ToP Course Schedule (Spring 2023)
Schedule for ToP Group Meetings: PY 695: Monday 2:30 PM (GP 155)
Assignments are listed below. However, I may ask you to do additional assignments during the semester. Should changes become necessary, I’ll notify you by email or at our weekly group meetings.
Course Preparation
Bernstein, D. A. (1997). Reflections on teaching introductory psychology. In R. J. Sternberg (Ed.), Teaching introductory psychology: Survival tips from the experts (pp. 35-47). Washington, DC: American Psychological Association.
Polick A. S., Cullen, K. L. & Buskist, W. (2010, September). How teaching makes a difference in students' lives. APS Observer, 23, 31-33.
Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass. (Note that this book is available in the main office. Please see Robin to check it out. It may be checked out overnight.)
(pp. 3-20): Designing or revising a course
(pp. 21-36): The comprehensive course syllabus
(pp. 491-496) Holding office hours
(pp. 497-503): E-mail, text messages, and instant messages
(pp. 37-47): First days of class
(pp. 278-289): Motivating students
Sana, F. Weston, T., & Cepeda, N. J. (2013). Laptop multitasking hinders classroom learning for both users and nearby peers. Computers & Education, 62, 24-31.
Polick A. S., Cullen, K. L. & Buskist, W. (2010, September). How teaching makes a difference in students' lives. APS Observer, 23, 31-33.
Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass. (Note that this book is available in the main office. Please see Robin to check it out. It may be checked out overnight.)
(pp. 3-20): Designing or revising a course
(pp. 21-36): The comprehensive course syllabus
(pp. 491-496) Holding office hours
(pp. 497-503): E-mail, text messages, and instant messages
(pp. 37-47): First days of class
(pp. 278-289): Motivating students
Sana, F. Weston, T., & Cepeda, N. J. (2013). Laptop multitasking hinders classroom learning for both users and nearby peers. Computers & Education, 62, 24-31.
Resources for Creating Your Course and Constructing Your Syllabus
UA guidelines for syllabus construction. Required and suggested elements of course syllabi.
Blackboard tutorials. Instructions for setting up and using the University's online course support software.
Sample PY 101 course contract. One way to ensure that students read the syllabus and understand the course requirements is to have them submit a signed course contract. Here's an example.
Guidelines for critical thinking in psychology. Many instructors emphasize the development of critical thinking skills in their teaching. Carol Wade developed this set of guidelines for students.
Plagiarism tutorial for students. The University of Southern Mississippi's online tutorial. Students may print a certificate of completion.
Blackboard tutorials. Instructions for setting up and using the University's online course support software.
Sample PY 101 course contract. One way to ensure that students read the syllabus and understand the course requirements is to have them submit a signed course contract. Here's an example.
Guidelines for critical thinking in psychology. Many instructors emphasize the development of critical thinking skills in their teaching. Carol Wade developed this set of guidelines for students.
Plagiarism tutorial for students. The University of Southern Mississippi's online tutorial. Students may print a certificate of completion.
Course Schedule
Jan. 1: Assignment: Send a draft of your syllabus to me as an e-mail attachment. Team teachers: Send a draft agreement of responsibilities.
Jan. 11: First day of your PY 101 course. Deadline for posting PY 101 syllabus on the Office of Institutional Research & Assessment's (OIRA) site.
Jan. 9: Preparing for the First Class Day (2:30 PM; GP 155)
Assignment 1: Be prepared to (a) identify themes in the course preparation articles that affected how you are approaching your PY 101 course, (b) discuss plans for your first PY 101 class meeting.
Lectures & History of Teaching of Psychology; Online/Hybrid Teaching Approaches
Assignment 2: Be prepared to offer answers to the following questions: How do you decide what to present when covering a particular chapter? What tips did you pick up about creating a lecture? What are some techniques for beginning a class? What advice about delivering a lecture did you find helpful? What are some problems associated with using “weak language?”
Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass.
(pp. 135-147): Preparing to teach the large-enrollment course
(pp. 148-156): Delivering a lecture
(pp. 157-161): Explaining clearly
(pp. 162-167): Personalizing the large-enrollment course
(pp. 259-272): Helping students learn
(pp. 48-51 only): Classroom conduct and decorum
Middendorf, J., & Yandell, S. (2002). Replacing weak language with strong: Transforming your teaching persona. National Teaching and Learning Forum, 11, 7-9.
Weir, R. (2012, March 21). YouTube to the rescue. Inside Higher Education. Retrieved November 28, 2012 from http://www.insidehighered.com/advice/2012/03/21/essay-how-use-youtube-teaching-tool.
Assignment 3: Read the articles below and be prepared to identify points in the Buskist and Prentice-Dunn articles that are noteworthy to you.
Buskist, W. (2013). Preparing the new psychology professoriate to teach: Past, present, and future. Teaching of Psychology, 40, 333-339.
Prentice-Dunn, S. (2006). Supervision of new instructors: Promoting a rewarding first experience in teaching. Teaching of Psychology, 33, 45-47.
Jan. 16: Martin Luther King Day; no class
Jan. 18: Last Day to Add a Course or Drop a Course without a Grade of "W"
Jan. 23: Tests and grades
Assignment: Prepare at least one question for discussion that is based on the readings.
Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass.
(pp. 362-374): Quizzes, tests, and exams
(pp. 375-389): Allaying students' anxieties about tests
(pp. 390-400): Multiple-choice and matching tests
(pp. 401-408): Short-answer and essay tests
(pp. 409-418): Grading practices
McBurney, D. H. (1999). Cheating: Preventing and dealing with academic dishonesty. In B. Perlman, L. I. McCann, & S. H. McFadden (Eds.) (1999). Lessons learned: Practical advice for the teaching of psychology (pp. 213-217). Washington, DC: American Psychological Society.
Gurung, R. A. R., & McCann, L. I. (2011, April). How should students study? Tips, advice, and pitfalls. APS Observer, 24. Retrieved may 3, 2011 from http://www.psychologicalscience.org/index.php/publications/observer/2011/april-11/how-should-students-study-tips-advice-and-pitfalls.html
Jan. 30: Discussions and groups
Assignment: Be prepared to discuss: What is active learning? Why should we use active learning techniques in the classroom? What helpful advice did you get about asking questions and conducting discussions? How can you make use of King's critical thinking questions? Provide examples of how think-pair-share, minute papers, and small groups can be used in your teaching. What are the advantages and disadvantages of using a team-based approach to learning? How can you incorporate active learning in online/hybrid courses?
“Don’t tell students what you can show them, and don’t show them when they can do it themselves”. (Barbara Davis)
Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass.
(pp. 97-105): Leading a discussion
(pp. 106-111): Encouraging student participation in a discussion
(pp. 112-117): Online discussions
(pp. 118-126): Asking questions
(pp. 127-132): Fielding student questions
(pp. 207-213): Informal groups
(pp. 222-228): Case studies
(pp. 290-297): Informally assessing students' learning
Yoder, J. D., & Hochevar, C. M. (2005). Encouraging active learning can improve students' test performance on examinations. Teaching of Psychology, 32, 91-95.
Richmond, A. S., & Hagan, L. K. (2011). Promoting higher level thinking in psychology: Is active learning the answer? Teaching of Psychology, 38, 102-105.
King, A. (1995). Critical thinking question stems.
King, A. (1993). Think-pair-share.
Informal writing activities. Written in class, may be shared.
Team-based learning: Group work that works. A 12-min video from the University of Texas that explains the fundamentals.
Feb. 6: Student writing and critical thinking
Assignment: Be prepared to identify suggestions that you think are valuable in each of the following areas: Creating written assignments, scoring written assignments, and preventing plagiarism. In addition, identify a "take-home point" from the Drabick et al. article on brief, in-class writing assignments. Suggest how Wade's critical thinking guidelines might be used in teaching. (Bring calendar to schedule consultation meeting the week of Oct. 6)
Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass.
(pp. 314-324): Designing effective writing assignments
(pp. 325-334): Evaluating students' written work
(pp. 349-354 only): Plagiarism
Drabick, D. A. G., Weisberg, R., Paul, L., & Bubier, J. L. (2007). Keeping it short and sweet: Brief, ungraded writing assignments facilitate learning. Teaching of Psychology, 34, 172-176.
Avoiding plagiarism . Clearly explains plagiarism, provides guidelines for avoiding it, and offers side-by-side examples of passages correctly and incorrectly written.
Wade, C. (1997). Critical thinking guidelines.
Feb. 13: Ethical issues in teaching; Diversity, Equity and Inclusion in the Classroom
Assignment: Prepare at least one question for discussion that is based on the readings.
Keith-Spiegel, P., Whitley, JR., B. E., Perkins, D. V., Balogh, D. W., & Wittig, A. F. (2001). Ethical dilemmas confronting graduate teaching assistants: Issues and cases. In L. R. Prieto & S. A. Meyers (Eds.), The teaching assistant training handbook: How to prepare TAs for their responsibilities (pp. 133-147 only). Stillwater, OK: New Forums Press.
Schwartz, H. L. (2009, September 28). Facebook: The new classroom commons? Chronicle of Higher Education. Retrieved October 14, 2009 from http://chronicle.com/article/Facebook-The-New-Classroom/48575/
Keith-Spiegel, P., Whitley, Jr., B. E., Balogh, D. W., Perkins, D. V., & Witting, A. F. (2002). Afterword: Prevention and peer intervention. In The ethics of teaching: A casebook (2nd ed., pp. 260-265). Mahwah, NJ: Lawrence Erlbaum Associates.
Feb. 13-27: Assignment: Peer observations
1. Attend two classes, each one taught by a different colleague.
2. Write a 1-2 page summary of your observations.
3. Send (via e-mail attachment) copies to the instructor and me.
Feb. 13-27: Assignment: Consultation preparation
Read Consultation information
Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass.
(pp. 472-480): Video recordings and classroom observations
1. Record your class using your laptop's camera and Panopto, Zoom, or recording software (e.g., QuickTime or iMovie).
2. Review your video. Optional: You may want to use the checklist on pp. 473-477 of the Davis textbook to guide your viewing.
3. Administer the 25-item evaluation form to your class. Take scantron response sheets to Testing Services (Houser Hall, Suite 2000) for scoring.
4. Pick up the summary printout from Testing Services.
5. Administer a narrative evaluation form to your class (also in the main office file cabinet).
6. Review the numerical and narrative evaluations from your PY 101 class. For the 25-item form, there are three primary dimensions.
7. Send me (via e-mail attachment) a summary of the themes in the student evaluations and your reaction to the video.
8. Give the video and evaluations to me. If possible, email any handouts or PowerPoint slides used in class on the day of the video. Schedule consultation appointment.
Advice: Try to record a “typical” class. Also, do not give evaluation forms immediately after an exam. I would also try to give the class the forms to complete either at the beginning of class or the middle (not the end).
Feb. 20: No Meeting
Feb. 27: Consultation (No group meeting; only individual appointments during this week) - we will schedule meeting the week of Sept. 21)
Mar. 3 (11:59 PM): Deadline for posting required PY 101 midterm grades on myBama
Mar. 6: No Meeting
Mar. 13-17: Spring Break
Mar. 20: Assessment of teaching
Assignment: Be prepared to answer the following: (a) What aspects of your teaching can students and colleagues legitimately assess? (b) What general statement can be made about the validity of student ratings? What do you think is the biggest worry of instructors about student ratings? What does the evidence suggest? (c) Hundreds of studies have examined whether or not certain variables are related to student ratings. Do any of the findings surprise you? (d) What was noteworthy about the teaching philosophy statements that you read? What tips did you pick up on writing your own? (e) What is a presentation (i.e., teaching) portfolio? What elements do you think are important to include in a portfolio? (g) In your own words, what is a learner-centered college? What are some of the arguments for and against documenting student learning through learning outcomes and assessment?
Assignment: Be prepared to answer the following: You are on a search committee that is writing an ad for a new faculty position in your department. In addition to evidence of research productivity and promise, you want to assess applicants’ teaching effectiveness and potential. What will you ask them to submit?
Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass.
(pp. 461-471): Early feedback to improve teaching and learning
(pp. 534-550): Student rating forms
(pp. 481-488): Teaching portfolios
Teaching philosophy statements. A few examples from the many excellent teachers who have come through the ToP course: Rachel Baden, Joe Chandler, Brad Okdie, Martha Combs.
Montell, G. (2003, March 27). How to write a statement of teaching philosophy. Chronicle of Higher Education. Retrieved November 17, 2003 from http://chronicle.com/jobs/2003/03/2003032702c.htm
Learning outcomes matrix template. Note: Here is a structure for creating a matrix.
Sample learning outcomes matrix. Note: Here is Philip Gable's example of an outcomes and assessment matrix.
Sample learning outcomes matrix. Note: Here is Steve Prentice-Dunn 's example of an outcomes and assessment matrix.
Mar. 27-Apr. 10: Assignment: Self-evaluation of progress
1. (Optional) Record your class.
2. (Optional) Review your video. Optional: You may want to use the checklist on pp. 473-477 of the Davis textbook to guide your viewing.
3. Administer the 25-item evaluation form to your class using scantrons or via Blackboard. Take scantron response sheets to Testing Services (Houser Hall, Suite 2000) for scoring.
4. Pick up the summary printout from Testing Services.
5. Administer a narrative evaluation form to your class (also in the main office file cabinet).
6. Review the numerical and narrative evaluations from your PY 101 class. For the 25-item form, there are three primary dimensions.
7. Send me (via e-mail attachment) a summary of the themes in the student evaluations and your reaction to the video (if applicable).
Advice: If you decided to record your class, try to record a “typical” class. Also, do not give evaluation forms immediately after an exam. I would also try to give the class the forms to complete either at the beginning of class or the middle (not the end).
Mar. 27: High Impact Practices
Assignment: Write a 1-2 page summary of your teaching philosophy. It should be single-spaced, with double spacing between paragraphs. Send it to me as an e-mail attachment by 8:00 am on the day of your weekly group meeting.
Assignment: Be ready to discuss: Why should you think about what to do on the final day of the semester? What is your reaction to the article, “Inside the flipped classroom”? What points stand out from the article, “Big data on campus”? What are the benefits and disadvantages of moving learning outcomes out of the classroom?
Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass.
(pp. 531-532 only): Providing closure
Final day activity for PY 101 . Note: Here is a possible exercise for the last day of class.
Mangan, K. (2013, September 30). Inside the flipped classroom. Chronicle of Higher Education. Retrieved November 7, 2013 from http://chronicle.com/article/Inside-the-Flipped-Classroom/141891/
Perry, M. (2012, July 18). Big data on campus. New York Times. Retrieved July 25, 2012 from http://www.nytimes.com/2012/07/22/education/edlife/colleges-awakening-to-the-opportunities-of-data-mining.html?pagewanted=1&_r=1&hpw
Berrett, D, (2014, November 18).Now everything has a learning outcome. Retrieved November 20, 2014 from http://chronicle.com/article/Now-Everything-Has-a-Learning/149897/
Mar. 29: Last day to drop a course with a grade of W
Apr. 3: Transition from graduate student to PhD - Career Opportunities
Assignment: Prepare a question for discussion that is based on the readings.
Vernon, L. L. (2004). It's a wonderful life. In W. Buskist, B. C. Beins, & V. W. Hevern (Eds.), Preparing the new psychology professoriate: Helping graduate students become competent teachers(pp. 152-156). Syracuse, NY: Society for the Teaching of Psychology. Retrieved May, 5, 2009 from http://www.teachpsych.org/resources/e-books/pnpp/
Ghodsee, K. (2008, April 25). A research career at a liberal-arts college. Chronicle of Higher Education. Retrieved May 24, 2008 from http://chronicle.com/cgi-bin/printable.cgi?article=http://chronicle.com/weekly/v54/i33/33c00101.htm.
Nagpal, R. (2013, July 21). The awesomest 7-year postdoc or: How I learned to stop worrying and love the tenure-track faculty life. Scientific American. Retrieved March 30, 2015 from http://blogs.scientificamerican.com/guest-blog/2013/07/21/the-awesomest-7-year-postdoc-or-how-i-learned-to-stop-worrying-and-love-the-tenure-track-faculty-life/
Zakrajsek, T. (2007). Effective teaching when class size grows. APS Observer, 16. Retrieved December 13, 2007 from http://www.psychologicalscience.org/observer/getArticle.cfm?id=2169
Apr. 10: Final check-in and details for end of semester
Apr. 17: Self-evaluations of progress (Individual meetings during class time to discuss self-evaluations, end of semester, etc.)
Assignment: Come with your data and self-reflections to discuss progress
Apr. 21: Last Day for Examination and Extended Assignments before Final Exam
TBD: UA's SOI (Student Opinions of Instruction) online instructor/course evaluation becomes available on myBama. (Please inform your PY 101 students. In addition, please complete the evaluation form for PY 695.)
Apr. 24-28: "Dead Week" - no exams or extended assignments in preparation for final exams
Apr. 24: Meeting with upcoming TOP students
Apr. 28: Last Day of Classes
May 1-5: Final Exams
see link for schedule: https://registrar.ua.edu/academiccalendar/
May 9 (11:59 PM): Deadline for posting PY 101 course grades on myBama
Jan. 11: First day of your PY 101 course. Deadline for posting PY 101 syllabus on the Office of Institutional Research & Assessment's (OIRA) site.
Jan. 9: Preparing for the First Class Day (2:30 PM; GP 155)
Assignment 1: Be prepared to (a) identify themes in the course preparation articles that affected how you are approaching your PY 101 course, (b) discuss plans for your first PY 101 class meeting.
Lectures & History of Teaching of Psychology; Online/Hybrid Teaching Approaches
Assignment 2: Be prepared to offer answers to the following questions: How do you decide what to present when covering a particular chapter? What tips did you pick up about creating a lecture? What are some techniques for beginning a class? What advice about delivering a lecture did you find helpful? What are some problems associated with using “weak language?”
Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass.
(pp. 135-147): Preparing to teach the large-enrollment course
(pp. 148-156): Delivering a lecture
(pp. 157-161): Explaining clearly
(pp. 162-167): Personalizing the large-enrollment course
(pp. 259-272): Helping students learn
(pp. 48-51 only): Classroom conduct and decorum
Middendorf, J., & Yandell, S. (2002). Replacing weak language with strong: Transforming your teaching persona. National Teaching and Learning Forum, 11, 7-9.
Weir, R. (2012, March 21). YouTube to the rescue. Inside Higher Education. Retrieved November 28, 2012 from http://www.insidehighered.com/advice/2012/03/21/essay-how-use-youtube-teaching-tool.
Assignment 3: Read the articles below and be prepared to identify points in the Buskist and Prentice-Dunn articles that are noteworthy to you.
Buskist, W. (2013). Preparing the new psychology professoriate to teach: Past, present, and future. Teaching of Psychology, 40, 333-339.
Prentice-Dunn, S. (2006). Supervision of new instructors: Promoting a rewarding first experience in teaching. Teaching of Psychology, 33, 45-47.
Jan. 16: Martin Luther King Day; no class
Jan. 18: Last Day to Add a Course or Drop a Course without a Grade of "W"
Jan. 23: Tests and grades
Assignment: Prepare at least one question for discussion that is based on the readings.
Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass.
(pp. 362-374): Quizzes, tests, and exams
(pp. 375-389): Allaying students' anxieties about tests
(pp. 390-400): Multiple-choice and matching tests
(pp. 401-408): Short-answer and essay tests
(pp. 409-418): Grading practices
McBurney, D. H. (1999). Cheating: Preventing and dealing with academic dishonesty. In B. Perlman, L. I. McCann, & S. H. McFadden (Eds.) (1999). Lessons learned: Practical advice for the teaching of psychology (pp. 213-217). Washington, DC: American Psychological Society.
Gurung, R. A. R., & McCann, L. I. (2011, April). How should students study? Tips, advice, and pitfalls. APS Observer, 24. Retrieved may 3, 2011 from http://www.psychologicalscience.org/index.php/publications/observer/2011/april-11/how-should-students-study-tips-advice-and-pitfalls.html
Jan. 30: Discussions and groups
Assignment: Be prepared to discuss: What is active learning? Why should we use active learning techniques in the classroom? What helpful advice did you get about asking questions and conducting discussions? How can you make use of King's critical thinking questions? Provide examples of how think-pair-share, minute papers, and small groups can be used in your teaching. What are the advantages and disadvantages of using a team-based approach to learning? How can you incorporate active learning in online/hybrid courses?
“Don’t tell students what you can show them, and don’t show them when they can do it themselves”. (Barbara Davis)
Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass.
(pp. 97-105): Leading a discussion
(pp. 106-111): Encouraging student participation in a discussion
(pp. 112-117): Online discussions
(pp. 118-126): Asking questions
(pp. 127-132): Fielding student questions
(pp. 207-213): Informal groups
(pp. 222-228): Case studies
(pp. 290-297): Informally assessing students' learning
Yoder, J. D., & Hochevar, C. M. (2005). Encouraging active learning can improve students' test performance on examinations. Teaching of Psychology, 32, 91-95.
Richmond, A. S., & Hagan, L. K. (2011). Promoting higher level thinking in psychology: Is active learning the answer? Teaching of Psychology, 38, 102-105.
King, A. (1995). Critical thinking question stems.
King, A. (1993). Think-pair-share.
Informal writing activities. Written in class, may be shared.
Team-based learning: Group work that works. A 12-min video from the University of Texas that explains the fundamentals.
Feb. 6: Student writing and critical thinking
Assignment: Be prepared to identify suggestions that you think are valuable in each of the following areas: Creating written assignments, scoring written assignments, and preventing plagiarism. In addition, identify a "take-home point" from the Drabick et al. article on brief, in-class writing assignments. Suggest how Wade's critical thinking guidelines might be used in teaching. (Bring calendar to schedule consultation meeting the week of Oct. 6)
Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass.
(pp. 314-324): Designing effective writing assignments
(pp. 325-334): Evaluating students' written work
(pp. 349-354 only): Plagiarism
Drabick, D. A. G., Weisberg, R., Paul, L., & Bubier, J. L. (2007). Keeping it short and sweet: Brief, ungraded writing assignments facilitate learning. Teaching of Psychology, 34, 172-176.
Avoiding plagiarism . Clearly explains plagiarism, provides guidelines for avoiding it, and offers side-by-side examples of passages correctly and incorrectly written.
Wade, C. (1997). Critical thinking guidelines.
Feb. 13: Ethical issues in teaching; Diversity, Equity and Inclusion in the Classroom
Assignment: Prepare at least one question for discussion that is based on the readings.
Keith-Spiegel, P., Whitley, JR., B. E., Perkins, D. V., Balogh, D. W., & Wittig, A. F. (2001). Ethical dilemmas confronting graduate teaching assistants: Issues and cases. In L. R. Prieto & S. A. Meyers (Eds.), The teaching assistant training handbook: How to prepare TAs for their responsibilities (pp. 133-147 only). Stillwater, OK: New Forums Press.
Schwartz, H. L. (2009, September 28). Facebook: The new classroom commons? Chronicle of Higher Education. Retrieved October 14, 2009 from http://chronicle.com/article/Facebook-The-New-Classroom/48575/
Keith-Spiegel, P., Whitley, Jr., B. E., Balogh, D. W., Perkins, D. V., & Witting, A. F. (2002). Afterword: Prevention and peer intervention. In The ethics of teaching: A casebook (2nd ed., pp. 260-265). Mahwah, NJ: Lawrence Erlbaum Associates.
Feb. 13-27: Assignment: Peer observations
1. Attend two classes, each one taught by a different colleague.
2. Write a 1-2 page summary of your observations.
3. Send (via e-mail attachment) copies to the instructor and me.
Feb. 13-27: Assignment: Consultation preparation
Read Consultation information
Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass.
(pp. 472-480): Video recordings and classroom observations
1. Record your class using your laptop's camera and Panopto, Zoom, or recording software (e.g., QuickTime or iMovie).
2. Review your video. Optional: You may want to use the checklist on pp. 473-477 of the Davis textbook to guide your viewing.
3. Administer the 25-item evaluation form to your class. Take scantron response sheets to Testing Services (Houser Hall, Suite 2000) for scoring.
4. Pick up the summary printout from Testing Services.
5. Administer a narrative evaluation form to your class (also in the main office file cabinet).
6. Review the numerical and narrative evaluations from your PY 101 class. For the 25-item form, there are three primary dimensions.
7. Send me (via e-mail attachment) a summary of the themes in the student evaluations and your reaction to the video.
8. Give the video and evaluations to me. If possible, email any handouts or PowerPoint slides used in class on the day of the video. Schedule consultation appointment.
Advice: Try to record a “typical” class. Also, do not give evaluation forms immediately after an exam. I would also try to give the class the forms to complete either at the beginning of class or the middle (not the end).
Feb. 20: No Meeting
Feb. 27: Consultation (No group meeting; only individual appointments during this week) - we will schedule meeting the week of Sept. 21)
Mar. 3 (11:59 PM): Deadline for posting required PY 101 midterm grades on myBama
Mar. 6: No Meeting
Mar. 13-17: Spring Break
Mar. 20: Assessment of teaching
Assignment: Be prepared to answer the following: (a) What aspects of your teaching can students and colleagues legitimately assess? (b) What general statement can be made about the validity of student ratings? What do you think is the biggest worry of instructors about student ratings? What does the evidence suggest? (c) Hundreds of studies have examined whether or not certain variables are related to student ratings. Do any of the findings surprise you? (d) What was noteworthy about the teaching philosophy statements that you read? What tips did you pick up on writing your own? (e) What is a presentation (i.e., teaching) portfolio? What elements do you think are important to include in a portfolio? (g) In your own words, what is a learner-centered college? What are some of the arguments for and against documenting student learning through learning outcomes and assessment?
Assignment: Be prepared to answer the following: You are on a search committee that is writing an ad for a new faculty position in your department. In addition to evidence of research productivity and promise, you want to assess applicants’ teaching effectiveness and potential. What will you ask them to submit?
Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass.
(pp. 461-471): Early feedback to improve teaching and learning
(pp. 534-550): Student rating forms
(pp. 481-488): Teaching portfolios
Teaching philosophy statements. A few examples from the many excellent teachers who have come through the ToP course: Rachel Baden, Joe Chandler, Brad Okdie, Martha Combs.
Montell, G. (2003, March 27). How to write a statement of teaching philosophy. Chronicle of Higher Education. Retrieved November 17, 2003 from http://chronicle.com/jobs/2003/03/2003032702c.htm
Learning outcomes matrix template. Note: Here is a structure for creating a matrix.
Sample learning outcomes matrix. Note: Here is Philip Gable's example of an outcomes and assessment matrix.
Sample learning outcomes matrix. Note: Here is Steve Prentice-Dunn 's example of an outcomes and assessment matrix.
Mar. 27-Apr. 10: Assignment: Self-evaluation of progress
1. (Optional) Record your class.
2. (Optional) Review your video. Optional: You may want to use the checklist on pp. 473-477 of the Davis textbook to guide your viewing.
3. Administer the 25-item evaluation form to your class using scantrons or via Blackboard. Take scantron response sheets to Testing Services (Houser Hall, Suite 2000) for scoring.
4. Pick up the summary printout from Testing Services.
5. Administer a narrative evaluation form to your class (also in the main office file cabinet).
6. Review the numerical and narrative evaluations from your PY 101 class. For the 25-item form, there are three primary dimensions.
7. Send me (via e-mail attachment) a summary of the themes in the student evaluations and your reaction to the video (if applicable).
Advice: If you decided to record your class, try to record a “typical” class. Also, do not give evaluation forms immediately after an exam. I would also try to give the class the forms to complete either at the beginning of class or the middle (not the end).
Mar. 27: High Impact Practices
Assignment: Write a 1-2 page summary of your teaching philosophy. It should be single-spaced, with double spacing between paragraphs. Send it to me as an e-mail attachment by 8:00 am on the day of your weekly group meeting.
Assignment: Be ready to discuss: Why should you think about what to do on the final day of the semester? What is your reaction to the article, “Inside the flipped classroom”? What points stand out from the article, “Big data on campus”? What are the benefits and disadvantages of moving learning outcomes out of the classroom?
Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass.
(pp. 531-532 only): Providing closure
Final day activity for PY 101 . Note: Here is a possible exercise for the last day of class.
Mangan, K. (2013, September 30). Inside the flipped classroom. Chronicle of Higher Education. Retrieved November 7, 2013 from http://chronicle.com/article/Inside-the-Flipped-Classroom/141891/
Perry, M. (2012, July 18). Big data on campus. New York Times. Retrieved July 25, 2012 from http://www.nytimes.com/2012/07/22/education/edlife/colleges-awakening-to-the-opportunities-of-data-mining.html?pagewanted=1&_r=1&hpw
Berrett, D, (2014, November 18).Now everything has a learning outcome. Retrieved November 20, 2014 from http://chronicle.com/article/Now-Everything-Has-a-Learning/149897/
Mar. 29: Last day to drop a course with a grade of W
Apr. 3: Transition from graduate student to PhD - Career Opportunities
Assignment: Prepare a question for discussion that is based on the readings.
Vernon, L. L. (2004). It's a wonderful life. In W. Buskist, B. C. Beins, & V. W. Hevern (Eds.), Preparing the new psychology professoriate: Helping graduate students become competent teachers(pp. 152-156). Syracuse, NY: Society for the Teaching of Psychology. Retrieved May, 5, 2009 from http://www.teachpsych.org/resources/e-books/pnpp/
Ghodsee, K. (2008, April 25). A research career at a liberal-arts college. Chronicle of Higher Education. Retrieved May 24, 2008 from http://chronicle.com/cgi-bin/printable.cgi?article=http://chronicle.com/weekly/v54/i33/33c00101.htm.
Nagpal, R. (2013, July 21). The awesomest 7-year postdoc or: How I learned to stop worrying and love the tenure-track faculty life. Scientific American. Retrieved March 30, 2015 from http://blogs.scientificamerican.com/guest-blog/2013/07/21/the-awesomest-7-year-postdoc-or-how-i-learned-to-stop-worrying-and-love-the-tenure-track-faculty-life/
Zakrajsek, T. (2007). Effective teaching when class size grows. APS Observer, 16. Retrieved December 13, 2007 from http://www.psychologicalscience.org/observer/getArticle.cfm?id=2169
Apr. 10: Final check-in and details for end of semester
Apr. 17: Self-evaluations of progress (Individual meetings during class time to discuss self-evaluations, end of semester, etc.)
Assignment: Come with your data and self-reflections to discuss progress
Apr. 21: Last Day for Examination and Extended Assignments before Final Exam
TBD: UA's SOI (Student Opinions of Instruction) online instructor/course evaluation becomes available on myBama. (Please inform your PY 101 students. In addition, please complete the evaluation form for PY 695.)
Apr. 24-28: "Dead Week" - no exams or extended assignments in preparation for final exams
Apr. 24: Meeting with upcoming TOP students
Apr. 28: Last Day of Classes
May 1-5: Final Exams
see link for schedule: https://registrar.ua.edu/academiccalendar/
May 9 (11:59 PM): Deadline for posting PY 101 course grades on myBama