UNIVERSITY OF MINNESOTA PREPARING FUTURE FACULTY PROGRAM Spring 2011

GRAD 8101: Teaching in Higher Education

Tuesdays / 2:30-5:30 pm MPLS Phys 143 for locating building - http://www1.umn.edu/twincities/maps/Phys/

Instructors Phone E-mail Office Office Hours

Ilene Alexander Martin Springborg 612-624-6507 alexa032@umn.edu (best) sprin017@umn.edu 409 University Office Plaza For both: By appointment & before/after class

COURSE DESCRIPTION This course is designed for graduate students and post-doctoral fellows pursuing professional development as effective, responsive and reflective teachers. Co-instructors and course participants will model a variety of deep learning strategies (interactive lectures, peer instruction, writing/speaking to learn, discussion & group structuring, problem-posing, case study, role-playing and uses of technology), and will facilitate discussions addressing educational theory and practice. Through careful study, hands-on practices and reflective analysis, participants will explore and develop teaching skills that promote learning within a diverse student body across a variety of settings. Course participants come from multiple disciplinary backgrounds, professional, national and ethnic cultures (with additionally varied teaching traditions, social perspectives, and communication styles). We will consider how teaching is informed by these different contexts and how participants can make choices as teachers that are effective for their students, adapted to their fields and appropriate to them personally. GRAD 8101 is designed to engage participants in deep learning. Participants should expect to be challenged, to explore assumptions about teaching and learning and to think in new ways about teaching in their disciplines whether in labs, in classrooms or in virtual space or in making conference presentations. Throughout the course, participants will reflect on their experiences in classrooms as they learn principles of course design and student learning. Participants will develop an understanding of the learning paradigm in which teaching and learning are interdependent activities shaped by teachers and students together. COURSE GOALS Teaching in Higher Education is designed to: Engage participants in principles and practice of integrative course design Familiarize participants with theories regarding learning and teaching, specifically principles & practices of engaged/interactive learning and teaching

 Prepare future faculty/academic professionals for the multiple aspects of the roles they will hold across institutional types COURSE OUTCOMES As a result of taking this course, participants will be able to: Write a dynamic or static teaching philosophy and curriculum vitae (CV) Demonstrate teaching including practical application of, cognitive engagement with, and skillful selection of learning strategies via a 50-minute co-taught teaching session Discuss and design formative and summative assessment tools that provoke and measure student learning as well as teaching effectiveness Design a syllabus that demonstrates constructive alignment, that clearly establishes a relationship between course description, learning objectives, selection of course materials (ie, topics, readings) and teaching/learning methodologies Gain comfort and confidence with regard to classroom teaching & student learning Display and analyze teaching professional development via a teaching portfolio COURSE TEXTS Required McKeachie, W. J. & Svinicki, M. (20). Teaching Tips: Strategies, Research and Theory for College and University Teachers, 13th Edition. Boston: Houghton Mifflin. Available for purchase through the University of Minnesota Bookstore at Coffman Union. You will make use of this text in preparation for nearly every class session. Supplementary Course Readings. Available through a course Moodle page more on this in a follow up email and during Class 2. The Moodle link can always be found under the My Course & Teaching tab of your individual MyU pages if youre new to go to http://www.myu.umn.edu and log in; its easy to navigate. COURSE ASSIGNMENTS Assignments fall into three broad groupings: (1) General Course Activities, (2) Teaching and Evaluation Activities, and (3) Final Teaching Portfolio. Brief descriptions follow; more information about assignments is attached to the syllabus; additionally, samples of assignments completed by past 8101 students will be made available in class. (1) GENERAL COURSE REQUIREMENTS: Class Participation and Discussion: Because active dialogue is central to the learning process, students are required to participate in group work, activities, and discussions in class. Participation also helps the co-instructors pace the course and focus on those things which are most important for participants' learning. Base-Group Participation: You will be assigned to a base group, a semester-long group of 4-5 students from different fields, disciplines, backgrounds. These groups will be used for a variety of activities and will provide at least one consistent place for interacting and testing out ideas during the semester. Informal Writing: Youll complete Active Reading Assignments (ARA) for
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nearly all class sessions as a way to draw ideas together before coming to the classroom. Well post the Active Reading Assignments at least one class session ahead of their due date. Generally, the Active Reading Assignments will function as your first discussion of class readings. Think of the ARA writing as the homework that prepares you for various in class activities. (In the writing across the curriculum realm, its called writing to learn.) At times, the Active Reading Assignments will be written for use during peer interactions. We will often but not always collect your ARAs in order to respond to ideas individually. In all cases, the ARAs will prepare you for and be used in class. Communication Between Class Sessions: We expect everyone to check e-mails regularly co-teachers and students co-facilitating class segments will use email to post assignments and other updates to the portal. (2) TEACHING AND EVALUATION ACTIVITIES: These activities are designed to help you develop skills as a teacher and a peer observer that will serve you throughout your professional academic career Co-Facilitation of a 50-minute segment of an 8101 session; peer and teacher feedback Microteaching Session: youll plan a class session for the course youll design and then teach part of this session with peers as your students; peer feedback Discussion Based Learning Session: in your base groups youll be responsible for engaging in the development, conduct and evaluation of a 2-hour discussion based session on a topic to be selected by the course instructors in consultations with the class participants; whole class feedback and evaluation (3) THE FINAL TEACHING PORTFOLIO: The following portfolio items will be drafted throughout the term and become the main components of the polished portfolio due at the end of the semester: Curriculum Vitae Teaching Philosophy Course Syllabus (with narrative explaining rationale for choices youve made) Sample Class Session Plan (for syllabus above; used also in microteaching) Self Assessment Rubric with Reflective Memo Participants choosing the "A" grading option will also include: - Sample Class Assignment (to be developed for syllabus above) - Sample Assessment Tool (to be used with assignment above) - Observation of Teaching GRADING GRAD 8101 uses a contract grading system. Participants choose to contract for a grade of A or B (or S depending on the grading system you selected at registration). Each participant will complete a grade contract at the beginning of the semester to let instructors know what grade s/he will pursue. Obviously, participants must complete all assignments linked to the grade option they choose the assignments will be typed, complete, clearly composed and reflect a thoughtful, engaged response to the assignment. Keep in mind that whatever the grade option youve chosen, our expectation as teachers is that you will
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submit high quality work in terms of composition (style, organization, focus, audience awareness), content development, use of particular academic/rhetorical forms, and correctness of surface features (grammar, parallel structures, consistence of diction). When co-instructors review drafts of major assignments, we may suggest revisions or potential areas for further development OR we may require additional revisions and resubmissions if the assignment in incomplete or underdeveloped. Well write specific comments to support/illustrated our observations and requested revisions. Participants will be expected to take into account feedback from course peers and the course instructors while revising all portfolio documents this may include adopting, adapting and/or declining to use particular aspects of the feedback. Finally, each participant is responsible for consulting the instructors with questions about assignment expectations or comments in feedback. Overall, the core course requirements must be satisfactorily met by the portfolio due date unless other arrangements have been made ahead of time. A grade of Incomplete will be given under special circumstances and will be outlined in a supplemental grade contract setting out a plan for completing the course work. The following table lists the assignments (described in the narrative above) required for each of the grading options: To receive an A:
(1) General Course Activities Attendance Class Participation Informal Writing (2) Teaching, Observation and Evaluation Opportunities Co-Facilitation Microteaching Session Discussion Session (3) Final Teaching Portfolio Curriculum Vitae Teaching Philosophy Syllabus with rationale Class Session Plan Self-Assessment Rubric with Reflective Memo

To receive a B or an S:
(1) General Course Activities Attendance Class Participation Informal Writing (2) Teaching, Observation and Evaluation Opportunities Co-Facilitation Microteaching Session Discussion Session (3) Final Teaching Portfolio Curriculum Vitae Teaching Philosophy Syllabus with rationale Class Session Plan Self-Assessment Rubric with Reflective Memo

Sample Assignment Sample Assessment Observation of Teaching NOTE: The classroom materials 8101 participants will create and design the syllabus, class session plan, sample assignment and sample assessment will all be developed to support a single course they expect/hope to teach in the near future. Page 4, GRAD 8101 Syllabus

GRAD 8101 COURSE POLICIES Attendance and Participation GRAD 8101 participants are future faculty and colleagues. Class sessions develop from this collegial spirit and incorporate peer and collaborative learning. Prompt and regular attendance is required at each class session just as these are required of faculty at departmental meetings and in the teaching of courses. As a responsible and considerate colleague, please arrive on time and attend the full class period. Participants who need to miss class for religious observance, to attend an academic conference, for preliminary exams or final defense, or for a pressing personal or family matter should contact the co-teachers prior to missing class or as soon as possible thereafter. The students and co-teachers will determine whether and what make up or supplementary work will need to be completed. Participants who miss three classes will be asked to attend missed sessions during a GRAD 8101 course in a subsequent semester. Academic Integrity Institutions of higher education are dedicated to the pursuit of truth. Faculty members need to affirm that the pursuit of truth is grounded in certain core values, including diligence, civility, and honesty (from 10 Principles of Academic Integrity, http://tinyurl.com/3al25q4). We, therefore, expect honesty in presentation of course work work you submit for the course must be your own work, and where you do draw on other resources (as we have here) we expect those ideas will be linked to their original sources. We recognize that expectations regarding Academic Integrity do vary in small and large ways across professional and cultural contexts. For this course, participants are expected to understand and follow the UM policy (found at http://www1.umn.edu/oscai/conduct/regentspolicy.html). Simply put, participants are to develop their own work and to cite as fully as possible any source. s drawn into the presentation/creation of their work. Major written assignments for this course are unique to each participant (curriculum vitae, teaching philosophy, syllabus, ARA analysis) and therefore must be original work. Components of assignments may be derived from other sources (classroom assessment techniques, peers, other instructors, for example) but are expected to be minimally incorporated into the 8101 students personal work and to be fully cited. Acts of academic dishonesty are considered a major offense across disciplines and institutional types, especially for graduate students. Academic dishonesty or plagiarism in any form or in any portion of a participants work may warrant a failing grade for the course and notification of a participants departmental advisor, Director of Graduate Studies, department chair, and/or dean. Participants are encouraged to discuss with the co-instructors any questions or concerns they may have regarding academic integrity or the University of Minnesota policy. Diversity and Collegiality The diversity of participants academic experience, assumptions regarding learning, and ways of approaching teaching enrich this course. The perspectives and values of participants who come from various ethnic, cultural, national and educational backgrounds also influence the course dynamics and speaking/listening to these
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differences will deepen course learning. Co-instructors strive to balance exploration of these perspectives with the need to meet our basic course goals within the semester. Because cognitive dissonance and engagement with points of disagreement can lead to learning, co-instructors also strive to engage difficult discussion points and tense moments in discussions. Participants are encouraged to continue discussions with coinstructors and other participants outside of class if we cannot devote class time to all topics proposed by participants. In the unfortunate event that participant behavior disrupts class or endangers participants, the co-instructors have the responsibility to ask that participant to moderate behaviors, and also have the right to ask uncooperative students to leave a class session. Participants whose behavior suggests the need for counseling or other assistance may be referred to their college office or University Counseling and Consulting Services. Participants whose behavior may violate the University Student Conduct Code may be referred to the Office for Student Conduct and Academic Integrity (http://www1.umn.edu/oscai/). Every attempt will be made to deal with interpersonal, behavioral conflicts in the most timely, direct, educative and respectful manner. Accommodations for Students With Disabilities University policy is to provide, on a flexible and individualized basis, reasonable accommodations to students who have documented disability conditions (e.g., physical, learning, psychiatric, vision, hearing, or systemic) that may affect a students ability to participate in course activities or to meet course requirements. If you have a documented disability that may impact your performance in this course, please let us know so that we may begin to work with you and with Disability Services as soon as possible. If you have an undocumented disability that youd like instructors to know about so that we can help you plan for maximizing course learning, please talk with Ilene as soon as possible. Harassment University policy prohibits sexual harassment as defined in the University Policy Statement adopted on December 11, 1998. Complaints about sexual harassment should be reported to the University Office of Equal Opportunity, 419 Morrill Hall, East Bank. Additionally, the university holds instructors and students responsible for maintaining classroom climates in which students can expect to be treated civilly; for such a climate to exist in 8101, instances of incivility will be addressed forthrightly and clearly. http://www1.umn.edu/regents/policies/humanresources/SexHarassment.html ABOUT CO-INSTRUCTORS Ilene Alexander: Ive been at the Center for Teaching and Learning since 2000, but I began teaching college-level teachers about teaching and learning as one of the first graduate students employed as a TA at Mankato State University in 1982. At Mankato, I earned degrees in Political Science (undergrad), English & Women's Studies (both Masters). At Iowa, I earned an American Studies PhD. Ive taught composition, literature, history, American Studies, Women's Studies and Sexuality Studies courses at all types of institutions as well as co-taught writing intensive sections of biology, math and computer science courses in an Upward Bound Program (a great way to engage science, which was my original undergrad major). My publications focus on
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composition, US literatures and multicultural teaching & learning. In May 2008 I presented a paper focused on 8101 and multicultural teaching & learning at an international scholarship of teaching conference in London; in September 2009 I presented a follow up paper at an Education in a Changing Environment (ECE) conference in Salford (think St. Paul with Manchester as Minneapolis, in northwest England); and this past October I presented the 3rd (of 4) paper in this series at an international conference in Liverpool as part of my Fall 2010 sabbatical in the UK based at the University of Salford. I return in July 2011 to be part of the ECE conference as presenter and planning committee member. During each of these trips I have roved around Wales, where my family once lived a country to which my brain feels rooted. The things I missed while on leave my granddaughter and ACE hardware stores. The things I indulged in on my leave local writers, music, theatre and delis. Martin Springborg. I was first introduced to Preparing Future Faculty courses during my graduate program in Fine Arts at the University of Minnesota, Twin Cities. I completed two seminars of PFF with instructors who remain at the U of Ms Center for Teaching and Learning. My experience in these courses prepared me well for college teaching, which Ive been doing since 2002. My teaching background is in photography and art history. Ive taught these subjects in the studio, in small recitation groups, large lecture halls and online. In my first year of teaching, I became involved in my institutions faculty development committee. My experience in PFF precipitated this involvement, as I learned there to care deeply about teaching as a vocationa shift from thinking of it only as an occupation to support further research in my discipline. This move into faculty development led to my most recent position as a Program Director at the Minnesota State Colleges and Universities Center for Teaching and Learning. My publications range from photo monographs to essays on teaching photography to papers on organizing faculty development efforts on a grand scale. Im happy to now be back in the studio and classroom, helping a new generation of faculty be successful on their own paths. On our ways of responding to your writing: When we make comments on your writing, we try to respond as real and, yes, experienced readers. The comments may be offered as questions, elaborations, disagreements or musings, and are intended to help you think about ways of and possibilities for revising drafts. You are the author and have the authority to weigh the responses, consider the choice you will make, explain those choices, and develop the final draft in a way that you deem appropriate for your intended audience. Well give you more formative feedback than summative feedback, and will ask you, when you submit the final portfolio, to address choices youve made in accepting, modifying, laying aside and/or rejecting feedback. If at any point your course work requires extensive revision where its not an option we will be clear about both the need for revision and resources available to you (including conversations with us as well as with others on campus).

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GRAD 8101 ASSIGNMENTS GENERAL DESCRIPTIONS (1) GENERAL COURSE REQUIREMENTS: Active Reading Assignments: GRAD 8101 has been developed to incorporate the writing intensive (WI) model of undergraduate education; we do this for three reasons: many future faculty members will be expected to teaching writing-based courses across the disciplines; most future faculty have not yet had the experience of teaching or even being in a WI course; anyone who is learning especially when content and/or writing formats are new experiences deep learning when they write along the way. We want you to experience a WI course, and to gather some ideas on ways you can link out-ofclass/homework activities to in-class sessions so that students have opportunities to be engaged learners and are prepared for class. (2) TEACHING AND EVALUATION ACTIVITIES: Co-Facilitation Sessions: See the end of this segment. Microteaching: This is an opportunity for classroom practice, trying out new teaching/learning strategies, and gathering peer feedback. For this assignment you will design a class session to be taught early in the course for which you're developing a syllabus for this course. For the purposes of this assignment, youll be making use of an interactive lecture format as the basic structure for the session. Youll actually teach only a segment of the session plan, implementing appropriate technology and including active/interactive strategies. Your presentation should also be designed with your class context in mind will this be a large lecture, small seminar, or midsize discussion/lecture class session? The class session planning tools we'll discuss very early in the semester will be resources for this day as well, and we'll give you a guide for facilitating the teaching and discussion on the actual day of microteaching. Discussion Based Class Session: This will be developed according to the task we select in consultation with course participants, and that information will be made available by the end of Spring Break. (3) THE FINAL TEACHING PORTFOLIO: CV: A "static" curriculum vitae (CV) contains a collection of information relevant to work within academia. A "dynamic" CV is often tailored from the "static" document for specific purposes/positions and may not contain every detail about a person's academic career. Each student will determine which type of CV document s/he will develop for the portfolio. As a general practice, students are encouraged to develop a CV that targets a particular institutional type more on this in class. Teaching Philosophy (TPhil): A teaching philosophy statement is partly a personal selfreflective statement of your beliefs about teaching; it is also a statement about how you put your beliefs into practice by discussing concrete examples of what you do (or anticipate doing) in the classroom. As with CVs, the structure and content of a TPhil will vary depending on the primary targeted audience with some additional variations depending on the writers discipline and depth/range of teaching experiences. Typically, a TPhil statement will address an individuals definitions of teaching and learning; view of the learner; teaching and assessment practices/methods; goals/expectations for teacherPage 8, GRAD 8101 Syllabus

student/student-student/ student-teacher relationships; personal and disciplinary contexts for teaching/learning. (See Rubric for evaluation of Teaching Philosophy Statements to be distributed in class.) Syllabus: You will create a syllabus (not modify or adapt an existing syllabus) for a course you expect/hope to teach early in your academic career and in a particular college/university setting. Your syllabus will include all elements set out as expectations in the UMinnesota Faculty Senate guidelines for a syllabus (or in equivalent guidelines from a school where you imagine teaching the course. Basically, these are the elements you've seen in the 8101 syllabus). You'll complete the syllabus in "chunks" and work with a partner to gather peer feedback along the way; the co-teachers will offer in class workshops, templates/resources/samples and feedback as you develop ideas about what your syllabus might be, include, reflect, stimulate in light of the course you hope to teach and in light of where you hope to teach the course. For the portfolio, you will include with your syllabus a narrative explaining design decisions you have made the rationale might take shape as a 2 page document or be a series of comments embedded in the syllabus. Supporting Materials for an A Contract (sample assignment and assessment; observation of teaching): Your syllabus will include segments setting out major assignments, describing how you will evaluate/assess major and minor assignments, and outlining your approach to grading and specifics about how grades will be determined. To accompany this big picture you will fully develop one major assignment and its assessment tool/plan for grading that assignment into a descriptive handout you could share with students. As with the syllabus, you'll provide a rationale statement letting us know why/how this assignment/ assessment fits into your course, enhances student learning, and serves as a valid measure of particular course learning objectives. Finally, at some point during the semester, all participants seeking an A contract will visit and observe a class session at a metro area university including but not limited to the U. More on this during Class 4. CO-FACILITATION DESCRIPTION1 GOALS At the end of your student-led co-facilitation, you will:
Understand the components of planning a 50 minutes class session Articulate goals and objectives for this class session Use goals and objectives to guide your class session planning Model an active learning strategy Develop and model a classroom assessment technique (CAT) Practice timing, scripting, and teaching a 50 minute class session

Co-facilitation assignment materials: narrative developed by Paul Ching; flow chart developed by Ilene Alexander

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READING/PREPARTION Assigned class readings for your topic and additional readings as needed/background readings as suggested by co-instructors for understanding the topic/strategy of the day Research your active learning strategy McKeachie chapter on Facilitating Discussion: Posing Problems, Listening, Questioning Blooms Taxonomy of Educational Objectives: Sample Key Descriptors CP Classroom/Instructional Patterns CP Some Common Teaching Patterns CP Class Session Planning www.schreyerinstitute.psu.edu/pdf/planning_a_class_session.pdf COMPONENTS OF PRE-PLANNING Basic Organization of Session: Decide if you will: A) Develop your topic with active learning and assessment strategies in order to teach about your topic for some specified audience in higher education (for example, (for example, use small group discussion active learning strategy with concept map as assessment tool in order to teach about formative assessment of learning as the topic with department chairs as your higher education audience) OR B) Model your topic, active learning and assessment strategies as you teach within a class session for a group of students in a department where you currently do or hope to teach (for example design a class session for a statistics, political science, or an interdisciplinary core course in which you use formative assessment strategies as the integral part of the class session while engaging students/participants as those students in using concept maps and small group discussion). Be Clear about What Audience 8101 class members play in your co-teaching: Given the models above, you will need to decide who your audience will be; should class participants imagine they are, for example: Undergraduate students in an 1st or 2nd year course from a specific discipline. (This scenario will be appropriate for most of our topics.) Undergraduate students in a more specialized classroom setting, such as a laboratory or freshman seminar or community engagement course. (This may need moving the class session to another location; be sure to check with us.) Faculty in a department or instructors at a college-wide professional development workshop. (This scenario will be appropriate for some of our topics, such as Designing a Course, Syllabus Design.) Preparing Future Faculty or other graduate/postgraduate students (all the other options noted above are preferred).
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NAMING GOALS AND OBJECTIVES: In your co-facilitation, you must identify your goals and objectives for your class session: Goals will be more general (for example, understand how cultural diversity affects teaching in all disciplines) Objectives will be more specific (for example, students will classify sample data) The Bloom and/or Fink taxonomies will be helpful CP SELECTING TEACHING STRATEGY: Determine how your active learning and other teaching strategies will meet your goals and objectives. You must use an active learning strategy that no other co-facilitation group has used. You may use the McKeachie book, the course packet or the internet to find different active learning strategies. See the CTL website for active learning strategies and Stephen Brookfields website for discussion-related strategies: http://www.stephenbrookfield.com and http://www1.umn.edu/ohr/teachlearn/tutorials/active/strategies/index.html. SELECTING C.A.T. FOR YOUR SESSION: Develop a Classroom Assessment Technique (CAT) that will help you understand how well you met your goals/objectives. See the CATs HO at the CP site for examples, and Techniques for Assessing CourseRelated Knowledge and Skills at http://z.umn.edu/samfordcats. Your co-facilitation must use a CAT that no other co-facilitation group has used. CREATE CLASS SESSION PLAN: Plan your class session for engaged teaching and learning. This includes making judgments about how much time to allocate for each segment or activity and plan for the unexpected. Include time for the unexpected. Include time to conduct and collect your CAT. Please email the plan to the coinstructors before you meet with us for the first time. SET UP CO-INSTRUCTOR MEETING: Share your preliminary plan with the coteachers at the time scheduled to plan for your co-facilitation. This informal discussion will provide you with an opportunity to get some feedback. When you first meet with coinstructors, be ready to talk not only about the course plan but also about assignments your students will need to complete and teaching materials you will need to develop/design (slides, discussion questions, descriptions of assignments). If you will need us to bring in electronic or other resources, please tell us during your first planning meeting. The first meeting will be held two weeks before your co-facilitation session in the 30 minutes immediately following that weeks class session; the second meeting will be held one week before your co-facilitation in the 30 minutes before the class meeting that week. Reminders of upcoming will be noted at the start of class sessions. PARTICIAPTE IN CO-FACILITATION FEEDBACK SESSION: Co-instructors will lead a full class feedback session following your co-facilitation.

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CO-FACILITATION FLOW CHART

Select a topic from Classes 4-15 Determine if you want to sign up for your choice by yourself or with a peer

Sign up during Class 3

Plan for the Co-Facilitation 1. Gather materials that can help you shape any presentation segments or session activities. Talk with the co-instructors. 2. Narrow the segment youll teach by talking with partner and with the course co-instructors 2 weeks before you teach, preliminary class plan in hand. Remember that you must use an active learning strategy that no other co-facilitation group has used. 3. Determine any homework/prep your session will require classmates to complete incorporate this into the looking ahead segment at the start of class the week before. 4. Share class plan update with co-instructors 1 week before your session. Email as needed in between meetings.

1. 2. 3. 4.

Create a Classroom Assessment Technique (CAT) On what do you want feedback? By what means will you gather this? Is it unique? Time for it built into days plan? Now, youre ready to do the co-facilitation!

After Conducting Co-Facilitation Participate in the Student Feedback debrief of your session, consider ideas you hear, and apply these as you plan your microteaching.

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