IGS 630: Teaching in Higher Education
Instructor: Dr. Peter Arthur, Director Centre for Teaching and Learning
Phone: 250.807.9207
Course Description
Teaching at the undergraduate level is essential to the education of doctoral students. This course focuses on taking a scholarly approach to teaching and will encourage you to use pedagogically informed strategies of course design and implementation to bring about more effective teaching and learning. In the first term, learning experiences focus on preparation for the mentored teaching practicum in the second term of this course. Learners will develop course materials based on sound instructional design principles. In addition, students will develop teaching skills through practice micro-teaching, critical self-reflection, observation of experienced faculty and observation and constructive peer feedback on teaching episodes. Learners will also critically review selected literature. In the second term, you will complete a mentored teaching practicum under the supervision of a faculty member and attend bi-weekly debriefing sessions to discuss the successes and challenges encountered in the classroom.
By the end of this course, learners should be able to:
| LEARNING OUTCOMES | ASSIGNMENT (see below for details) |
| 1. Design a course, or part of a course, using sound principles of instructional design | Develop instructional Materials |
| 2. Challenge assumptions, think reflectively, and think critically about teaching and learning | Critique a scholarly teaching and learning article |
| 3. Use research in teaching as it applies to instruction in one’s field | Research and present instructional strategy |
| 4. Find, cite and critically reflect upon research studies and other literature bearing on major issues relating to university teaching | Critique a scholarly teaching and learning article |
| 5. Analyze the learner, context and course content | Develop instructional materials |
| 6. Write learning outcomes | Develop instructional materials |
| 7. Assess student learning | Develop instructional materials |
| 8. Conduct self and peer evaluations |
Observe and self-critique your teaching skills in microteaching sessions. Provide non-judgmental constructive feedback to your peers, Observe and critique the skills of experienced teachers in the classroom |
| 9. Use learning centered teaching strategies | Observe and self-critique your teaching skills in microteaching sessions |
| 10. Document teaching effectiveness | Develop teaching portfolio |
| 11. Articulate the values of their teaching approach i.e. teaching philosophy | Develop teaching portfolio |
| 12. Develop lesson plans based instructional design and learning principles | Develop instructional materials |
| 13. Use effective facilitation techniques | Observe and self-critique your teaching skills in microteaching sessions. |
TOPICS
TERM 1
Week 1 - Taking a Scholarly Approach to Teaching
Week 2 Creating a Teaching Portfolio - Developing your Philosophy of Teaching
Weeks 3, 4, 5, 6, & 7Instructional Design – Designing/Redesigning Term 2 Course
How Learners Learn? – Learning Theories
Front End Analysis – Learner, Context and Content Analysis
Writing Learning Outcomes
Assessment for Learning
Learning Centered Instructional Strategies
Assessing and Revising Instruction
Week 8 - Instructional Skills – Lesson Planning: Critical Lesson Elements
Week 9 - Microteaching I & Peer Feedback (Groups of 5)
Week 10 - Microteaching II & Peer Feedback (Groups of 5)
Week 11 - Scholarship of Teaching and Learning
Week 12 - First Class Success & Teaching as a Profession
TERM 2
Bi-weekly 60 minute debriefing sessions to discuss the successes and challenges encountered in the classroom.
Assignments
In the first term, you will:
1. Engage in practical class discussions and group activities,
2. Develop instructional materials for the course you are preparing to teach,
3. Keep a learning log to reflect on your teaching practice and materials,
4. Observe and self-critique your teaching skills in microteaching sessions,
5. Provide non-judgmental constructive feedback to your peers,
6. Observe and critique the skills of experienced teachers in the classroom,
7. Develop a teaching portfolio that provides evidence of your teaching excellence,
8. Research and present an instructional strategy
9. Critique a scholarly teaching and learning article
Readings
There is no required text for this course. During the course a variety of materials will be disseminated electronically through WebCT Vista and do not need to be printed.
Sample Readings:
Browne, M. N. & Freeman, K. (2000). Distinguishing features of critical thinking in classrooms.
Teaching in Higher Education 5(3), 301-309.
Center for Teaching and Learning (2004). Managing classroom conflict. Chapel Hill:
University of North Carolina
Gibbs, G. & Simpson, C. (2004). Conditions under which assessment supports students’ learning.
Learning and Teaching in Higher Education, 1, 3-31.
Trosset, C. (1998). Obstacles to open discussion and critical thinking. Change, 30(5), 44-49.
Smith, P.L. & Ragan, T.J. (2006). Instructional Design. New York: John Wiley & Sons.
Assessment
IGS 630 is a non credit course. Upon its completion you will receive note on your transcript indicating a Pass or Fail of the course.In the second semester, the supervisor and student work closely with debriefings occurring after lectures, evaluations, etc. The course instructor for IGS 630 will assign the pass/fail for this non credit course in consultation with the mentor and after reviewing teaching evaluations, etc.
Last reviewed 
4/11/2012 8:25:34 AM
