SYLLABUS
BSNS 7090
“BEST PRACTICES” IN COLLEGE TEACHING
3 CREDIT HOURS
FALL 2008
KENT SAUNDERS
INSTRUCTOR INFORMATION
INSTRUCTOR: Dr. Kent Saunders
OFFICE: Hardacre Hall 216
PHONE: (765) 641-4396
E-MAIL: ktsaunders@anderson.edu
HOMEPAGE: http://facultyweb.anderson.edu/~ktsaunders/
COURSE OBJECTIVE
This course will examine the evolving role of the professor in the teaching and learning process. You will be encouraged to explore and discover the most effective pedagogical approaches for your discipline and your classroom.
At the conclusion of the course, you will be able to:
1. Articulate clear, precise and meaningful learning objectives for courses taught in
your discipline.
2. Prepare quizzes, tests, and examinations that meaningfully test, measure, and
challenge student learning.
3. Develop appropriate syllabi for courses taught in your discipline such that course
objectives are clearly articulated, means of evaluation are clearly understood, and
all other pertinent course details are communicated to the student who is enrolled in
the course.
Additionally, during the course of the class meetings, you should develop an appreciation of your peer’s teaching methods and contemplate methods for assimilating some of those methods into your own teaching practices.
GRADE DETERMINATION
The focus of this course is not so much to complete assignments in order to get a high grade; but, rather to be exposed to alternative teaching techniques, to reconsider your own pedagogical methods, and to develop as a teacher. Grades will be based primarily on effort, participation, and critical reflection rather than satisfying a specific set of criteria. Your grade will be determined with equal weighting to the following three categories:
Syllabus Presentation:
Bring a rough draft copy of the syllabus for the course that you will be using for BSNS
7853: Teaching Practicum in Accounting or BSNS 7854: Teaching Practicum in Finance
and present it to the class. You should prepare a 10-minute presentation on what you
consider to be the unique/effective/ineffective aspects of your syllabus and allow 10-
minutes for questions.
Sample Course Presentation and Assessment:
Create a 20-minute presentation that would be a part of the course you are teaching for
BSNS 7853: Teaching Practicum in Accounting or BSNS 7854: Teaching Practicum in
Finance. Allow for 10-minutes for questions. You will also assess the other class member
presentations. The purpose of the presentation and assessment is to glean new presentation
techniques and learn how to improve your own presentation skills.
Class Participation:
You are encouraged to freely share your comments, questions, and ideas with the class
throughout the week. You are required to present a 20-minute journal article summary.
BEFORE CLASS PREPARATION
Bring copies of, or send to the class electronically, the rough-draft syllabus that you will discuss with the class on August 12th
Read the following papers for discussion on August 12th:
Seven Principles for Good Practice in Undergraduate Education
http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/7princip.htm
Teaching Methods and Assessment Techniques for the Undergraduate Introductory Finance
Course
http://facultyweb.anderson.edu/~ktsaunders/saundersfpe.doc
Find a recent journal article (from the Journal of Financial Education, Journal of Accounting Education, Journal of Education for Business, etc.) that you will present to the class on August 14th. In order to avoid duplication, let me know the title of your article before August 1st. Bring copies of the article or send to the class electronically. The purpose of the article presentations is to give the class a broad overview of what all is out there. Find something that is interesting to you.
Begin preparation of a 20-minute sample course presentation.
Bring with you the following chapters (you can read them ahead of time if you wish):
Chapters 8, 12, 19, 20 from Teaching Undergraduate Economics: A Handbook for Instructors
by William B. Walstad and Phillip Saunders, McGraw Hill.
Introduction and
Conclusion from Teaching as an Act of
Faith: Theory and Practice in
Church –Related Higher Education edited by Arlin C. Migliazzo, Fordham.
SAUNDERS’ TEACHING PHILOSOPHY
I enjoy
teaching and helping people learn. I have experience teaching introductory
classes, advanced undergraduate classes, and graduate classes in Finance,
Economics and Statistics. I find it rewarding to teach at all levels ranging
from the introductory student to the graduate student.
In my
classroom, I try to foster an environment where students feel free to bring up
questions. When students can see how the time value of money, demand/supply
analysis and marginal analysis can be used to address everyday questions, their
interest in financial economics becomes aroused. I have noticed that once
students see how the basic methods of analysis work for them as an individual,
their desire to learn how to apply the tools of financial economics to broader
questions soon follows.
As part
of my teaching method, I use specific, real world examples including
interactive simulation games to bring the tools of financial economic analysis
to life. When students use “hands on” activities to learn the material they can
see the applicability of financial economics in the real world. I make a
conscious effort to present material in a variety of ways. I use small group
activities, student presentations, overhead transparencies, videotapes, the
Internet, computer applications that include Microsoft Excel and PowerPoint,
and guest speakers.
In terms
of student assessment, I try and use a variety of methods. I have in-class and
outside-of-class assignments that are graded. Outside of class assignments allow
me to assess student’s ability to work in teams, writing ability, research
skills, computer applications, and computational skills. In-class assignments
allow me to assess presentation skills and the ability to work under pressure.
I make a conscious effort to integrate my Christian faith explicitly in all of my classes. Sometimes we begin class by reading and discussing at scripture passages. Sometimes I offer students the opportunity to write a biblical integration essay and read it to the class for extra credit. These exercises also allow student's to share their perspective and make their own connections between their faith and the course content.
In taking
one of my courses, I hope students will develop a new way of looking at the
world. I hope to give them the basic tools that will allow them to understand
opportunities that exist and the consequences of their decisions. I hope to
provide students with a better understanding of how the world works and how
their decision making influences, and is influenced by, surrounding society.
DAILY SCHEDULE: TUESDAY, AUGUST 12TH
GENESIS 2:1-2
Review syllabus
Syllabus presentations 1 through 4
Break
Syllabus presentations 4 through 8
Lunch
EXODUS 20:8-11
Syllabus presentations 9 and 10
Syllabus discussion: new ideas, cheating policy, dropping tests, attendance policies
Break
Finance and Accounting objectives similarities and differences discussion
Discuss the following paper:
Seven Principles for Good Practice in
Undergraduate Education
Discuss the following paper:
Teaching
Methods and Assessment Techniques for the Undergraduate
Introductory Finance Course
Teaching methods and assessment techniques discussion:
Simulations (www.capsim.com, http://game.marketwatch.com/Home/default.asp)
Debates (http://www.dushkin.com/takingsides/)
Case Studies
Videos
Guest Speakers
Fieldtrips
Student presentations (handout assessment form)
Group projects
Homework:
Chapter 8 from Teaching Undergraduate Economics and Handout
DAILY SCHEDULE: WEDNESDAY, AUGUST 13TH
LEVITICUS 25:35-43
Guest Presenter: Phil Saunders on learning theory
Break
Guest Presenter: Phil Saunders on instructional objectives
Lunch
Top 10 Proverbs on Economic Justice
Teaching goals inventory worksheet (handout)
Course content discussion
Break
Publishing outlets and resources (handout)
6:00 to 8:00
Dinner at the Saunders House
Homework:
Read your journal article and Chapter 19 and 20 from Teaching Undergraduate Economics
DAILY SCHEDULE: THURSDAY, AUGUST 14TH
MATTHEW 6:19-24
Article presentations 1 through 4
10:00 to 10:15
Break
Article presentations 5 through 8
Lunch
MARK 2:23-28
Article presentations 9 through 10
Ethics discussion:
Ethics vignettes handout
Wall Street handout and film clip
Break
Test construction and specification matrices (handouts)
Motivation discussion: trading cards, top-ten lists, comics, video clips
Homework:
Chapter 12 from Teaching Undergraduate Economics
DAILY SCHEDULE: FRIDAY, AUGUST 15TH
8:30 to 10:15
ACTS 4:32-37
Lecture presentations 1, 2, and 3
10:15 to 10:30
Break
10:30 to 12:00
Lecture presentations 4 and 5
Lunch
1:15 to 3:00
I TIMOTHY 6:6-10
Lecture presentations 6, 7, and 8
3:00 to 3:15
Break
3:15 to 4:30
Lecture presentations 9 and 10
Homework:
Read Teaching as an Act of Faith: Introduction and Conclusion
DAILY SCHEDULE: SATURDAY, AUGUST 16TH
I JOHN
Lecture discussion
Faith integration discussion (Teaching as an Act of Faith)
God’s Economy handout
Break
Discuss teaching plans for the fall
Homework:
Prepare for BSNS 7853: Teaching Practicum in Accounting or BSNS 7854: Teaching
Practicum in Finance