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TEACHING
IN HIGHER EDUCATION
(3 US CREDITS = 6 ECTS)
Syllabus June-July 2016
I. General information:
Facilitators:
Assoc. Prof. Konstantinos Giakoumis, Ph.D.; Enila Cenko, Ph.D.
Office:
Conference Room
Phone:
+ 355 4 45 12345
Email:
kgiakoumis@unyt.edu.al
Office hours:
Fridays, 15.00-17.00
Class Schedule:
Fri., 17.30-20.30, Sat., 09.00-12.00 (from June 03 July 8, 2016)
TURNITIN Class ID: 12798821
Enrollment Password: THE@3
II. Prerequisite courses:
III. Recommended textbook: This course is designed as to expose the students to a variety of
teaching tools, techniques and methods; therefore there is no one specific textbook for the
course, however the following are recommended as guide.
Angelo, T. A. & Cross, K. P. (1993). Classroom Assessment Techniques: A Handbook for
College Teachers (2nd ed.). San Francisco: Jossey-Bass Publishers. This is the sourcebook for
methods to find out what your students are thinking, what they understand and what they dont, and how they
feel about your class.
Astin, Alexander (1993). What Matters in College: Four Critical Years Revisited. San Francisco:
Jossey-Bass.
Bain, K. (2004), What the Best College Teachers Do, Boston: Harvard UP.
Barkley, E.F. (2010), Student Engagement Techniques. A Handbook for College Faculty, San
Francisco: Jossey-Bass.
Christensen, C. R. (1987). Teaching and the Case Method. Harvard Business School: Publishing
Division. This is a good review of the case discussion method.
Eble, K. E. (1976). The Craft of Teaching: A Guide to Mastering the Professors Art. San
Francisco: Jossey-Bass Publishers. Eble reflects on the profession of teaching and gives
practical advice for improving teaching effectiveness.
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Erickson, B. L., & Strommer, D. W. (1991). Teaching College Freshmen. San Francisco: JosseyBass Publishers. Erickson and Strommer discuss good teaching in general and many of the
issues which are particular to first-year students and their adjustment from high school to
college.
Fink, L.D. (2003), Creating Significant Learning Experiences. An Integrated Approach to
Designing College Courses, San Francisco: Jossey-Bass.
Furmann, B. S., & Grasha, A. F. (1983). A Practical Handbook for College Teachers. Boston:
Little, Brown and Company. Both a review of the research on teaching and very concrete
suggestions for improvement.
Gullette, M. M. (Ed.). (1982). The Art and Craft of Teaching. Cambridge, MA: HarvardDanforth Center for Teaching and Learning. In this collection of eight essays, experienced
teachers provide insights and practical advice for beginning teachers.
Grasha, Anthony (1996). Teaching with Style. Alliance Publishers. Outstanding resource.
Comprehensive, easy to use. This book is full of practical ideas on teaching and
explanations of how to. It also does a good job of linking concrete assignments or
exercises to the theories that support them.
Gross-Davis, B. (2009), Tools for Teaching, San Francisco: Jossey-Bass. Barbara Gross-Davis
presents excellent practical advice on college teaching, suggests several innovative
teaching strategies, and provides an overview of the research on many teaching issues.
Grunert O-Brien, J.M., Millis, B.J., Cohen, M.W. (2008), The Course Syllabus. An LearningCentered Approach, 2nd edition, San Francisco: Jossey-Bass.
Heinich, R., Molenda, M., & Russell, J. D. (1993). Instructional Media and the New
Technologies of Instruction (4th ed.). New York: Wiley. The book on choosing and using
media and technology in the classroom.
Hill, W. F. (1969). Learning through Discussion (Rev. ed.). Beverly Hills, CA: Sage
Publications. Especially helpful for learning how to structure and lead discussion sessions
effectively.
Indiana University Bloomington, Dean of the Faculties Office. (1986). Evaluation of Teaching
Handbook. Bloomington, IN: Author. A good starting place on teaching evaluation. Why
to do it and different sources: students, peers, self.
Kember, D., Ginns, P. (2012), Evaluating Teaching and Learning. A Practical Handbook for
Colleges, Universities and the Scholarship of Teaching, London: Routledge.
Lang J.M. (2008), On Course. A Week-by-Week Guide to Your First Semester of College
Teaching, Boston: Harvard University Press.
Lewis, K. G. (1993). The TA Experience: Preparing for Multiple Roles. Stillwater, OK: New
Forums Press. The proceedings of the third national conference on the training and
employments of graduate teaching assistants, this volume contains many useful articles
about graduate students teaching.
Lowman, J. (1984). Mastering the Techniques of Teaching. San Francisco: Jossey Bass
Publishers. An excellent introduction to university teaching. He stresses skills needed to
both present material and establish rapport with students.
McKeachie, W. J. (Ed.). (1999). Teaching Tips: A Guidebook for the Beginning College Teacher
(10th ed.). Lexington, MA: D.C. Heath and Company.
Morganroth Gullette, M. [ed.] (1984), The Art and Craft of Teaching, Boston: Harvard
University Press.
Sarkisian, E. (1990). Teaching American Students: A Guide for International Faculty and
Teaching Fellows. Harvard University, Danforth Center for Teaching and Learning. A
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clear, brief treatment of the assumptions which shape the American university classroom
and strategies for international teachers.
Seldin, Peter (2010). The Teaching Portfolio (4th ed.). San Francisco: Jossey-Bass. Seldin et al.
gives practical advice with lots of examples for creating a teaching portfolio.
Stevens, D.D., Levi, A.J. (2013), Introduction to Rubrics. An Assessment Tool to Save Grading
Time, Convey Effective Feedback, and Promote Student Learning, Stelring, VA: Stylus.
IV. Electronic resources:
1. Harvard Universitys Derek Bok Center for Teaching & Learning: A fine distillation of
years-long experience, research and experimentation the Centers website contains a
multitude of resources and advices for doctoral students and junior faculty.
http://bokcenter.harvard.edu/
2. Mentoring, Teaching and Learning at SUNY / ESC: The Center for Mentoring and
Learning works to enhance knowledge, deepen understanding and strengthen practical
skills of a community of learners and learner facilitators at SUNY/ESC. It provides
ongoing development with up-to-date scholarship and practice, information-sharing and a
platform for dialogue and collaboration. http://cml.esc.edu/#?q=home
3. University of Kansas, Center for Teaching Excellence: An fantastic open-source website
to support young and experienced teachers develop, improve and advance teaching
practices. https://cte.ku.edu/teaching-ku
V. Course description: This course is designed to equip doctoral fellows with the foundational
pedagogical knowledge and tools to become responsive and reflective teachers in higher
education. By modeling a variety of active learning strategies (cooperative learning, interactive
lecturing, discussion, critical thinking, role-playing, case-studies and problem-solving), we shall
facilitate exchanges on educational theory and practice. Teaching practice, discussion and
analysis shall propel students to explore and develop teaching skills that promote active and
transformational learning and appreciate how teachers choices influence student learning.
Doctoral fellows are to be immersed in a transformational learning environment. Anticipating
this, fellows should be prepared to be challenged, question assumptions and reflect on what they
learn beyond disciplinary boxes. Students are guided to appreciate the importance of reflective
teaching, the elements of course and curriculum design and the roles of teaching, learning,
academic teachers and students as agents of the learning paradigm.
VI. Course objectives: By the end of the course students should demonstrate critical ability in:
Articulating a statement of teaching philosophy.
Developing a course syllabus with critical awareness of the relations between the
courses significance to the curriculum, course content, course objectives and
methodology.
Applying active and transformational learning and practice strategies in designing lesson
plans.
Implementing lesson plans in a variety of active and transformational teaching methods.
Analyzing, contextualizing and managing classroom environments in relation to student
learning and teaching styles.
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10%
10%
20%
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C
CD+
D
DF
10%
20%
10%
10%
10%
73-76%
70-72%
67-69%
63-66%
60-62%
0-59%
I / 03.06.2016
Reading Assignment
INTRODUCTION
Course Content, Expectations and Requirements.
The concepts of teaching & learning. Learning Handouts.
experiences and Teaching Philosophy.
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Assignment Due
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III / 18.06.2016
IV / 04.06.2016
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IV / 10.06.2016
http://www.faculty.londondeanery.ac.uk/e-learning/setting-learningobjectives/Curriculum_design_and_development.pdf
2
http://www.infed.org/biblio/b-curric.htm
3
http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/currgde_generic/curguide_generic.pdf
4
http://www.pdx.edu/sites/www.pdx.edu.cae/files/media_assets/Howard.pdf
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Autobiography.
Lesson plan.
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Assessment of Teaching, for Teaching & McKeachie 1999, 331Learning Improvement and Quality Assurance. 359; Kember 2012, 85-99;
Gross Davis 2009, 459488 [Reader pages: 433470].
MODULE 3
Reflective Observation and Practice
X / 15.07.2016
The Art of Discussion Leading and Lecture. McKeachie 1999, 30-35;
Student Workshop 1: Reading as Active Gross Davis 2006, 55-94,
Learning. Student Workshop 2: Managing the 133-178. [Reader pages:
challenging class & student.
471-517].
XI / 16.07.2016 Student Workshop 3: Technology as a Morganroth 1984, 88-102;
Teaching Aid: Potential & Limitations. Gross Davis 2006, 431Student Workshop 4: Teaching essay-writing 458; Lowman 1984, 287in liberal arts curriculum.
312. [Reader pages: 518553].
In-Class Teaching Practice & Discussion
XII / 22.07.2016 In-Class Teaching Practice & Discussion
Seldin et al. 2010
GOOD LUCK
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Statement of
Teaching Philosophy
Out-of-Class PeerObservation
Teaching Portfolio
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LEARNING OBJECTIVES:
Developing critical awareness of the processes and content of critical and significant
learning.
Explore the expediency of different types of learning in real life.
Deliberate on and appreciate cultural elements impacting the quality and
meaningfulness of learning.
Critically reflect on how learning in life transforms into life-long learning process.
DIRECTIONS: Please write a brief personal autobiography of yourself as learner. The length of
the document should be ca. 1,000 words (2-3 pages). Please be prepared to share your
autobiography in class. In developing this document please bear in mind that, although a
descriptive part following chronological order might be inevitable, critical aspects related to the
type of learning (e.g. traditional / teacher oriented, experiential, active, transformational, etc.)
that proved more efficient in your case are very important. Please find below a list of questions
that could guide you in your reflection, prior to drafting your autobiography:
What were the moments / learning experiences we felt more engaged or distanced?
What does being an adult learner mean to you?
How have your learning experiences shaped your identity as adult learners?
What boundaries you had to cross and transformations to undergo to become an adult
learner?
What helped you in this process?
RESOURCES:
1. Droegkamp J. [ed.] (2013), Liberal Studies Handbook for Students.
http://www.uis.edu/liberalstudies/wpcontent/uploads/sites/39/2013/03/LIS_Handbook_2013.pdf, accessed in June 3,
2016.
2. Plakhotnik M.S., Delgado A., Seepersad R. (2006), Autobiographical Exploration
of Selves as Adult Learners and Adult Educators, paper presented at the
Midwest Research-to-Practice Conference in Adult, Continuing, and Community
Education, University of Missouri-St. Louis, St. Louis, MO, October 4-6, 2006.
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Droegkamp.pdf
Plakhotnik et al..pdf
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LEARNING OBJECTIVES:
Developing critical awareness of the relations between the courses significance to the
curriculum, course content, course objectives and methodology in the context of a course
syllabus.
Exploring active and transformational learning and practice strategies in designing a
course syllabus.
Planning to adjust to classroom environments in relation to student learning and teaching
styles.
Explore the uses of technology in classroom with critical awareness of how it can
enhance or detract from student learning.
Reflecting on the most appropriate formative and summative assessment tools measuring
quality of student learning and teaching effectiveness.
Developing critical awareness of the processes and content of critical and significant
learning.
Exploring the expediency of different types of learning in real life.
Deliberating on and appreciating cultural elements imparting the quality and
meaningfulness of learning.
Critically reflect on how learning in life transforms into life-long learning process.
DIRECTIONS:
1. Please write a detailed and rationalized syllabus to a real or hypothetical course you
wish to deliver in your academic careers. The syllabus should contain as many
constituent sections as you rationalize to be appropriate for the nature and the level of
the course, as well as the particularities of the anticipated group of students to attend it
and the institution where this course would be delivered.
2. The syllabus should be appended with a detailed rationale of your syllabus critical
constituents at the length of ca. 1,200-1,500 words (3-5 pages). While you may refer to
theory on teaching and learning, please remember that a syllabus is a rather
personalized instrument, whereby a faculty member, while inducing students to matters
of critical learning in the discipline, unveils personal convictions on teaching and
learning and utilizes own strengths.
ASSESSMENT CRITERIA: I regret I will be unable to assess the substantial part of your
syllabus, as I am a not an expert in your disciplines. This is not necessarily bad as you can
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thus get feedback from a non-expert who will focus on what subject-experts more often than not
pay little attention to: pedagogy!
The 20% of the assignments weight towards your final grade will be halved between your
syllabus and its rationale. In specific:
A. Course Syllabus: 10 points.
Criterion
1. The syllabus and its constituents present a logically flowing structure.
The structure is both easily discernible and logical.
The structure is logical but not easily discernible.
The structure is illogical.
2. The syllabus is sufficiently detailed without being overloaded.
The syllabus constituents are sufficiently detailed with all what
matters to students without overloading it with excess and
unnecessary details that make it overloaded.
The content is somewhere sufficiently and elsewhere
insufficiently detailed and/or appears somewhat overloaded.
Content is cumbersome.
3. Clarity of expression.
The set of ideas constitutes comprehensible statements.
Clarity of expression may somewhat fail.
The syllabus is incomprehensible.
4. Engaging and inviting in a personalized manner.
The syllabus emanates a professional and still personalized air of
interpersonal communication.
The syllabus is somewhat stylized and/or schematized.
The syllabus is disengaging or plagiarized.
5. User-Friendly formatting.
The syllabus is properly typed and spaced with justified margins.
Syllabus not quite formatted in a user-friendly manner.
The syllabus formatting is unattractive.
Points
0-2
2
1
0
0-2
2
1
0
0-2
2
1
0
0-2
2
1
0
0-2
2
1
0
TOTAL: __
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5-7
2-4
0-1
TOTAL: __
GRAND TOTAL
/ 20
ADDITIONAL FEEDBACK
1.
2.
3.
4.
Syllabus Constituents:
Sufficiency of Details:
Clarity:
Student-friendliness:
GENERIC FEEDBACK
RESOURCES:
1. Grunert O-Brien, J.M., Millis, B.J., Cohen, M.W. (2008), The Course Syllabus. An LearningCentered Approach, 2nd edition, San Francisco: Jossey-Bass.
2. Cf. our Course Pack on different aspects of the syllabus.
GOOD LUCK!
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Assignment 3
DESCRIPTION: Using the syllabus you have submitted as a compass, please select one of the
sessions indicated therein to develop a particular lesson plan. A lesson plan is a document that
sets out how a learning session will be conducted and the rationale behind this. Dead-Line: June
25, 2016.
LEARNING OBJECTIVES:
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9.
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activities planned for what in our course-pack is cited as the muddiest point of the lesson, as
well as how, at the end of the lesson, the learning objectives will be recapitulated ( point).
Mini-Lesson-Assessment Tools: Please indicate what (formative or summative) assessment tools
you will be using to assess whether or not the lessons learning objectives have been
successfully accomplished. This will help you determine how to adjust the following lessons
plan to repeat, reinforce or re-introduce learning objectives which at the end of the current
lesson were found to be unaccomplished (1 point).
Time Allocation Plan: Please detail here the flow of the lesson indicating the time you intend to
spend for each of its components (1 point).
Home Assignments: Please write what homework assignments you will be requiring your
students to do and why (i.e. indicating their learning objectives) ( point).
Contingencies: Please indicate here alternative plans to address the contingencies you can
anticipate might occur during the lesson ( point).
Course:
GRADE
TOTAL: __
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B.
Up to 4 pts.
Up to 4 pts.
E.
D.
GRADE
Up to 4 pts.
THE TEST.
1.
2.
3.
4.
C.
Student:
Up to 4 pts.
Rationale on the Appropriateness of the chosen testing and assessment tool for the specific
course:
1.
2.
3.
4.
Up to 4 pts.
TOTAL: __
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