ARGOSYUNIVERSITY / Washington, D.C. Campus

AmericanSchool of Professional Psychology

Teaching in Higher Education C 7465

TEACHING IN HIGHER EDUCATION C 7465 JS

Spring 2009 1.1

Instructor: Judith A. Sutter Ed.D.

Email address:

Office Hours:Wednesday and Thursday afternoon, before and after each class; by appointment

CLASS MEETING TIMES

Friday5:30 PM to 10:00 PMJanuary 16, 2009

Saturday9:00 AM to 6:00 PMJanuary 17, 2009

Friday5:30 PM to 10:00 PMJanuary 30, 2009

Saturday9:00 AM to 6:00 PMJanuary 31, 2009

Friday,5:30 PM to 10:00 PMFebruary 13, 2009

Saturday9:00 AM to 6:00 PMFebruary 14, 2009

Friday5:30 PM to 10:00 PM (Final Exam) February 27, 2009

COURSE DESCRIPTION

This course focuses on various models, perspectives, research and techniques pertaining to learning to teach in higher education. Issues related to values, beliefs, pedagogical techniques, learning styles, as well as how to structure, deliver, and evaluate instruction will be covered. Students will develop essential concepts and strategies related to organizing and presenting courses in a practical and effective style applicable to all domains of knowledge.

COURSE OBJECTIVES

Upon completion of this course, student shall demonstrate competency in knowledge and skills in the following capacities:

a.history and philosophy of higher education, including significant factors and events;

b.professional roles, functions,and relationships within higher education;

c.technological competence and computer literacy as it applies to higher education;

d. experiences that provide an understanding of the cultural context of relationships, issues and trends in a multicultural and diverse society related to such factors as culture, ethnicity, nationality, age, gender, sexual orientation, mental and physical characteristics, education, family values, religious and spiritual values, socioeconomic status and unique characteristics of individuals, couples, families, ethnic groups, and communities;

e.the educators roles in social justice, advocacy and conflict resolution, cultural self-awareness, the nature of biases, prejudices, processes of intentional and unintentional oppression and discrimination, and other culturally supported behaviors that are detrimental to the growth of the human spirit, mind, or body;

  1. ethical and legal considerations;

g.theories of individual development and transitions across the life-span;

h.theories of learning and personality development;

i.strategies for facilitating optimum development over the life-span;

j.historical perspectives concerning the nature and meaning of assessment;

k.basic concepts of standardized and non-standardized testing and other assessment techniques including norm-referenced and criterion-referenced assessment, environmental assessment, performance assessment;

l.strategies for selecting, administering, andinterpreting assessment and evaluation instruments and techniques in higher education.

PROGRAM LEARNING OUTCOMES

By the end of this course, the students will:

  1. have an understanding and will be able to discuss and apply the above objectives to their own personal career development within higher education;
  1. have developed a complete teaching portfolio that will include at least:
  2. Curriculum Vitae
  3. Teaching Philosophy

Include an understanding of the philosophy of education trends and a range of teaching strategies and their implications for teaching and learning as well as theories of learning.

  • Grading Philosophy

Include a sample assessment tool with a demonstration of understanding of assessment as a component for teaching and learning.

  • Syllabus with rational

This syllabus will synthesize the students teaching and grading philosophy with the knowledge and skills gained from the goals of the course.

Include a sample lesson plan;

  1. demonstrate the ability to plan, organize and conduct a lecture. This will include detailed class notes, at least one class activity, and one assessment tool;
  1. demonstrate the ability to critique classmates’ work by providing useful and constructive feedback;
  1. have completed a personal self evaluation of strengths and weaknesses through the journal process.

REQUIRED TEXTBOOKS

McKeachie, W.J. (2006), Teaching tips: Strategies, research, and theory for college and university teachers. Houghton Mifflin:Boston. ISBN 0-618-51556-9

Huba, M. E. & Freed, J.E. (2000). Learner-centered assessment on college campuses: Shifting the focus from teaching to learning. Needham Heights, MA: Allyn & Bacon. ISBN 0-205-28738-7

COURSE REQUIREMENTS – Counseling Department

Academic Integrity: ArgosyUniversity seeks to foster a spirit of honesty and integrity. Any work submitted by a student must represent original work produced by that student. Any source used by a student must be documented through normal scholarly references and citations, and the extent to which any sources have been used must be apparent to the reader. The University further considers resubmission of a work produced for one course in a subsequent course or the submission of work done partially or entirely by another to be academic dishonesty. It is the student's responsibility to seek clarification from the course instructor about how much help may be received in completing an assignment or exam or project and what sources may be used. Students found guilty of academic dishonesty or plagiarism shall be subject to disciplinary action up to and including dismissal from the University.

If you are unsure what constitutes plagiarism, visit the following web site: ArgosyUniversity routinely submits student papers to Turnitin.com for Originality Reports. Papers submitted to Turnitin are checked against published works, content on the Internet, and every other paper submitted to Turnitin.

Accommodations: It is the policy of Argosy University/DC to make reasonable accommodations for qualified students with disabilities, in accordance with the Americans with Disabilities Act (ADA). If a student with disabilities needs accommodations, the student must notify the Director of Student Services. Procedures for documenting student disability and the development of reasonable accommodations will be provided to the student upon request.

Students will be notified by the Director of Student Services when each request for accommodation is approved or denied in writing via a designated form. To receive accommodation in class, it is the student’s responsibility to present the form (at his or her discretion) to the instructor. In an effort to protect the student privacy, the Department of Student Services will not discuss the accommodation needs of any student with instructors. Faculty may not make accommodations for individuals who have not been approved in this manner.

Attendance: Class attendance is required, as it is an essential part of the course experience. An excused absence requires written documentation of urgent reasons such as ill health or critical emergencies with notification before class if at all possible. Missed work due to unexcused absences cannot be made up. Any class time missed due to an unexcused absence will impact upon your grade. Missing more than 4 hours will result in automatic loss of one grade point (-1.0) for the course and missing more than 8 hours may result in failure of the course. If you are going to miss more than 4 hours of the course, you are advised to withdraw from the course (see Campus Handbook for the withdrawal policy).

COURSE REQUIREMENTS

Module

/

Dates

/

Readings in McKeachie

/

Readings in Huba & Freed

/

Assignment

1

/

January 16-17, 2008

/

1-3, 26

/

1-3

/

Pre-class preparation

2

/

January 30-31, 2008

/

4-8

/

4-9

/

Journal

3

/

February 6-7, 2008

/

9-17

/

Journal

Syllabus

4

/

February 27, 2008

/

18-25, 27

/

Journal

Portfolio
Assignments
Pre-class preparation

Prior to the first class meeting, please fulfill the following:

  • Begin by reviewing the table of contents in both texts. Read the ‘in conclusion’ section after each chapter in McKeachie, and the introduction box and ‘Making connections’ box at the beginning of each chapter in Huba & Freed. Then complete the assigned readings.
  • Select a notebook or sketchpad that could be used as a journal. Begin your journal entries for the readings.
  • Begin to locate a textbook that can be used for your syllabus development. Consider any of the classes you took in your Master Degree program, or look at the classes offered in the Argosy MA degree. If you’ve located a text, bring it to the first class.
  • Do an Internet search of the terms: teaching portfolio, teaching philosophy, and Bloom’s Taxonomy. Select a few that you feel offer good information. Bring your results to the first class meeting.
  • Select a binder that could hold your completed portfolio.
  • Review the following web site:
Journal

You will keep a journal throughout this course. It will contain at least the following:

  • In the Huba text, each chapter has several ‘reflection’ boxes. Respond in your journal to at least one item in each chapter. If you do not currently teach, or have never taught, either imagine how you might answer or use your experiences as a student at Argosy to form an answer.
  • For each chapter in the McKeachie text, jot down your thoughts or reactions.
  • After each class, make note of your thoughts and reactions to what you are learning.
  • By the final class, have completed a personal evaluation of your own strengths and weakness as well as a list of strategies for your continued personal development as a professor of higher education.

Syllabus

Using your selected textbook, prepare a working syllabus. This will be due the last Saturday class. You will receive further instruction as well as time to work on this project during class. This assignment will include at least the following:

  • Decide the length of the class, i.e. quarter, semester, weekend, online, and the number of students. This will determine how long each class will be held. Some are 50 minutes in length, others, like Argosy could be 3 days of 8 hours each. This will greatly effect how you design your class.
  • Determine what will be the goals and objectives of the overall course.
  • For each module, or class time, prepare on outline of class activities. Include the ways that each class will address specific goals and objectives already identified.
  • For one class session, prepared detailed class notes.
  • Prepare at least one method of assessment.
  • Create at least one rubric. (This is just one example of a resource for rubrics
  • Prepare and deliver a 30-minute presentation for your classmates. This will include at least one activity and one assessment tool. This will be due February 8, 2008.
  • Submit the syllabus in written form at the end of the presentation to each class member for critique.
Teaching Portfolio

Each of you will prepare you own teaching portfolio. You will each develop your own format based upon your research.

  • Begin by doing an internet search on; 1. Teaching portfolio, 2.) Philosophy of teaching and assessment in higher education. Bring your results to the first class along with a binder that can be used to house your portfolio. This will become a living document that you will carry with you throughout your teaching career. We will work in class to begin the structure.
  • By the final class you will have developed your philosophy of teaching statement. Begin by visiting the following 3 web sites. Or conduct your own research of theories of learning. Select 3 theories that reflect your philosophy of teaching. Write a brief statement on why you have chosen those 3, and how you will incorporate these theories in your teaching in a section of your journal. Integrate what you write into your final teaching philosophy paper.
  • Prepare and deliver a 10-minute presentation of your portfolio to the class as your final exam.
Grading criteria
Assignment / Possible Points / Module Due
Pre-class preparation / 5 / 1
Journal / 10 / 2, 3, 4
Syllabus / 30 / 3
Syllabus presentation / 20 / 3
Teaching Portfolio / 30 / 4
Teaching Portfolio Presentation / 5 / 4
A / 96-100
A- / 90-95
B+ / 87-89
B / 84-86
B- / 80-83
C+ / 77-79
C / 74-76
C- / 70-73
F / Below 70

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