Course Homepage: http://www.astro.washington.edu/larson/Astro500/
W 3:00-4:50 (depends on credits attempted) - PAA A216
Instructor: Ana M. Larson, PhD, Senior Lecturer
Office: C335 PAB Phone: 685.7856 Office Hours: by appointment
Email: larson at astro . washington . edu
See also: Course Calendar
As motivated, high achieving individuals, graduate students generally have not had many problems learning how to study, how to relate to their instructors, how to succeed in academia. Once in graduate school, they may find the tables turned--they will become the instructors. They will have a classroom full of students, usually in a quiz section, and they will be expected to help these students learn the material and succeed in the course. How well will these graduate students transfer their experiences as a student into effective teaching? Too often teachers teach the same way they were taught, and way too often this means passive instruction via lecturing. There is no question as to what research has shown: Passive lecturing is the WORST way to help others learn the material, not to mention boring for the instructor if he or she lectures quarter-after-quarter.
After getting their doctorate, and if pursuing even a short-term career in academia, these former students will be asked to teach. In general, a tenured-track position will require between 25 and 100% of one's time teaching courses. The following is taken from Academic Human Resources on Promotion and Tenure Documentation:
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The candidate is also expected to describe briefly his/her significant teaching and service contributions. A description and critical evaluation should be given of the candidate's teaching, research, and service. This statement should address not only the significance and quality of the candidate's scholarship and teaching but also the importance of the role which he/she is expected to play in the department and the College in the future. This documentation [of teaching effectiveness] should include five items: 1) a list of all courses taught at the UW, with dates; 2) a list of graduate students supervised, with student name, thesis topic, degree, dates, and the faculty member's committee role (chair or member); 3) student assessment of teaching (all student teaching evaluations since collegial assessment of teaching date of last promotion should be included); 4) collegial assessment of teaching; 5) an analysis of the complete teaching record by the chair and, if possible, a departmental committee. |
My goal for this quarter is to show each of you how much there is to teaching effectively and how to become a better instructor. I want to pass along the challenges that occur every time a teacher walks into a classroom. Relating to students and instilling in them a small piece of the excitement we feel in our study of astronomy is just the start. We want them to leave the quarter better prepared to counter misconceptions in astronomy, to be informed consumers, to vote for funding for NASA, NSF, and other support sources for research. I cannot turn you into full-fledged teachers-that would take a couple of years and lots of practice. I am not going to insist that you follow certain methods; each of us comes with a unique background and a unique set of skills. One personality does not fit all in teaching, just as it doesn't in any other field. But, what I do want to do is to pass along what research and practice have shown to be the most effective way to help students learn.
Seminar in the preparation of lecture and workshop materials with emphasis on demonstration, visual aids, and the evaluation of students' progress. Credit/no credit only.
Students can expect to get a solid foundation for teaching undergraduates, a foundation that they can use to continue to build their teaching expertise. This foundation will include basic course content (syllabus, selection of a text, assessments), including opportunities for active participation and group work, lecturing techniques, evaluating student progress, helping students learn, and designing and implementing learning objectives. Since this course is now variable credit, you may attain only some of the course goals; hopefully, the important ones.
Expect to take an active part during each class period, working together. Students should expect to have lots of reading and thinking; application of what is learned in class to section teaching; preparation of a syllabus, teaching portfolio, lecture, exam, and related exercise.
After completion of this course, depending on the number of credits you are going for, the student will have
At the completion of this course, depending on the number of credits you opted for, you will have a notebook with:
In addition to the reading and general preparation for class discussions, we have a few additional assignments:
Additional minor assignments will be added as we proceed through the quarter.
The course is graded credit/no credit. Show up, participate, do the reading and any assignments, and you get credit. I've not had anyone try for the "no credit" option.
Royse, David, Teaching Tips for College and University Instructors A Practical Guide, Allyn & Bacon, Needham Heights, MA, 2001 (Offers a more comprehensive, more detailed guide to teaching, geared towards the instructor rather than the TA.)
These books are available in my personal library:
Plus more.
See course calendar.