SYLLABUS

BSNS 7090

BEST PRACTICES IN COLLEGE TEACHING

3 CREDIT HOURS

SUMMER, 2007

 

Instructor:            Dr. Cindy Gibson

Office:                  203 Hardacre Hall, Anderson University

Email:                  cagibson@anderson.edu

Phone:                  765-641-4395 work

Office Hours:        By appointment

 

Required Reading:

(Please note:  we will not read/cover everything in the Angelo & Cross, Brinkley, and Walvoord books, so do not read them cover-to-cover except for your own pleasure.  They are reference books as well as teaching tools that you will want to keep your entire teaching career.  We will read and discuss excerpts from them.  We will use some of Angelo & Cross’ assessments. Also note that **** references are available on my website at http://facultyweb.anderson.edu/~cagibson )

 

Angelo, T. & Cross, K. P.  (1994). Classroom assessment techniques:  A handbook for college teachers (2nd Edition).  San Francisco:  Jossey-Bass.

 

Brinkley, A., et al. (1999).  The Chicago handbook for teachers:  A practical guide for the college classroom.  University of Chicago Press.

 

Drummond, T. (1995).  A brief summary of the best practices in college teaching:  Intended to challenge the professional development of all teachers.  Retrieved June 10, 2007 from Faculty Center for Teaching and e-learning Web site:  http://www.fctel.uncc.edu/pedagogy/basicscoursedevelop/BestPractices.html

 

Felder, R. M. (1993).  Reaching the second tier:  Learning and teaching styles in college science education.  Journal of College Science Teaching, 23(5), 286-290.

 

Klomegah, R. Y. (2007).  Predictors of academic performance of university students:  An application of the goal efficacy model.  College Student Journal, 41(2), June, 407-415.

 

Lough, J. R. (1997).  The Carnegie professors of the year:  Models for teaching success.  In J. K. Roth (Ed.), Inspiring Teaching:  Carnegie professors of the year speak (pp. 212-225).  Bolton, MA:  Anker Publishing Co.***

 

Knowles, M. S. (1980).  What is andragogy?  In The modern practice of adult education: From pedagogy to andragogy (pp. 40-62).  Englewood Cliffs, NJ:  Cambridge Press. ***

 

Newton, D. P. (2000).  Motivated to understand.  In Teaching for understanding: What it is and how to use it (pp. 145-159).  London:  RoutledgeFalmer.***

 

Ritchey, B. (2007).  The integration of family stability into income distribution measures:  A teaching methodology.  Christian Business Academy Review, 2(1), 43-47.

 

Saunders, P. (1998).  Learning theory and instructional objectives.  In W. B. Walstad and P. Saunders Teaching undergraduate economics:  A handbook for instructors (pp. 85-108).  New York:  McGraw-Hill.***

 

Stevenson, J. & Dunn, R. (2001).  Knowledge management and learning styles:  Prescriptions for future teachers.  College Student Journal, 35(4), 483-490.

 

Swicegood, P. (2006).  Team teaching a class on integration of faith and business.  Christian Business Academy Review, 1(1), 33-40.

 

Trigwell, K., & Shale, S. (2004).  Student learning and the scholarship of university teaching.  Studies in Higher Education, 29(4), 523-536.

 

Walvoord, B. & Johnson Anderson, V.  (1998).   Effective Grading:  A tool for learning and assessment.  San Francisco:  Jossey-Bass.

 

 

Course Description:

This course examines the evolving role of the professor in the teaching/learning process.  Applied research studies will serve as a primary tool to encourage students to discover the most effective pedagogical approaches for their disciplines and their classrooms.

 

 

Course Objectives:

1.     Students will articulate a personal teaching philosophy.

2.     Students will understand and articulate the idea of scholarship in college teaching

3.     Students will be able to articulate the concepts of “andragogy” and “pedagogy” and distinguish between them.

4.     Students will learn and apply organizational behavior theories of motivation to student motivation.

5.     Students will be able to identify and apply common learning theories to instructional methods.

6.     Students will be able to debate and provide support for topics of active v. passive learning and student-oriented v. teacher-oriented teaching.

7.     Students will be able to identify and apply common learning styles to instructional methods.

8.     Students will learn how to develop a course from the setting of goals and objectives to assessing outcomes.

9.     Students will learn about current best teaching practices and consider adopting such in their teaching.

10. Students will learn and apply assessment tools for both teaching effectiveness and learning evaluations.

11. Students will learn how to develop grading rubrics.

12. Students will assimilate grading, syllabus development, and course design with teaching philosophy and objectives.

 

 

 

Course Evaluation:

Planned assignments, evaluation, and grading are as follows for each evaluation point:

 

BSNS 7090 BEST PRACTICES IN COLLEGE TEACHING

One-week Anderson University segment (summer 2007):

 

Daily work:

          Daily discussion (4pts/day x 3 days = 12 points)

          Daily exercises (6 pts/day x 3 days = 18 points)      30 points

Statement of Teaching Philosophy                                   20 points

Group presentation:

          “Teaching” event @ 30 points

          Assessment event @ 20 points                               50 points

 

          TOTAL CLASS EVALUATION POINTS            100

 

 

Course Grading:

BSNS 7090                                      

93-100 points = A                             

83-92 points = B                               

73-82 points = C                               

63-72 points = D                               

 

 

Course Evaluation Descriptions:

1.     Daily written assignments will be written applications/illustrations/examples of selected topics and may be reflective in nature.  The purpose of this assignment is to ensure student tracking and comprehension of material covered in class.

2.     Daily group exercises will be group or individual activities, which may result in informal presentations and applications.

3.     Daily participation will be in the form of student discussion and contribution to group learning.

4.     The presentations will be in teams of two students per group.  The team will design a “teaching event” choosing any topic and any andragogical method preferred.  It will be taught to the rest of the cohort as “students.”  Then, the team will administer an assessment based on or chosen from the Angelo & Cross handbook.  The team will tally the assessment and provide feedback to the “class,” along with anticipated changes based on the comments in the assessments.

   

 

Attendance and Participation:

 

The classroom experience has proven to be enriched through student participation.  Additionally, it is not at all uncommon that students learn as much from each other as from the instructor, especially when the participation flows from informed students who have not only read assigned material but are eager to share educational, professional, and life experiences.  To that end, our learning environment will be greatly enhanced by a thorough reading and study of assigned class materials and any supplemental materials students have read that are pertinent to our subject matter and wish to share with the class.  To help students prepare, specific reading assignments for specific class sessions will be given well ahead of time.  EVERY student has something valuable to contribute, and every student’s voluntary participation will make our class more enjoyable and informative.  As teachers yourselves, you know the value of stimulating critical thinking in your students and encouraging reflection.  This class provides a wonderful opportunity for you to be on the other side of the desk and participate as you would wish every one of your students to participate in your classes.