TEACHING AT THE UNIVERSITY LEVEL Syllabus
Course Learning Objectives
Upon successfully completing this course, students will be able to:
- identify and describe their own teaching styles and learning styles
- describe the important contextual and motivational aspects of managing the “educational space” and teaching effectively
- design a university-level course, which includes development and/or selection of learning objectives, syllabus, lectures, participative learning activities, reading materials, and evaluation tools.
Course DescriptionProspective instructors explore and practice key skills, including course planning and development; lecture planning and delivery; discussion leading; evaluating students and courses; and maintaining positive interactions with students. Encourages students to articulate their own educational philosophy. Identifies and discusses characteristics and behaviors of exemplary teachers.
Additional Faculty Notes:
In this Teaching course, doctoral students and post-doctoral fellows have the opportunity to explore, discuss, and develop some of the skills central to the life of a university professor. Even outside of academia, doctorally-prepared professionals in public health, prevention, medicine, and administration are regularly called upon to teach professionals and advanced students. Confidence and experience as a teacher provide a resource in the challenging decisions about early career choices. These choices are also a topic in this course.
We use a combination of strategies, including lectures, discussions, small group activities, and interviews with exceptional teachers and departmental chairs, to explore scientific, philosophical and practical issues related to designing, developing, delivering, and evaluating a university-level course. We also explore how teaching fits in different careers and the importance of teaching expertise in the job search. This is an intensive, “hands on” course that required supportive and cooperative behaviors by all. At the completion of the course, students will have a professional Teaching Portfolio that serves as a thorough and well evaluated guide for teaching the course and that can be submitted in job application materials.
Intended Audiencedoctoral students in their second year or beyond, post-docs and fellows in all the JHMI institutions
Additional Faculty Notes:
Doctoral students (at least 2nd year), physicians, and post-doctoral fellows who recognize their potential career role as a teacher. Some students will pursue college or research university positions, others will work in public health, medical, or private research settings where they will also routinely be involved in teaching adults.
Methods of Assessment
Student evaluation is based on four written assignments involved in creating your own course, which form the basis for the final project, the Teaching Portfolio. Students develop their own course, present a brief teaching session, and work in a small group to evaluate assignments and give feedback to one another.
Additional Faculty Notes:
Grading Rationale: This course is, in essence, a self development course. You choose, design, and develop a the instructional materials you and the students will need, including course description and rationale, learning objectives, and the syllabus with the sessions, learning activities, evaluation plan. This become the core of your professional Teaching Portfolio. Developing the Teaching Portfolio involves a modest amount of expertise and a lot of passion about a topic that you want to teach to university undergraduate, graduate, or post-doctoral students. It is a creative process that builds on tenets of instructional design and those of cognitive science.
GRADES: Class participation is integral to the learning that occurs in this class. Your course development assignments are due weekly. Review and feedback to 2 other students on their assignments is due 4 times. Your course development assignments are Pass/Fail. However, 40% of the final course grade is based on class participation and the timeliness and quality of your feedback to your team and to your instructor. The final electronic version of the Teaching Portfolio accounts for 50% of course grade.
Additional Faculty Notes:
Required Course Materials: Textbooks: Nilson, L. (2010). Teaching at Its Best. 3rd Ed. Jossey-Bass: San Francisco, CA. , Kenneth (2004) What the Best College Teachers Do. Harvard University Press, Cambridge, MA. (Available used for about $20 from www.Amazon.com)
Please see the course Session for a full list of dates and items for this course.
Academic Ethics Code
Students enrolled in the Bloomberg School of Public Health of The Johns Hopkins University assume an obligation to conduct themselves in a manner appropriate to the University's mission as an institution of higher education. A student is obligated to refrain from acts which he or she knows, or under the circumstances has reason to know, impair the academic integrity of the University. Violations of academic integrity include, but are not limited to: cheating; plagiarism; knowingly furnishing false information to any agent of the University for inclusion in the academic record; violation of the rights and welfare of animal or human subjects in research; and misconduct as a member of either School or University committees or recognized groups or organizations.
All the materials for the Teaching at the University Level course can be found on this website.
In addition to Class Session materials, please take a look at the Course Web-Links and check out some of the websites. They provide conceptual models, examples of learning activities, and other materials that will be useful for you in designing your course.
I hope you find these materials useful and that you enjoy developing your own course and your teaching repertoire.
- What is this Thing We Do? - How People Learn - The Instructional Systems Design Process - Planning a Course - Planning and Delivering a Lecture - Promoting Active Learning through Class Discussion - Other Approaches to Active Learning - Traditional Approaches to Student Assessment - Non-traditional Approaches to Student Assessment - Phychological Safety in the Classroom - Course Evaluation and Revisions - Teaching Philosophy - Mentoring - Distance Education and Technology in Teaching - Professional Issues - Standards of Excellence and Best Practices
ASSIGNMENT SUBMISSION POLICIES
Submitting your written assignments: All assignments are due to your team and the instructor as an email attachment on the day each assignment is due in class. The portfolio is best submitted in hard copy but can be sent via email.
Your Name on Your Assignment: Include your name, phone number, and email address as a header on your written assignment in case there is need to contact you.
Your File Name: Your document filename should consist of your last name, underscore, title of assignment (e.g., Smith_Philosophy.doc).
Your Email Subject Line: Your email subject line should be your last name, assignment title (e.g., Smith, Philosophy).
Late Submissions: All assignments must be submitted by the due date listed on the Course Schedule.
Providing feedback to team members: Optimally you will provide constructive feedback to your team within 4 days of receiving the assignment. Submit feedback to your team and to the instructor via email.
Faculty Feedback: Faculty will review assignments weekly and team feedback weekly, but will not provide feedback weekly.
Lectures and Lecture Activities: The primary delivery of content is via lectures and informal class activities. We strongly encourage dialog and the exchange of ideas and information.
Guest Teacher Interviews: A major component of the course is discussions/interviews with guest teachers who are chosen because they are models of exemplary teaching practice in the School of Public Health or because they can speak to the issues of being a new faculty member. Students have the opportunity to ask questions of these faculty members to better understand their professional background, educational values, teaching styles and strategies, etc.
Readings: Required readings from the Kenneth Bain textbook are supplemented by optional readings at Websites listed in the Course-Related Links area of the Web supplement.
Assignments: Four major written assignments are designed to help you apply creativity, ingenuity and the knowledge that you gain during the course to the design and development of specific teaching and learning materials. All of these materials comprise, and culminate in, a teaching portfolio. Your work on these materials is primarily independent, but everyone works with an assigned “team” to mutually provide ongoing feedback.
Personal Introduction: In Session 1, each student will provide a verbal introduction in terms of background and teaching position he or she desires in the future.
Team Member: Each student will be on a team of 3. Your team will provide weekly review and constructive feedback on written assignments via email.
Informal Classroom Assignments: Throughout the course, we will engage in brief “thinking” exercises, either individually or as a group.
Interview Questions for Faculty : Students are expected to actively engage guest faculty to learn from them.
Cource Description and Objectives: Select a topic that you would like to teach someday (or that you feel you are likely to teach), and write a 75-125-word description of it, following the guidelines specified on the JHSPH “New Course Request” form in the Online Library. Then, identify your course goals and/or the course learning objectives, the major course content, the methods of evaluation, the percentage of the final grade for those course components that would be graded, and the course “atmosphere” that you want to develop and maintain during the delivery of the course. Submit via email to your team and course instructor.
Course syllabus and evaluation methods. The syllabus is the schedule and content of the class sessions. Ultimately it will include the assignments, including readings. Also describe the course evaluation and grading system. You may presume an 8-week, 3-credit unit course. This is a major assignment.Target length: 2-4 pages, single-spaced. Send as a Word document to your team and instructor via email.
Learning Activities and Readings. Develop at least three learning activities that you will use in your course. Provide a list of reading assgnments and other assignments by class. The assignments will ultimately be integrated into your syllabus. Send as a Word document to your team and instructor via email.
Take Indiana State University’s “Teaching Styles Inventory” (developed by Anthony Grasha) at http://stoic.ftr.indstate.edu/fcrcweb/tstyles3.html (alternate sites for the Grasha inventory are http://fcrcweb.ftr.indstate.edu/tstyles3.html and http://www.longleaf.net/teachingstyle.html; a similar teaching styles survey is at http://members.shaw.ca/mdde615/tchstylsquiz7.htm). The inventories help you evaluate your attitudes about instructional behavior. Note your results.
The Philosophy of Teaching Statement: This is typically the first piece in a teaching portfolio. It is a brief, reflective essay about your understanding of how students learn, how instruction can best assist that learning, and what actions you can take to facilitate such instruction. It may also include your teaching goals, your learning goals for students, and aspects of your teaching abilities that you would like to improve. The Web supplement has some links to websites about philosophy of teaching statements, for your perusal. Target length: 1 page, single-spaced. Send as a Word document to your team and instructor via email.
Teaching Portfolio: Assemble all the assignments for the course into an impressive final Teaching Portfolio by the last day of class. Update those assignments that you feel can be improved based on your team's feedback, faculty feedback, and your thoughts (your grade will take into consideration evidence that you’ve incorporated suggestions for revision). You may add any other components besides the required ones. Submit your Teaching Portfolio either in hard copy or via email to the instructor by the last day of the term.
General Goals and Course Objectives
General Goals - To create a class atmosphere of mutual respect and cooperation - To encourage students to gain insight about their teaching philosophy - To assist students in gaining a sense of identity as a teacher - To assist students in developing a course on a topic they might actually teach - To assist students in preparing all aspects of a course - To expose students to exceptional teachers and successful leaders - To activate students to seek mentors and plan for their job search - To assist students in developing a Teaching Portfolio.
Course Learning Objectives: Students successfully completing this course will be able to do the following: - Identify and describe their own teaching styles and learning styles - Describe the important contextual and motivational aspects of managing the “educational space” and teaching effectively - Design a university-level course, which includes development and/or selection of learning objectives, syllabus, lectures, participative learning activities, reading materials, and evaluation tools - Choose and use various technologies for teaching.
Disability Support ServicesIf you are a student with a documented disability who requires an academic accommodation, please contact Betty H. Addison in the Office of Student Life Services: firstname.lastname@example.org, 410-955-3034, or 2017 E. Monument Street.