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COM 50200-01 Course Schedule (subject to change)

Fri Aug 25
Introduction to the course, each other, the subject matter, and the graduate program; The personal nature of teaching
• Special guest: Dr. Michelle Kelsey Kearl, Interim Director of Graduate Studies
• Read Filene pp. 1-12 and 122-133, Palmer 1997, Rehm 1996, and Pierce 2016
• Fri Aug 25 is last day to add and last day for regular audit – Sun Aug 27is last day to drop for full refund and without a W on your transcript
Fri Sept 1
What is good teaching?  What can communication research tell us about it?
• Read Chickering & Gamson 1987, Worley, et al 2007, Frymier, 2012, Myers 2012, and Houser 2012
• Teaching Observation Assignments and Critical Reflection Assignments Distributed
Fri Sept 8
Relating to students
• Read Filene Ch 2 and Ch 9, Plax and Kearney 1999, Pytlak and Houser 2014, Myers 2013 and materials from IPFW Dean of Students
Fri Sept 15
Today we start at 12:15 pm
How does learning happen?
• Read Cashin 1979, Kiewra 2002, Myers & Goodboy 2014, Sivnicki 2005,  Reiner & Willinghan 2010, and Titsworth 2012
Fri Sept 22
No Class -Rosh Hashana
Fri Sept 29 No Class - Campus Advisor Training
Fri Oct 6
Lecture; Conducting Midterm Evaluations
• Read Filene Ch 5, Cashin 2010, and Middendorf and Kalish 1996; Graduate Student Instructor Teaching Resource Center 2014; Perlmutter 2011; and Mallouf, et al 2015
• Teaching Observation 1 Due
Fri Oct 13
Today we start at 12:15 pm
Active learning
• Read Filene Ch 7, Michael 2007, Millis 2002, Millis 2010, Millis 2012, and internet resources on Classroom Assessment Techniques to be provided
Fri Oct 20
Discussion
• Read Filene Ch 6, Cashin 2011, and re-read Rehm 1996.
• Critical Reflection 1 Due
• Lesson Plan and Video of Microteaching, Self Evaluation, and Peer Evaluation Assigned
Fri Oct 27
Course design I and Writing teaching philosophy statements
• Read Filene Ch. 3 and Ch 4, Thompson 2007, Korn 2012, internet resources on teaching philosophy statements to be provided, and the CELT model syllabus
• Course Portfolio and Teaching Philosophy Assignments Distributed
• F 10/28 is the last day to withdraw
Fri Nov 3
Course design II
• Read Fink 2005
• Teaching Observation 2 Due

Fri Nov 10
Evaluating and grading students
• Read Filene Ch 8, Clegg & Cashin 1986, Cashin 1987, Andrade 2005, Gooblar 2014, and Jenkins 2015
Fri Nov 17 Videotaping your microteaching
Fri Nov 24
No Class – Thanksgiving
Fri Dec 1
Assumptions about teaching and learning
• Read Nelson 2010 and DiPietro 2012
• Critical Reflection 2 Due
Fri Dec 8
 Portfolio and teaching philosophy workshop
• Video of Microteaching and Self-Evaluation Due
• Polished First Drafts of Course Portfolio and Statement of Teaching Philosophy Due
Mon Dec 11
• Final Drafts of Course Portfolio and Statement of Teaching Philosophy Due, 12:30 p.m.

References

Andrade, H. G. (2005).  Teaching with rubrics: The good, the bad, and the ugly.  College Teaching, 53, 27-30.

Cashin, W. E. (1979).  Motivating students. (IDEA Paper, no. 1). Manhattan, KS: Center for Faculty Evaluation and Development in Higher Education, Kansas State University.  Retrieved from http://www.theideacenter.org/sites/default/files/Idea_Paper_01.pdf

Cashin, W. E. (1987).  Improving essay tests. (IDEA Paper, no. 17). Manhattan, KS: Center for Faculty Evaluation and Development in Higher Education, Kansas State University.  Retrieved from http://www.theideacenter.org/sites/default/files/Idea_Paper_17.pdf

Cashin, W. E. (2010). Effective lecturing. (IDEA Paper, no. 46). Manhattan, KS: The IDEA Center.  Retrieved from http://www.theideacenter.org/sites/default/files/IDEA_Paper_46.pdf

Cashin, W. E. (2011). Effective classroom discussions. (IDEA Paper, no. 49). Manhattan, KS: The IDEA Center.  Retrieved from http://www.theideacenter.org/sites/default/files/IDEA_Paper_49.pdf

Chickering, A. W., & Gamson, Z. F.  (1987, Mar.)  Seven principles for good practice in undergraduate education.  AAHE Bulletin, 3-7.

Clegg, V. L., & Cashin, W. E.. (1986).  Improving multiple-choice tests. (IDEA Paper, no. 16). Manhattan, KS: Center for Faculty Evaluation and Development in Higher Education, Kansas State University.  Retrieved from http://www.theideacenter.org/sites/default/files/Idea_Paper_16.pdf

DiPietro, M.  (2012).  Millenial students: Insights from generational theory and learning science.  To Improve The Academy, 31, 161-176.

Frymier, A. B.  (2012, May).  Instructor immediacy  (Translating Research into Instructional Practice series).  Washington, DC: National Communication Association.  Retrieved from http://www.natcom.org/Secondary.aspx?id=118

Fink, L. D.  (2005). A self-directed guide to designing courses for significant learning.  Norman, OK: Instructional Development Program, University of Oklahoma.  Retrieved From http://www.deefinkandassociates.com/GuidetoCourseDesignAug05.pdf

Gooblar, D.  (2014, Oct. 8).  Why I don't like rubrics.  Vitae.  Retrieved from https://chroniclevitae.com/news/742-why-i-don-t-like-rubrics

Houser, M. L.  (2012, August).  Instructor use of affinity-seeking strategies  (Translating Research into Instructional Practice series).  Washington, DC: National Communication Association.  Retrieved from http://www.natcom.org/Secondary.aspx?id=118

Graduate Student Instructor Teaching Resource Center, University of California at Berkeley (2014).  Conducting a midterm evaluation.  Retrieved from http://gsi.berkeley.edu/gsi-guide-contents/improve-intro/conducting-a-midterm-evaluation/

Jenkins, R.  (2015, June 22).  Conquering mountains of essays.  The Chronicle of Higher Education.  Retrieved from http://chronicle.com/article/Conquering-Mountains-of-Essays/231063

Kiewra, K. A. (2002).  How classroom teachers can help students learn and teach them how to learn.  Theory Into Practice, 41(2), 71-80.

Korn, J. H.  (2012).  Writing and developing your philosophy of teaching.  In Buskist, W., & Benassi, V. A. (Eds.).  (2012).  Effective college and university teaching: Strategies and tactics for the new professoriate(pp. 71-79).  Thousand Oaks, CA: Sage.

Malouff, J. M., Reid, J., Wilkes, J., & Ashley J. Emmerton, A. J. (2015) Using the results of teaching evaluations to improve teaching: A case study of a new systematic process. College Teaching, 63(1), 3-7.

Michael, J. (2007). Faculty perceptions about barriers to active learning. College Teaching, 55(2), 42-47.

Middendorf J., & Kalish A. (1996).  The “change-up" in lectures.  The National Teaching and Learning Forum, 5(2), 1-4.

Millis, B. J. (2002). Enhancing learning — and more! — through cooperative learning. (IDEA Paper, no. 38). Manhattan, KS: The IDEA Center.  Retrieved from http://www.theideacenter.org/sites/default/files/IDEA_Paper_38.pdf

Millis, B. J. (2010). Promoting deep learning. (IDEA Paper, no. 47). Manhattan, KS: The IDEA Center.  Retrieved from http://www.theideacenter.org/sites/default/files/IDEA_Paper_47.pdf

Millis, B. J. (2012). Active learning strategies in face-to-face courses.  (IDEA Paper, no. 53). Manhattan, KS: The IDEA Center.  Retrieved from http://www.theideacenter.org/sites/default/files/paperidea_53.pdf

Myers, S. A.  (2012, April).  Instructor communicator style  (Translating Research into Instructional Practice series).  Washington, DC: National Communication Association.  Retrieved from http://www.natcom.org/Secondary.aspx?id=118

Myers, S. A.  (2013, May).  Classroom environment  (Translating Research into Instructional Practice series).  Washington, DC: National Communication Association.  Retrieved from http://www.natcom.org/Secondary.aspx?id=118

Myers, S. A., Goodboy, A. K. & Members of COMM 600 (2014).  College student learning, motivation, and satisfaction as a function of effective instructor communication behaviors. Southern Communication Journal, 79(1), 14-26.

Nelson, C. E.  (2010).  Dysfunctional illusions of rigor: Lessons of scholarship of teaching and learning.  To Improve the Academy, 28, 177-192.

Palmer, P. J. (1997, Nov./Dec.)  The heart of a teacher: Identity and integrity in teaching.  Change, 29(6), 14-21.

Perlmutter, D. D.  (2011, Oct. 30).  How to read a student evaluation. The Chronicle of Higher Education.  Retrieved from http://chronicle.com/article/How-to-Read-a-Student/129553/

Pierce, J. B. (2016, Aug. 29).  Notes for a new faculty member.  The Chronicle of Higher Education.  Retrieved from http://www.chronicle.com/article/Notes-for-a-New-Faculty-Member/237610

Plax T. G., & Kearney, P. (1999).  Classroom management: Contending with college student discipline.  In A. Vangelisti, J. Daly & G. Friedrich (Eds.), Teaching communication: Theory, research, and methods (2nd ed.) (pp. 269-296). Mahwah, NJ: Erlbaum.

Pytlak, M. A., & Houser, M. L. (2014).  Because I'm the teacher and I said so: GTA use of behavior alteration techniques to establish power and credibility in the college classroom. Western Journal of Communication, 78(3), 287-309.

Rehm, J. (1996). Sorting out experience: Stephen Brookfield on critically reflective teaching. The National Teaching and Learning Forum, 5(2), 5-7.

Riener, C., & Willingham, D. (2010). The myth of learning styles. Change, 42(5), 32-35.

Svinicki, M. D. (2005). Student goal orientation, motivation, and learning. (IDEA Paper, no. 41). Manhattan, KS: The IDEA Center.  Retrieved from http://www.theideacenter.org/sites/default/files/Idea_Paper_41.pdf

Thompson, B. (2007).  The syllabus as a communication document: Constructing and presenting the syllabus.  Communication Education, 56, 54-71.

Titsworth, S.  (2012, June).  Instructor clarity (Translating Research into Instructional Practice series).  Washington, DC: National Communication Association.  Retrieved from http://www.natcom.org/Secondary.aspx?id=118

Worley, D., Titsworth, S., Worley, D. W., & Cornett-DeVito, M.  (2007).  Instructional communication competence: Lessons learned from award-winning teachers.  Communication Studies, 58, 207–222.

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Last Updated: 15 August 2017

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