The in-class assignments are completed by students during class, and the post-class assignments are due in the following class (unless otherwise noted). Additional resources for each of the assignments can be found in the Supplemental Materials section.
| SES # | TOPICS | IN-CLASS ASSIGNMENTS | POST-CLASS ASSIGNMENTS |
|---|---|---|---|
| 1 |
Introduction to the class Why this class? Short History of Teaching and Learning the American University |
Assignment A: What will teaching look like in the next 50 years? Assignment B: Discussion of Data from Saakar & Seymour. | Define Your Learning Goals. (PDF) |
| 2 | What we know about student learning in higher education | How can research inform your teaching? | Consider, in more detail, how you will apply the research on learning to your teaching. |
| 3 | Developing your teaching philosophy | Review and discuss the Teaching Philosophy Statements of others. | Draft your own teaching philosophy statement. (PDF) |
| 4 | Course Design & Planning: Planning Backward, Learning Outcomes & Strategic Teaching | Work collectively to construct a syllabus for a course outside of your discipline. | Complete the Strategic Teaching Template, and draft a syllabus for a course that you might teach. (PDF) |
| 5 | Teaching Methodologies: Part I - Lecturing | Characteristics of a Lecture. | Consider the characteristics of a lecture that make it effective. (PDF) |
| 6 | Teaching Methodologies: Part II - Active Learning, Why and How? | In small groups, discuss how you can take a topic you might teach and build in active learning opportunities to advance the learning outcomes associated with that topic. | Build active learning into Post-Class Assignment 5. (PDF) |
| 7 | What Can Nerds Learn from Actors? | Practice delivering a lecture being conscious of your presentation style, format and characteristics. (PDF) | |
| 8 | Designing Homework and Exam Questions | In pairs, analyze textbook problems to identify core concepts and cognitive levels. | In pairs, analyze textbook problems to identify core concepts and cognitive levels. (PDF) |
| 9 | Teaching Problem Solving | Work in pairs to analyze your own problem solving strategies and methods. | Analyze your problem-solving strategies, and consider how you will teach this strategy to others. (PDF) |
| 10 | Grading and Assessment | [No Post-Class Assignment] | |
| 11 | Teaching in a Multicultural Classroom | Post-Class Assignment 11. (PDF) | |
| 12 | Microteaching - Group #1 | ||
| 13 | Microteaching - Group #2 | ||
| 14 | Final Assignment | Please revise your teaching philosophy statement to reflect what you have learned this semester. Include a separate paragraph at the end (demarcated as such) that highlights any significant additions, subtractions, or revisions that you have made to your TPS. Due in final class session. |