AND LEARNING

http://dmc.utep.edu/weber/His%20Teaching/index.htm

HISTORY 6320              SPRING 2006

Dr. RONALD J. WEBER

rweber@utep.edu         747-6512        Liberal Arts, Rm 233

MOST TEACHERS TEACH AS THEY WERE TAUGHT 

 IF TEACHING IS TO BECOME A PROFESSION, TEACHERS MUST APPLY WHAT IS KNOWN ABOUT LEARNING TO THE TEACHING-LEARNING PROCESS

Course Philosophy

The function of this class is to engage doctoral history students during their academic training in order to consider the elements and results of good practice in the teaching and learning of history at the college level. From the start it is assumed that the desired outcome of all college teaching is student learning. This class is dedicated to that principle. Student learning is not improved merely by the development of the instructor's presentation style. Rather, student learning is the result of realistic goals, effective planning and practiced presentation, student effort, and thorough assessment with feedback to the students.

Course Objectives

This course will seek (1) to advance present knowledge about the effective teaching and learning of history; (2) inform graduate students of ways to develop more dynamic college classrooms; (3) to assess the place of scholarship in college teaching; (4) to aid future teachers in the development of a philosophy of teaching; (5) to consider the most effective means to assess student learning in history classes; and (6) to guide graduate students in the development of effective history courses, presentations, lessons, and discussions.

Course Requirements

   All students will be required to complete the assigned reading, to participate in regular discussions and to lead discussions

          between seminar participants and the professor.

   Seminar students must seek out a faculty mentor in addition to Dr. Weber. Seminar

           students will observe and evaluate in writing their mentor's teaching. In turn, mentors

           will observe and evaluate in writing each seminar student's classroom practices and

           presentations in at least one class. Evaluations should be abased upon the Seven Principles

           of Good Practice of Chickering and Gamson. Both evaluations shall become part of

           the each student's personal academic/teaching portfolio.            

   By the end of the course all students will develop a philosophy of teaching as the basis

           of their personal academic/teaching portfolio. 

   Every student must complete at least one teaching demonstration before a regular undergraduate

           college class. In addition every student must complete two 5 minute micro- teaching demonstrations

           to members of the seminar. 

   By the end of the course all students will develop a complete class on any topic they choose

           including a syllabus, reading assignments and assessment activities. Each student will in turn

           post their course on WebCT for the evaluation of the professor.

   In the course of their teaching practice during the semester each student will design at least

          one method to assess undergraduate learning, apply it in the classroom, and evaluate its results,

          then provide feedback to the students, along with a written evaluation to participants in the

          seminar and the seminar professor. Written evaluation of the assessment results will become

          part of the personal academic/teaching portfolio.

   Every student must observe and evaluate the regular class presentation of at least one of their

           fellow seminar students. Written evaluations of student teaching to be included in both the

           observed student and the student evaluator's academic/teaching portfolio.

   Every student must attend at least two CETaL presentations and provide a written explanation

          of how to utilize the presentation material in the classroom. Evaluations must be included in

          the academic/teaching portfolio.

   By the end of the semester, all students will develop a personal academic/teaching portfolio,

           including a complete syllabus for a course they have taught or plan to teach. Portfolios must

           include an evaluation of the faculty mentor's class, a self evaluation of the student's performance

           in a class they have taught or assisted in, along with a self-evaluation of his/her performance in

           this seminar. (This will be the final, graded class project.)  

Guidelines for Teaching Demonstrations

   Each student will engage a fellow student partner. Partners shall observe and 

           evaluate each other's total teaching practice. Each student partner will present 

           a written evaluation of their observations to the seminar to be included in the

           academic/teaching portfolio.  

   Each student should plan and personally conduct at least one college level class 

           evaluated in writing by Dr. Weber, their faculty mentor, and their student partner.

           Evaluations shall be included in the personal academic/teaching portfolio.  

   All written and oral teaching evaluations must be based upon how effectively the 

           seminar participant or teacher implemented the Seven Principles of Good Practice 

           in his/her teaching demonstrations. (cf. Chickering and Gamson, 1987) 

Since a great deal of the work in this class requires precise 

  scheduling between students, professor, and other members 

           of the faculty late work will not be allowed.  

Required Texts

Course Schedule