SYLLABUS FOR X630 DOCTORAL TEACHING SEMINAR – FALL 1998

INDIANA UNIVERSITY SCHOOL OF BUSINESS

Teacher:

Craig W. Holden, Richard G. Brinkman Faculty Fellow and Associate Professor

Office:

BU 356C

Office Hours:

Formally, Friday, 11-12; informally, feel free to drop by any time!

Office Phone:

855-3383

Web Page:

www.kelley.iu.edu/finweb/holden.htm

COURSE DESCRIPTION

Welcome to the Kelley School’s interdisciplinary teaching seminar! This course will provide a foundation for your teaching experiences here at IU and teaching skills development to support your academic career. Specifically, I have set five goals for each student to obtain:

    1. gain exposure to a wide variety of teaching techniques,
    2. gain actual experience teaching using a variety of teaching techniques in a "safe" environment,
    3. design a course unit of a class that you are likely to teach,
    4. observe the teaching techniques of an outstanding teacher in your discipline,
    5. develop a tentative approach to teaching, including an underlying philosophy and a sence of why this approach is a good fit for you.

This is an experiential class in which you learn by doing. Some class sessions will provide discussions and demonstrations of various teaching techniques (such as using technology, generating class participation, collaborative learning, etc.). Other class sessions will provide an opportunity for you to teach a short segment ("MicroTeaching") and try out different teaching techniques to see what works for you. In summary, our approach will be the three "D"s: (1) Discussion, (2) Demonstration, and (3) Do it yourself.

HIGHLY RECOMMENDED TEXTBOOKS

These textbooks are "optional" in the sense that we will make little direct reference to them in class. However, they are highly recommended as preparation for the various teaching techniques that you will be preparing for your microteaching sessions. They are also excellent resources for you to reference throughout your career.

Teaching Tips: Strategies, Research, and Theory for College and University Teachers, Tenth Edition,

by Wilbert J. McKeachie

Tools For Teaching, by Barbara Gross Davis   

MICROTEACHING SESSIONS

Five of our class sessions are devoted to providing everyone with five microteaching opportunities. For one microteaching session, you are asked to lead a discussion and/or do an interactive lecture. For the other four microteaching sessions you are asked to pick any 4 teaching techiques out of the following list of 7 (or to propose your own technique): (1) use computer / communications technology, (2) generate class participation, (3) use collaborative learning, (4) do an assessment of student skills, (5) provide value-added (useful) knowledge and skills, (6) use alternative teaching styles (as defined by Grasha), and (7) use the case method.

COURSE OUTLINE

Week #

Date, Time,

and Room

 

Topics

Week 1

Sept. 4
  • Introductions and name techniques
  • Motivation
  • Syllabus, including "What Works"
  • Discussion and Interactive Lecture

Week 2

Sept. 11

Microteaching I: Discussion and/or Interactive Lecture

Week 3

Sept. 18
  • Details of Projects 1, Project 2, Notes Discussion Forum, and Final Exam
  • Teaching Evaluation – Four Factors, Tenure Record At I.U., Innovation vs. Execution
  • Changing Teaching Environment and Technology

Week 4

Sept. 25, 12:45-2:45

BU 200

Tour of Technology – Open to entire Kelley School

12:45 - 1:15 Videoconferencing, White-boarding, and

Shared Applications, Professor Len Jessup

1:15 - 1:40 Web Voting and Other Uses of the Web,

Professor Bob Jacobs

1:40 - 1:45 Break

1:45 - 2:10 Simulation: Virtual Shopping, Professor

Ray Burke

2:10 - 2:30 The Spreadsheet Platform for Analysis,

Professor Wayne Winston

2:30 - 2:45 Interactive Spreadsheet Modeling,

Professor Craig Holden

Week 5

Oct. 2, 12:00-3:00

BU 732

Class Participation (CP) – Joint With FTS

  • Professor Walt Blacconiere, Indiana University

Week 6

Oct. 9

Collaborative Learning – Joint With FTS

  • Professor Philip Cottell, Miami University

Week 6

Oct 9, 12:00-3:00

BU 732

Optional: Assessment and Grading – Joint With FTS

  • Professor Philip Cottell, Miami University
  • Professor Tim Baldwin, Indiana University

Week 7

Oct. 16

Microteaching II

Week 8

Oct. 23

Teaching Value-Added (Useful) Knowledge and Skills

  • Professors Craig Holden and Shanker Krishnan

Week 9

Oct. 30

Teaching Styles

  • Professor Tony Grasha, University of Cincinnati

 

 

Week 10

Nov. 6, 1:00-3:00

BU 108

Case Method – Joint With FTS

  • Professor Idie Kesner

Week 11

Nov. 13

Microteaching III

Week 12

Nov. 20

Microteaching IV

Week 13

Nov. 27

Thanksgiving Break

Week 14

Dec. 4

Microteaching V

Week 15

Dec. 11

Organization and Clarity

  • Professor Harvey Brightman, Regents Professor of Decision Sciences, Georgia State University

Week 2

Jan. 22, 12:00-3:00

Room = TBA

Optional: Fostering Critical Thinking

  • Professor Craig Nelson, Indiana University

GRADING

The course grade is based on:

Project

Points

Percent

Due Date

Microteaching – 5 sessions

100 points

25%

----

Project 1: Design a Course Unit for a Class You are Likely to Teach

60 points

15%

Oct 9

Project 2: Observation of the Teaching Techniques of an

Outstanding Teacher in Your Discipline

80 points

20%

Oct 30

Class Participation on September 18

8 points

2%

----

Out-Of-Class Discussion Forum using Lotus Notes

52 points

13%

----

Final Exam: "My Approach to Teaching: What I Do, What’s The Underlying Philosophy, and Why This Is a Good Fit"

100 points

25%

Dec 15

Total Points

400 points

100%

----

CLASS PARTICIPATION ON SEPTEMBER 18

Our class session September 18th will be the only general class session in which there will be an opportunity for class participation to be evaluated. I expect you to read the assignment in advance and contribute to the class discussion. Your class participation will be judged on the basis of the quality of the insight that you add to the discussion, not on the quantity of words that you say. After class on September 18th, I will record a class participation score for each student.

OUT-OF-CLASS DISCUSSION FORUM USING LOTUS NOTES

On September 18th, we will initiate an out-of-class discussion forum. This discussion will be conducted electronically in non-synchronous time using Lotus Notes. It will run for four weeks as a graded element of the class. After that if will be purely voluntary and ungraded, but a useful resource.

Given the wide diversity of Class Observation and MicroTeaching experiences, only the coursest assessment wil be made – they will be graded on a High pass, Pass, Low Pass scale with relatively few people likely to get High Pass or Low Pass scores

X630 DOCTORAL TEACHING SEMINAR – FALL 1998 -- HOLDEN

MICROTEACHING SESSIONS

Purpose

Microteaching is a teaching for a short period of time. It is designed to give you a realistic experience in a low-risk setting and detailed, constructive feedback.

Arrangements

The first microteaching will take place on September 11th. It is important that you be on time for that session, as walking in late cause you to miss instructions and/or disrupt a classmate’s teaching session. I will act ast the facilitator. The facilitator will review the directions, operate the videocamera, keep time, write an individual evaluation, and generally manage the overall process. Teaching sessions will be videotaped and each teacher will be given the videotape to take home for self-assessment.

There will be seven teaching sessions. Each group member will teach in one of them. Each teaching session will consist of:

  • A 12 minute teaching period – one group member teaches,
  • A 4 minute evaluation period – the other group members and the facilitator write individual evaluations, and
  • A 1 minute transition period – as people switch seats in preparation for the next teaching session.

Schedule (with one minute transitions between teaching sessions)

Round

Time

Activity

 

9:00 – 9:04

Facilitator reviews the instructions.

1

9:05 – 9:10

9:11 – 9:14

One person teaches.

Other group members and the facilitator write individual evaluations.

2

9:17 – 9:32

9:33 – 9:36

A second teaches.

Other group members and the facilitator write individual evaluations.

3

9:37 – 9:48

9:49 – 9:52

A third person teaches.

Other group members and the facilitator write individual evaluations.

4

9:53 – 10:04

10:05 – 10:08

A fourth person teaches.

Other group members and the facilitator write individual evaluations.

 

10:09 – 10:12

Break

5

10:13 – 10:24

10:25 – 10:28

A fifth person teaches.

Other group members and the facilitator write individual evaluations.

6

10:29 – 10:40

10:41 – 10:44

A sixth person teaches.

Other group members and the facilitator write individual evaluations.

7

10:45 – 10:56

10:57 – 11:00

A seventh person teaches.

Other group members and the facilitator write individual evaluations.

Preparation

  • Select a topic in your discipline that you can teach using the Discussion and/or Interactive Lecture technique to your fellow group members in 12 minutes. Carefully consider what learning objective(s) you can cover in 12 minutes.
  • Analyze your audience. Don’t pretend that they are undergraduates or MBAs. Rather, take into account the fact that your audience is doctoral students. What experiences and prior knowledge are they likely to have? What issues are they likely to be concerned with? How is your content similar to something that they might already know about? How is it relevant to their present or future lives?
  • BU 325 has a chalkboard and an overhead projector. If you want to use other equipment, special arrangements will need to be made. See me about this ASAP.
  • Practice your teaching program. It is especially important to fine-tune the timing. See how long "your part" runs and be sure to leave adequate time for audience response / participation. You may wish to set a "milestone" for where you want to be by a certain intermediate time and figure out how you will adjust if you are running ahead or behind.

During the 12 Minute Teaching Period

  • Feel free to rearrange the chairs or otherwise modify the environment before you talk. You may wish to "scope" out the room so that you are familiar with the environment.
  • Ignore the videocamera and focus on your teaching.

After the 12 Minute Teaching Period

Other group members and the facilitator will evaluate what they liked about your teaching and what could be improved. Each teacher will receive the evaluation sheets written by the other group members and by the facilitator, as well as the videotape of his or her teaching.

Instructions for the Self-Assessment Write-up

  • Study the evaluation sheets written by the other group members and by the facilitator and view the videotape of your teaching.
  • Write a self-assessment in which you address the following questions
  • Do any themes emerge from the evaluation sheets? Do any of your perceptions of aspects of your teaching differ from that of your fellow group members? Do you have additional observations that the group members did not have?
  • What do you feel were the primary strengths and weaknesses of your teaching?
  • How will you go about developing the area(s) of weakness and building on the areas of strength?
  • Submit your written self-assessment only, not the videotape.

Maximum Page Length (Including All Attachments): 2 pages.

Due Date: The next class session

Microteaching Evaluation Form

Teacher: _________________________

  1. What did you like about teaching you just observed?

 

 

 

 

 

 

  1. What do you think could be improved about the teaching you just observed?

 

 

 

 

 

 

  1. Was the pace too fast, too slow, or about right?

 

 

 

 

 

 

  1. Was the amount of participation generated too little, too much, or about right?

 

 

 

 

 

 

  1. Accounting for the fact that the teaching period was only 12 minutes long, how much did you learn about the topic?

 

 

 

 

 

 

  1. What other comments do you have?

 

 

 

 

X630 DOCTORAL TEACHING SEMINAR – FALL 1998 -- HOLDEN

FINAL EXAM: STATEMENT OF YOUR TEACHING PHILOSOPHY

Write a statement of your teaching philosophy based upon what you have learned-to-date and what your current thoughts are about teaching. There are many ways to construct such a statement and clearly it will be different for each individual. However, you may wish to consider articulating your overall teaching goals, stating what you think works in the classroom and why, defining what are your special strengths and skills, specifying what you assume about student motivation and behavior, etc., etc. The purpose is to get you to develop and formalize your knowledge of what you believe will be your individual teaching approach / style / methods.

Maximum Page Length: 3 pages.

Due Date: December 15th – Turn it in to me (BU 356C) or put it in my mailbox in BU 370.