (ILOs), teaching and learning methods, course topics, and assessment strategies that will be used in the class (including an evaluation scheme). If you wish, you might also include things like policy statements, assignment due dates, specific reading assignments, etc. Those interested in creating a full syllabus, which goes beyond the minimum requirements listed above, might consider following the model outlined in the McMaster Undergraduate Course Management policy available at: http://www.mcmaster.ca/policy/Students-AcademicStudies/UGCourseMgmt.pdf  A draft of your ILOs are due on January 22  Your final syllabus is due in the Course Design Portfolio by April 16 4

b) Sample assessment materials. Your portfolio must include some materials that could be used to assess student learning in your course. Include at least two sample assessments, for example, sample test/exam questions, sample assignment sheets or laboratory designs. Along with your assessment description, include your method(s) of evaluation, such as marking rubrics/keys/benchmarking plans.  Your sample assessment materials are due as part of the Course Design Portfolio by April 16 c) A 2-3 page course design statement. This brief statement should be a narrative discussion that explains and justifies the choices made in your syllabus, drawing on evidence from the literature. Your choices may be based on sources from the course reader, but should also integrate findings from your own reading of the literature.  Your course design statement is due as part of the Course Design Portfolio by April 16 d) A 1-2 page reflection on your mini lesson. Your portfolio should include a brief reflection on the participatory mini-lesson you conducted in Week 4 or 5. This document should explain the choices you made and reflect on the feedback you received. Most importantly, it should also consider how your learning might inform or be used in your course design and in future teaching.  Your reflection on your mini lesson is due the week following your mini lesson presentation, and it should also be included as part of the Course Design Portfolio due by April 16 Note: A few pieces of the Course Design Portfolio are due in draft form at various times throughout the course (note specific dates above). The final completed portfolio is due no later than April 16, 2013. 4. “Simulated Class” Presentation and Critical Analysis: On Weeks 6, 7, 8, 9, 10, & 11 students will have the opportunity to “co-teach” a class based on the topic of the week. A sign-up sheet will be distributed in Week 2 of the course. Each pair will give a 25-minute “class”. We will have 1 or 2 pairs presenting each week. You will have approximately 20 students in your “class.” The idea is to for you to have the opportunity to practice leading a class using discussion techniques and active learning strategies rather than a traditional lecture and power point presentation. You will choose an interesting element of the overall topic for the week and focus specifically on that element for your “class.” You can assume that your “students” have read the material assigned for that day. Your “simulated class” will build on the readings assigned for that particular week and connect to additional scholarly work. Your “students” will have the opportunity to offer constructive feedback on your “class” afterwards. Following this, the co-teachers will each write a 1-2 page critical analysis on teaching a class utilizing active learning strategies. Your critical analysis will emerge from the “simulated class”, your “students‟” constructive feedback, and scholarly research about teaching using active learning strategies. It should focus on analyzing, rather than summarizing the topic

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and the active learning strategies you used. Use your response to critically engage with the question(s) about teaching and learning in higher education raised in the text. It is expected that you connect your analysis to at least three pieces of scholarly work, one of which can be the textbook. It will be submitted to your instructor the week following your “class.”  Your Critical Analysis is due the week following your “Simulated Class” presentation, and it should also be included as part of the Course Design Portfolio due by April 16 5. Teaching Philosophy: Your teaching philosophy is a 1-2 page document that will become a part of your teaching portfolio. Your teaching philosophy presents a reflective statement about what you believe your job as a university instructor to be. Since individuals‟ beliefs and experiences change over time, a teaching philosophy is a work in progress. In this class, it will be useful to keep a log or journal to document your beliefs and views on teaching and learning as we move through the term and focus on a number of teaching and learning issues. These reflections will aid you in writing your philosophy. You will also have access to sample philosophies and other useful resources that will help with this process. Given that teaching philosophies are living documents, and that many people require a good amount of feedback when first undertaking the task of writing them, your philosophies will be submitted for commentary several times throughout the course. One of the course instructors will provide you with feedback on each draft of your statement so that you may continually refine your philosophy over the duration of the term.  Draft 1 of your Teaching Philosophy is due January 29  Draft 2 of your Teaching Philosophy is due March 5 6. Classroom Questionnaire and Course Reflection: Each week, at the end of the class you will have the opportunity to complete a classroom questionnaire about your experience in the class that day. These will be collected and reviewed each week by the instructors. On April 2, all of your completed questionnaires will be returned to you so that you can refer to them in order to write your reflection on the course as a whole. The final course reflection will be 1-2 pages. This reflection will also inform your brief (1-2 minute) presentation on April 9 which is based on your Education 750 learning experience and teaching vision (“What?; So what?; Now what?”).  Your Course Reflection is due as part of the Course Design Portfolio by April 16 Course Schedule Week 1: January 15 Class Topics:

Readings for Next Class:

 Introduction  What is Effective Teaching?  Beginning Your Course Design - Constructive Alignment and Intended Learning Outcomes (ILOs)  Online – Goleman, D., & Boyatzis, R. (2008). Social Intelligence and the Biology of Leadership. Harvard Business Review, September, 74-81.  Online – George, B., Sims, P., McLean, A., & Mayer, D. (2007). Discovering Your Authentic Leadership. Harvard 6



Homework for Next Class:

   

Class Topics:

Due Today: Readings for Next Class:

Homework for Next Class:

Class Topics:

Due Today: Readings for Next Class: Homework for Next Class:

Class Topics: Due Today: Readings for Next Class: Homework for Next Class:

Business Review, February, 129-138. Online – Biggs, J. B. (2007). Teaching for Quality Learning at University. Chapters 1 & 2. Mills Library Location: Online. Call number: LB2331. Item type: e-Book. Identify an idea/outline for a new or existing course you would like to develop or revise. Online – Complete the ILO webinar (32 minutes). Write a first draft of ILOs for your course and bring them with you to next class. Complete the Approaches to Teaching Inventory.

Week 2: January 22 Refining Intended Learning Outcomes Course Design Authenticity and Teaching (Teaching Vision) Writing a Teaching Philosophy Your first draft of ILOs for your course. Chapter 1 in How Learning Works (p. 10-39). Online – Saunders, F., & Gale, A. (2012). Digital or Didactic: Using learning technology to confront the challenge of large cohort teaching. British Journal of Educational Technology, 43(6), 847-858.  Write a first draft of your Teaching Philosophy and bring it with you to next class to submit it.       

      

Week 3: January 29 Active Learning Teaching Technologies Constructive Feedback The BOPPPS Model and Lesson Planning Submit the first draft of your Teaching Philosophy. Online – Cherney, I. (2008). The effects of active learning on students’ memories for course content. Active Learning in Higher Education, 9(2), 155-174. Prepare your mini-lesson using an active learning strategy and prepare to present it on the day you are scheduled for.

Week 4: February 5  Mini-Lesson Sessions  Your Mini-Lesson if you are scheduled to present today.  None.  Prepare your mini-lesson reflection if you presented today and bring it with you to next class to submit it.

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Class Topics: Due Today: Readings for Next Class: Homework for Next Class:

   

Week 5: February 12 Mini-Lesson Sessions Submit your Mini-Lesson reflection if you presented last class. Your Mini-Lesson if you are scheduled to present today. Chapter 2 in How Learning Works (p. 40-65).

 Prepare your mini-lesson reflection if you presented today and bring it with you to next class to submit it.  Prepare your simulated class and prepare to present it on the day you are scheduled for. February19 is READING WEEK – NO CLASS

Class Topics: Due Today: Readings for Next Class: Homework for Next Class:

Class Topics: Due Today:

Readings for Next Class: Homework for Next Class:

Class Topics: Due Today: Readings for Next Class:

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Week 6: February 26 “Simulated Classes” Concept Mapping Submit your Mini-Lesson reflection if you presented last class. Your simulated class if you are scheduled to present today. Chapter 7 in How Learning Works (p. 188-216).

 Complete the second draft of your Teaching Philosophy and bring it with you to next class to submit it.  Research “What is Inquiry?” and bring the materials you gather with you to next class.      

Week 7: March 5 “Simulated Classes” The Inquiry Method Submit the second draft of your Teaching Philosophy. Your simulated class if you are scheduled to present today. Research on “What is Inquiry?” Chapter 5 in How Learning Works (p. 121-152).

 Research “What is Problem-Based Learning?” and bring the materials you gather with you to next class.      

Week 8: March 12 “Simulated Classes” Problem-Based Learning (PBL) Your simulated class if you are scheduled to present today. Research on “What is Problem-Based Learning?” Chapter 3 in How Learning Works (p. 66-90). Online – Biggs, J. B. (2007). Teaching for Quality Learning at University. Chapter 9. Mills Library Location: Online. Call

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number: LB2331. Item type: e-Book. An Additional Recommended (Not Required) Reading

Homework for Next Class:

Class Topics: Due Today: Readings for Next Class: Homework for Next Class:

Class Topics: Due Today:

 Online – Biggs, J. B. (2007). Teaching for Quality Learning at University. Chapters 10 & 11. Mills Library Location: Online. Call number: LB2331. Item type: e-Book.  None.

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 Design two student assessments that would provide you with evidence as to whether students have achieved at least two of your course ILOs. Bring a draft of the assessments with you to next class so that you may receive peer feedback on them.    

Readings for Next Class: Homework for Next Class:

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Class Topics:

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Due Today: Readings for Next Class: Homework for Next Class:

Week 9: March 19 “Simulated Classes” Student Assessment and Evaluation Your simulated class if you are scheduled to present today. Chapter 6 in How Learning Works (p. 153-187).

Week 10: March 26 “Simulated Classes” Peer Feedback and Assessments Your simulated class if you are scheduled to present today. A draft of two student assessments that would provide you with evidence as to whether students have achieved at least two of your course ILOs. Chapter 4 in How Learning Works (p. 91-120).

 None.

Week 11: April 2 “Simulated Classes” Preparing a Teaching Portfolio Your simulated class if you are scheduled to present today. None.

 Prepare a brief (2 minute) reflection and articulation about your experience in this course, which includes a restatement of your teaching vision. Base this on the questions What?, So What?, and Now What?

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Class Topics:

Due Today:

   

Week 12: April 9 Putting it all Together Student Reflections and Articulations of the Education 750 Experience Course Evaluations Your brief (2 minute) reflection and articulation about your experience in this course, which includes a restatement of your teaching vision.

Note: Both the Course Design Portfolio (all elements) and Teaching Philosophy Statement are due before 4pm on Tuesday April 16, 2013. Policy Statements Please read the following carefully: Inclusivity: The Centre for Leadership in Learning and your instructors are committed to creating an equitable environment and encourage openness to multiple perspectives and points of view. Students with diverse learning styles and needs are welcome in this course. If you have a dis/ability or health consideration that may require accommodations, please feel free to approach one of the instructors and/or Student Accessibility Services (http://sas.mcmaster.ca/) as soon as possible. Academic Integrity and Academic Dishonesty: Academic integrity is central to scholarly life at the university. Scholars at McMaster University are expected to “practice intellectual honesty in the process of acquiring and extending knowledge” and to “acknowledge fully the work of others by providing appropriate references in papers, essays and the like and declaring the contributions of co-workers” (Academic Integrity Policy, 2008, p. 2). Upholding Academic Integrity is the responsibility of all members of McMaster University. Academic dishonesty is “to knowingly act or fail to act in a way that results or could result in unearned academic credit or advantage” (Academic Integrity Policy, 2008, p. 6). It is important to note that academic dishonesty can entail both intentional acts and unintentional oversights and that there is a higher expectation of graduate students with regard to Academic Integrity. It is your responsibility to understand what constitutes both Academic Integrity and Academic Dishonesty. For a list of examples of various kinds of academic dishonesty, please refer to the Academic Integrity Policy, specifically, Appendix 3: www.mcmaster.ca/policy/Students-AcademicStudies/AcademicIntegrity.pdf Academic dishonesty carries serious penalties such as the grade of zero on an assignment, loss of credit with a notation on the transcript (notation reads: "Grade of F assigned for academic dishonesty"), and/or suspension or expulsion from the university. For this class, suspected violations of academic integrity will be fully investigated, documented, and reported.

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A Note About the Use of Avenue to Learn: In this course, we use Avenue to Learn. Students should be aware that, when they access the electronic components of this course, private information such as first and last names, user names for the McMaster e-mail accounts, and program affiliation may become apparent to all other students in the same course. The available information is dependent on the technology used. Continuation in this course will be deemed consent to this disclosure. If you have any questions or concerns about such disclosure please discuss this with a course instructor. Course Modifications: The instructor and university reserve the right to modify elements of the course during the term. The university may change the dates and deadlines for any or all courses in extreme circumstances. If either type of modification becomes necessary, reasonable notice and communication with the students will be given with explanation and the opportunity to comment on changes. It is the responsibility of the student to check his/her McMaster email and course websites weekly during the term and to note any changes. Other Resources Materials Available through Avenue to Learn: The course Avenue to Learn page contains a range of handouts and links to material that will be useful not only for this course, but also in your future work as an instructor and/or a teaching assistant. You are strongly encouraged to browse through these resources, and to download and/or bookmark relevant materials. The authors of the text How Learning Works have created a comprehensive website with supplementary and supporting material. It can be found at www.cmu.edu/teaching Recommended Readings: Bain, K. (2004). What the Best College Teachers Do. Cambridge, MA: Harvard University Press. Bain, K. (2012). What the Best College Students Do. Cambridge, MA: Harvard University Press. Barnett, R. (2005). Reshaping the University: New Relationships Between Research, Scholarship and Teaching. Berkshire, England: Society for Research in Higher Education & Open University Press. Barnett, R., & Di Napoli, R. (2008). Changing Identities in Higher Education. London, England: Routledge. Biggs, J., & Tang, C. (2011). Teaching for Quality Learning at University 4th ed. Berkshire, England: Society for Research in Higher Education & Open University Press.

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Christensen Hughes, J., & Mighty, J. (2010). Taking Stock: Research on Teaching and Learning in Higher Education. Montreal and Kingston: Queen‟s Policy Studies Series, McGill- Queen‟s University Press. Cross, K., & Harris Steadman, M. (1996). Classroom Research: Implementing the Scholarship of Teaching. San Francisco: Jossey-Bass Publishers. Gabriel, K. F. (2008). Teaching Unprepared Students: Strategies for Promoting Success and Retention in Higher Education. Sterling, VA: Stylus Publishing. Gronlund, N. (1995). How to Write and Use Instructional Objectives, 5th Ed. Englewood Cliffs, New Jersey: Prentice Hall Inc. Gronlund, N. (1993). How To Make Achievement Tests And Assessments, 5th Ed. Boston; Mass: Allyn and Bacon. Davis, B. G. (1993). Tools for Teaching. SanFrancisco, CA: Jossey-Bass Inc. Lee, V. S., & Ash, S. (2010). “Unifying the undergraduate curriculum through inquiry guided learning.” New Directions for Teaching and Learning. 121, 35-46. Lewis, K. (2001) “Using Mid Semester Student Feedback and Responding to it.” New Directions for Teaching and Learning. No. 87, Fall 2001 McKeachie, W. (2011). McKeachie‟s Teaching Tips. Strategies, Research, and Theory for College and University Teachers. 13th Ed. Boston, MA: Houghton Mifflin Company. Palmer, P. (1998). The courage to teach: Exploring the inner landscape of a teacher’s life. San Francisco, CA: Jossey-Bass. Poulson, L., & Wallace, M. (2004). Learning to Read Critically in Teaching and Learning. London, England: Sage Publications. Seldin, P. (2004). Teaching Portfolio. A Practical Guide to Improved Performance and Promotion/Tenure Decisions, 3rd Ed. Boston, Mass: Ankler Publishng Company Inc. Shibley, I. (2005). The Best of the Teaching Professor. Madison, WN: Magna Publications Inc.

*You also have access to the CLL library of over 7,000 articles and several hundred books on university teaching and learning. Much of this library can be searched from the CLL website (cll.mcmaster.ca) under the heading „Library Resources.‟ The CLL library holdings are also searchable through the Morris library catalogue. There are also collections of books and journals on topics in education in the Mills and Health Sciences libraries.

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