Class meets: MW
Professor: Steve Ponder, 203 Allen Hall. Office Hours: MW
2-3:30 and by appointment. Telephone:
This
seminar is intended for Ph.D. candidates and other Journalism and Communication
graduate students who are considering university teaching as a career. It
focuses on successful teaching as a professional activity and on the contexts
and characteristics of faculty life.
The
In addition to regular seminar attendance, J619
students should attend the periodic Apple Corps/Prof Power Lunch teaching
seminars presented in the
You
will be expected to attend class and to participate in discussions about
assigned reading materials and on topics related to the course. Teaching is a
collective activity, and you are encouraged to contribute your own experiences
and observations. Participation accounts for 20% of the final grade.
Essays: You will be expected to write and to discuss
in class two short essays (2-3 pages). Due October 6: A recollection and
critical analysis of the contribution of an outstanding teacher to your own
education, Due October 13: an essay that suggests your own teaching
philosophy. The second essay is intended to serve as an introduction to your teaching
portfolio, the major written work of the course.
Creating a syllabus: You
will be expected to create a prospective syllabus for an undergraduate course
that could be taught at the School or in a similar program. This also is intended to
become part of your teaching portfolio, showcasing your capabilities in
conceptualizing courses. A draft syllabus is due before class on October 27
and a final version on November 5.
A primary goal of the course is to begin a
career teaching portfolio that will serve as a documentary resource to support
your application for a teaching position or for promotion and tenure. This will
include your statement of teaching philosophy, a sample syllabus, a teaching vitae and other materials created in J619 and in
other classes. As additional documents become available, such as your lecture
and course evaluations, they also can be added. The compiled teaching
portfolio, with a table of contents, is due by
Present
a class lecture (30%)
You will be expected to give a guest
presentation in a large undergraduate course during the second half of the term.
Topics and scheduling must be arranged in consultation with the instructors
involved. Videotaping must be requested three to four weeks in advance through
the Teaching Effectiveness Program, which also will provide a confidential
analysis of your performance. You will need to e-mail Georgeanne Cooper
<gcooper.uoregon.edu>, director of TEP, as soon as you have confirmed the
date and time of the presentation and notified the instructors involved. See http://tep.uoregon.edu/services/videotaping/video.html
for more information.
After the lecture, you will be asked to review and
to self-evaluate the presentation in writing. The instructors involved also
will provide evaluations. A detailed plan for the guest lecture is due in J619 one
week in advance of the presentation. A separate instruction sheet on this
assignment will be available in class and on the website: http://www.uoregon.edu/~sponder/j619/Teaching.htm
For more tips on preparing and delivering a lecture,
see:
http://teaching.berkeley.edu/bgd/largelecture.html
http://teaching.berkeley.edu/bgd/delivering.html
These are chapters from Barbara Davis, Tools for Teaching
(see below), which is on reserve in the Knight Library.
The
Academic’s Handbook, A. Leigh Deneef and Craufurd D. Goodwin, eds., 3rd
ed. (
W.J. McKeachie and Marilla
Svinicki, Teaching Tips, 12th
ed. (Houghton Mifflin, 2006).
Both books are on reserve in the Knight
Library, as well as:
Barbara Gross
Other short readings will be assigned in class.
Supplemental readings: Joseph Lowman, Mastering the Techniques of Teaching
(Jossey-Bass, 1984).
The Academic Job Search
Handbook, 4th
ed. (2008)
The weekly Chronicle of Higher Education, <http://chronicle.com/>, which is available
both in the Duniway reading room in Allen Hall and in the Knight Library.
The Teaching Effectiveness
Program weekly advisory. To subscribe, send a message
to majordomo@lists.uoregon.edu,
no subject, and use this message:
subscribe teplist gcooper@uoregon.edu (use your complete
email address)
Course Calendar
(Subject to change by
in-class announcement or web page notices)
Week 1: September 29,
October 1
Topic: The role of teaching in higher education.
Read: The Academic’s
handbook, Preface, Part I: chapters 2-6. McKeachie’s Teaching Tips, Preface through Chapter 1. Web reading:
Kevin Carey, “Built to teach: What your alma mater could learn from
Assignment: Before
Week 2: October 6, 8
Topic: Creating a portfolio/Teaching resources
Read: McKeachie, Chapter 2.
Portfolio example: http://www.wsu.edu/provost/teaching.htm#INTRO
Portfolio overhead from class: http://www.uoregon.edu/~sponder/j619/PortfolioOH.htm
Writing Assignment: Due before class on Monday,
October 6: Write a 2-3 page recollection and critical analysis of a great
teacher in your education. What teaching techniques made her or him so
effective?
For discussion: Attend the School’s Apple Corps/Prof Power
Lunch teaching discussion on Wednesday,
Week 3:
Topic: Creating a climate for learning; the teaching life
Read: McKeachie,
Chapters 3-6, 26. See http://tep.uoregon.edu/resources/faqs/index.html
and http://tep.uoregon.edu/resources/newteach/intro.html
Writing assignment: Due before class on Monday,
October 13: Your personal statement of teaching philosophy.
For discussion: Attend a large-class lecture. Analyze the
content and presentation techniques to talk about in J619.
Week 4:
Topic: Designing courses and materials.
Read: Academic’s Handbook, Chapters 17-18, 21. McKeachie, Chapter 12-13.
See “Preparing or Revising a Course” and “The Course
Syllabus,” from Davis, Tools for Teaching:
http://teaching.berkeley.edu/bgd/prepare.html
http://teaching.berkeley.edu/bgd/syllabus.html
For discussion: Bring a syllabus from another course to
class.
Week 5:
Topic: Evaluating student work: examinations, grading
Read: McKeachie,
Chapters 7-9, 11.
Guest Lectures