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Redesigning a course (and syllabus)

Redesigning a course (and syllabus). Sharon Hargus TA workshop, Sept 2008. True or false?. The first time you teach a particular class it is harder and more time consuming than subsequently. Answer: Yes and no.

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Redesigning a course (and syllabus)

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  1. Redesigning a course (and syllabus) Sharon Hargus TA workshop, Sept 2008

  2. True or false? • The first time you teach a particular class it is harder and more time consuming than subsequently.

  3. Answer: Yes and no • Yes, less time: preparing for class takes less time (for lessons that went well) • No, at least as much time: improvements or replacements to lectures that didn’t go well

  4. What always takes time • lecturing--time spent in the class • testing and grading • office hours and appointments outside of office hours • e-mail • packaging of information delivered to students

  5. Changes in technology in my lifetime • 1986: dittomasters • ca. 1988: xerox machine in dean’s office • ca. 1990: dept’s own xerox machine • 1993: UW bought me my first computer • 1990s • overheads and/or xeroxed handouts (small classes) • overheads (large classes) (copies filed at the library for students to check out) • late 1990s • .ppt slides and web management • Font updates apx. every 3 years (very time-consuming)

  6. No shortage of material • After teaching a class several times, the problem is usually what to leave out • Usable vs. unusable content • may be hard to empathize with students who know nothing

  7. Time management • What can eat up class time, unexpectedly • too many questions. take questions only at certain times during lecture? • changing from take-home to in-class exams • work in groups

  8. Teaching the next time • Save those scraps of paper that have your plan for the day on them; e.g. from 451 • collect homework • citation and reference format in linguistics • more on epenthesis and deletion • Tibetan numbers • generative vs. structural phonology • continue reading ch. 5

  9. Good to include • 2-minute overview/review at the beginning of the day • helps communicate the big picture

  10. Syllabus sections • (from my 451 syllabus) • Class web site • Course description • Learning goals • Requirements and grading. This section can never be too detailed. Point  grade conversion a good idea • Readings • Administrative details • Topics covered (sequence of topics) • Schedule (daily) • References

  11. What do we teach? • Teaching students what you think they should know or? • Teaching what is easy to test students on • Dave and anthro

  12. Summary • In redesigning a course • be aware of where class time can go • small changes can have big consequences • notes from last time will help • don’t try to pack too much in • (ethical consideration) teaching important material vs. easy evaluation

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