Pedagogy and Communication

Required Texts and Materials:

• Chesebro, J. L., & McCroskey, J. C.  (2002).  Communication for Teachers.  Boston , MA :  Allyn and Bacon.

• Dewey, J.  (1938).  Experience and education.  New York : Collier.

• Fassett, D. L., & Warren, J. T.  (2007).  Critical communication pedagogy.  Thousand Oaks , CA :  Sage.

•  Course Reading packet will be provided.

Course Description:

Graduate course in pedagogy that addresses philosophical, theoretical and practical issues faced by the beginning college instructor. 

Course Goals and Objectives:

The primary goal of this course is to provide instructional training and support for first year college instructors.  This course explores a combination of philosophical, theoretical and practical issues experienced by first year college instructors.  Thus, the following specific objectives will be achieved in this course:

q       Gain an understanding of students’ attitudes, behaviors, and motives.

q       Enhance teaching behaviors through clarity, immediacy, and communicator style. 

q       Move from theoretical to applied—putting theory into practice.

q       Develop a reflective understanding of your identity as an instructor.

Course Policies:

Access Policy

We will cooperate fully with the University’s Office of Disability Accommodation to provide reasonable accommodation to students who require help.  Students who wish to self-identity should register with the ODA no later than the second day of class. 

Firearms Policy

It is unlawful to bring firearms on the campus of the University—even if you hold a permit.

Extra Credit

Extra Credit will not be offered in this course.

Handing in Work

All written assignments must be typed and double-spaced unless otherwise specified.  Assignments, which do not follow these guidelines, will not be graded.  Page length guidelines are based on 12 point Times New Roman Font 1 inch margins expectation (So if you want to use Courier New add a few pages to the requirements). Think hard about self-presentation and impression formation as you put together your assignments. 

 Policy on Incompletes

An “Incomplete” will be award only in cases where 75% of the coursework has been completed AND the grade is warranted by an excuse (e.g., medical, military).  Inability to complete coursework in a timely fashion does not constitute an acceptable reason for requesting or receiving an incomplete. 

 Code of Student Conduct

All persons shall adhere to the Code of Student Conduct regarding academic dishonesty, including acts of cheating and plagiarism.

 Cheating. The willful giving or receiving of information in an unauthorized manner during an examination, illicitly obtaining examination questions in advance, using someone else’s work or written assignments as if they were your own, or any other dishonest means of attempting to fulfill a requirement of this course.

 Plagiarism.  The use of an author’s words or ideas as if they were your own without giving proper credit to the source, including but not limited to failure to acknowledge a direct quotation.  Exact wording from a source must be identified by quotation marks and citation of the author.  Concepts and ideas from sources should also be identified by citation of the author.  Rules for citing quotes and ideas can be found in the Publication Manual of the American Psychological Association, 5^th edition.

 Punishments for cheating or plagiarism range from a grade of ZERO points on the assignment in question to failure of the course.

Disclaimer 

This syllabus should not be construed as a binding contract between the instructor and the students.  The professor reserves the right to change any aspect of the course without notice.

Assignments:

Discussion Questions/ Participation: (Worth 100 points total for 10% of grade)

Each week you will be asked to answer a series of discussion questions.  Answers should be typed and will be handed in for credit.  While grades will be assigned to discussion questions, written answers to questions as well as clarifications during class discussion will be graded holistically as a form of participation credit. 

 Reaction Papers: (Each worth 100 points for 30% of grade)

Each of you will complete three reaction papers during the course of the semester. The goal of each paper is to apply the concepts or theory connected with the readings to your actual teaching experience or understanding of your identity as an instructor.  Each paper should be 3-4 pages (typed double spaced). 

 Teaching Evaluation Papers: (Each worth 75 points for 15% of grade)

You will complete two teaching evaluation papers (peer- and self-evaluation).  Each evaluation will include a focus on:

• Instructional Techniques- content, structure, use of examples
• Presentational Skills- rate, volume, eye contact
• Classroom Management-preview of material, transitions between topics, addressing questions regarding assignments, time management
• Classroom Climate- student-teacher interaction, nonverbal and verbal immediacy behaviors. 

Each evaluation should be 3-4 pages (typed double spaced).  Please videotape your class to complete self-evaluation paper—you must turn in your videotape as part of the assignment.                                                                   

Course and Assignment Development: (150 points for 15% of grade)

Please select a course you hope to teach in the future and prepare a syllabus including a detailed course schedule, two major assignments (with grading criteria/rubric), and one lesson from the course.  The lesson should include: lecture material for one week (prepare power points with notes or prepare lecture notes in outline format), activities for the lesson, and exam questions for the lecture material.  Additionally, you should include a reference page that includes all materials consulted including textbooks, previous syllabi, and assignments from courses.                

 Research Proposal and Presentation: (300 points for 30% of grade)

You will complete a research proposal on a topic related to instructional development.  The proposal will include: title page, abstract, introduction, literature review, rationale, research questions/hypotheses, proposed method, and references in APA format.  Each paper should be 12-15 pages (typed double spaced).  Each student will present his or her proposal to the class.                                                  

 Overall Grading Summary:

Final Grade Calculation:

900-1000                              A                    

800-899                                  B                    

700-799                                              C

600-699                       D

599 and below F