Course Design seminar

Designing Your Own Course (16:186:856) was created to help students design and develop materials for a course which they might someday teach.

Topics to be covered include:

  • establishing learning goals
  • lecturing
  • class discussions
  • active learning
  • assignment design
  • assessment
  • setting course policies

This seminar:

  • is 0-credits
  • graded satisfactory/unsatisfactory
  • will appear on your transcript
  • will not incur additional fees

Class meets the first twelve weeks of the semester on Wednesdays from 4:30 to 6:30 p.m. on the College Avenue Campus.

Prerequisites: 

  • open to doctoral students only
  • at least two semesters of college teaching experience at Rutgers
  • OR
  • have taken  Introduction to College Teaching (16:186:855)

To request a special permission number, contact the TA Project with your name and RUID.

The Teaching Portfolio

In your first semester of teaching or serving as a TA, you should begin to collect materials for a teaching portfolio. A teaching portfolio provides a profile of you as a teacher. It is a solid collection of evidence detailing the effectiveness of your teaching and reflections on that evidence.

An increasing number of colleges and universities are using teaching portfolios to help them make hiring, tenure, and promotion decisions. A teaching portfolio can also help faculty members write reference letters for you, as they will be able to see exactly how and why you’ve been teaching and tailor their reference letters accordingly. While a teaching portfolio can help you get a job, it can also help with teaching awards and research grants. With time, a teaching portfolio will document the evolution of your teaching and will aid your personal and professional development.

For every course you teach, you should take notes that describe the course, how you taught it, and why you taught it the way you did. Gather syllabi, copies of any assignments you created, including exams and paper topics, and any handouts you made. Your portfolio should also include evaluations of your teaching. In addition to student ratings or evaluations, you can ask a faculty member to observe your class and write an evaluation. If you attend a workshop, take a course related to teaching, or participate in any other activities to improve your pedagogical skills, document it in your portfolio. Evidence of an interest in teaching and efforts to develop your teaching skills may make you stand out as a job candidate. The Center for Teaching Advancement & Assessment Research (CTAAR) have information on creating your teaching portfolio.

Teaching Portfolio workshop

As you prepare for an academic job search, you will need to develop a teaching portfolio. Attend this session to learn the best way to do so. Special attention will be given to writing your teaching philosophy.

Date: Tuesday, April 12
Time: 12:00 p.m. – 1:30 p.m.
Location: Room 411ABC, College Avenue Student Center, CAC

Register online

Academic Integrity

Preparing for the End of the Semester

The end of the semester puts pressure on TAs in many ways. In addition to your own research, your students feel pressure as finals approach, and thus they may demand more of your time and energy. However, the end of semester crunch can be made more bearable with some planning.

Make sure your students understand end of semester expectations.
Inform students about the format of final exams and/or projects. Let them know if these requirements will be cumulative or only cover recent material.

Often final exams take place in a different location than where class normally meets. Make sure that students understand where and when their exam will take place.

Be clear and consistent with your grading policies.
To make up for lower grades earlier in the semester, students may ask to turn in late work, or request to complete work for extra credit.  If you have agreed to accept late/extra-credit work, then do so. However, do not feel pressured to bend the rules.

Encourage your students to manage time well.
If a project will come due during the final weeks of class, encourage your students to avoid procrastination. Remind students that a little bit of work every day or every week adds up.

Plan ahead to help your students study for final exams.
If possible, hold an in-class review session during the last day of class. This allows students to get their questions answered without having to alter their schedule. It will also give you a feeling for how prepared your students are for the final.

Furthermore, plan ahead to hold review sessions. If other TAs are assigned to the same course as you, you may choose to cross-advertise review sessions to accommodate more students’ schedules.

Clarify grading expectations.
If you are teaching for another professor, make sure that your grading standards are consistent with those of your professor and with other TAs for the course. If you will be expected to do a lot of grading, don’t necessarily expect yourself to grade it all at once; grade in small batches as needed.

Schedule time to get your own work done.
Your teaching is important, but your research is your primary focus. Despite student demands, make sure to plan ahead for uninterrupted time to keep up with your own deadlines. Remember that you must continue to make progress on your research to maintain your appointment as a TA.

Schedule time away from work.
Although your students’ needs and your own work will most likely require a large amount of time and energy, remember to take some time to relax as well. If you reach the point of exhaustion or become sick, it will be even harder to assist students or make progress on your research.

Make sure to be aware of your own needs and to take care of yourself as you push towards the end of the year. If needed, contact your advisor, department chair, or dean for help. Also, the Rutgers counseling center is readily available to discuss any confidential concerns you may have during this stressful time of the year.

 

(This re-post originally appeared on 10/16/2015)

TAing does make a difference

Study suggests grad students may outperform faculty members in the classroom and may also benefit from time away from their dissertations.” (From Inside Higher Ed.)

 

Encouraging Classroom Participation

When students have the opportunity to react to material during class time, the instructor gets immediate feedback on how material is being received. Also, from the students’ perspective, the oft-quoted proverb holds true: “Tell me, I’ll forget. Show me, I’ll remember. Involve me, I’ll understand.”

But how can a TA encourage students to participate? Listed below are several suggestions that experienced instructors have used successfully.

Bring a positive attitude

Realize that your attitude can make a huge difference in how students respond to you. Invite questions and genuinely listen when students participate. Make a point to smile at your students. If students perceive you to be an inviting instructor they will be more at ease in responding.

Learn students’ names

Use students’ names when talking to them or calling on them in class. In large courses this may be more easily said than done. However, when students notice that an instructor knows who they are, they feel valued. A student who feels valued will feel more comfortable in the classroom and be more likely to actively participate.

Take a poll

An easy way to test student understanding and intuition without putting one student “on the spot” is to take a poll. Ask a question and offer several possible answers. Have students answer by raising their hands. A student who observes that others agree with them may be less shy about speaking up to defend their answer. This is also a fast and easy way to check that students understand the material.

Red light, green light

In a large section, it may be difficult to include many activities or detailed discussions that require every student to participate, but this does not mean that class time cannot be an engaging experience. At the beginning of the term, give each student red, yellow, and green note cards. Students are responsible to bring the note cards back to each class.

During the lecture, if students understand what is going on, they should place the green card on the front of their desk. If they somewhat follow the material, but have many questions, they should use the yellow card. If students are completely lost, they should place the red card on their desk. This activity puts more responsibility in the hands of the class to give accurate assessment of how well they follow the material being discussed. It is also an unobtrusive way to solicit instant feedback.

Give an “attendance quiz”

Consider giving a quiz at the end of lecture that does not count towards the student grade. Ask only one or two short questions and allow students to use their notes. Emphasize that the quiz will not affect their grade other than to show that they were present. This will give feedback on how well students processed the information gleaned from class, and will encourage them to actively pay attention.

Have students teach each other

As time allows, break students into smaller groups and have them work on an exercise together. When students work in groups, stronger students may learn by explaining concepts to weaker students, and their knowledge will be solidified. Weaker students may be more comfortable asking questions of their peers than of the instructor. Mix up the groups with each discussion.

Have students grade each other

For some assignments, allow students to grade their own work, or exchange assignments and grade a peer’s work. Seeing why answers are right or wrong while the topic is fresh in students’ minds helps to reinforce course material. Peer grading also encourages students to be alert and engaged during discussion so that they grade correctly. This tactic has the added advantage that it saves you grading time; however, you may also choose to spot check students’ grading.

Use discussion questions creatively

Shyer students may feel self-conscious during class discussion, but there are several ways to circumvent this nervousness. Consider handing out discussion questions in advance so that students have the chance to gather their thoughts before coming to class. Alternately, ask students to submit possible discussion questions a day or two in advance. Then, class can be tailored to student interest and needs.

Remember that not every method will be successful in every classroom

Each new group of students will have techniques that work better for their unique dynamic. However, adding variety to the classroom dynamic will help keep students on their toes and more likely to be active participants in the class.

As you set the tone for your students this semester, remember, finding new ways to involve your students in class will take more planning. The payoff of an interactive and engaging learning atmosphere, however, is well worth the effort.

Grading

It may be that you’ve not thought carefully about what message your grading conveys to students beyond “this is what you did or did not do correctly.” One can use grades for a variety of purposes. They can reward effort or punish lack of effort, help you understand how well you convey the material to the classroom, motivate students, help students learn how to identify good work, and much more.

Grading to reward effort

As TAs decide how to assign credit to classwork, they determine what thoughts or explanations will be rewarded. Hopefully, these standards match the classroom goals. Implicitly, when a TA decides to reward some solutions with higher scores than others, he or she is determining what concepts from the course are valued and should be emphasized to students.

After their work is graded, students should be able to understand why their assignments or tests were graded as they were. Grading in a consistent way that can be explained to students when questioned demonstrates that a TA has determined clear goals or standards for the class. In this context, higher grades do reward student progress towards these goals.

Grading as teaching feedback

When an instructor grades students’ work, s/he gets a snapshot of their understanding of the material. If one grades carefully, and keeps notes of common mistakes, it may become increasingly clear which portions of class material should be reviewed or revisited in a new way. Also, looking at trends in student work may give insight into how clearly an assignment was written. If students consistently give appropriate answers, a TA can be confident that that material was conveyed well and that questions were asked clearly.

An experienced TA may recognize trends in their grading, such as “on a typical week, when I grade quizzes, I expect the class average to be between 75 and 80%.” On weeks when the class average is significantly lower or significantly higher, the TA may reconsider the difficulty of the assignment, or the clarity with which things were conveyed. The trends in student assignment scores serve as a litmus test for how successfully the teaching/learning dialogue is being played out in the classroom and for how clearly assignments have been written.

Grading as a motivator

One can view grading as a dialogue between the student and the instructor. In the same way that assignments are students’ response to material presented by the TA, grading is a TA’s response to what the students have presented. Much attention is given to being approachable in the classroom, to encouraging questions, and to helping students develop critical thinking skills during class. In the same way, one can either be approachable and encouraging or strict and discouraging on paper.

Being encouraging does not mean that you give high grades to unsatisfactory work so as not to damage a student’s ego. But it does require time and energy to carefully try to understand a student’s argument and give appropriate feedback. If students realize that you will consider their work carefully and will treat it respectfully, they may be more likely to be careful with how they write up their work. Moreover, if they feel that you treat their work considerately, they may be more willing to consider feedback and enact your suggestions for improvement.

Grading to help students recognize good work

Beyond assessing and encouraging student learning, clear and thoughtful grading can help students develop further intangible skills. In general, it can be very helpful to use feedback to give students a clear understanding of what you expect a good solution to be and help them to pinpoint their weaknesses.

Feedback that is written clearly and concisely presented is more likely to be read than if it is illegible or exceedingly technical. If possible, feedback should be given in a timely manner, when students have time to respond and improve their work. Finally, it should give students specific directions in which to work.

While it is important to help students recognize ways in which they should improve, it is also essential to encourage students with things they do well. When providing both positive and negative feedback, do not attach a positive comment to a negative one just to make the feedback less harsh; instead, make sure to be genuine. As students receive frequent, honest, and personalized comments on their work, they can begin to recognize good or bad work for themselves, and further fine-tune their ability to analyze their own output.

It can be extremely valuable for the TA to consider what they, and their students, can learn from grading. Being careful to grade in a clear, timely, and specific manner helps convey to your students what ideas are considered valuable in your course. Keeping records of your grading trends may provide useful data about your teaching and how well you help students to reach your classroom goals.

Want to improve your teaching tech skills?

Register for a Teaching with Technology workshop this spring!

Topics include:

  • Basic Web Design
  • Copyright Issues
  • Creating eBooks for the Classroom
  • Excel Spreadsheets for Grading
  • Lecture Recording & Podcasting
  • Making Conference Posters in PowerPoint
  • Using RefWorks & Flow
  • Using Media with PowerPoint
  • Using Sakai
  • and many more!

Attend four sessions and earn a “Teaching with Technology” certificate that you can put on your C.V.

Making a Strong Start to a New Semester

The first few weeks of class usually set the pattern for the semester. Making a strong start requires that teachers communicate their expectations to the class in an effective manner. What is said and done during the first few weeks of a class may determine the outcome of the semester for many students.

On the most obvious level, students have a right to know what will be required of them during the semester. This includes (but is not limited to):

  • papers, exams, and/or projects;
  • policies on attendance, late assignments class participation, etc; and
  • how final grades will be calculated.

You should also provide a detailed syllabus which states this information. If all has been carefully prepared and explained at the beginning of the semester, and no surprises are sprung later in the semester, students have no grounds for complaints.

Perhaps less obvious but equally important are the other messages that must be conveyed. Unless students get a sense that the teacher views them as capable adults on equal footing with all others in the class, they will almost certainly not respond to the class with active participation and enthusiasm. Students need to get the message from their teachers that they will be treated with honesty, respect, and fairness.

Treating students honestly does not mean being brutal or cruel. If, indeed, the truth sometimes hurts, it may be because the truthsayer, in many cases, seeks to hurt rather than help. Every student has weaknesses in one area or another; rather than focusing on the students’ weakness alone, look also at the students’ strengths. Let all the students understand that you regard them as capable, especially those who are experiencing difficulties in the class. Don’t portray a student’s problem as failure; transform it into an opportunity to approach a problem in a different way.

It is important, however, always to be open and honest with students about grades. Kindness doesn’t mean glossing over a students’ bad performance on a test or a paper. Work with the student to set realistic goals and then determine what level of work will be necessary to reach these goals.

Respecting students as individuals is another crucial element in creating an environment where students are able to learn. Encourage them to think independently and to express their ideas without fear of ridicule. Pay attention to students when they speak; for some undergraduates it is extremely difficult, almost painful; to speak up in class—an inattentive or joking response could inhibit that student from participating in the future.

Be fair to all students. Do not just teach to the three smartest students or to the majors, ignoring the rest. Set high expectations for all of your students. Research has shown that students work up (or down) to the expectations of the teacher. Give up on your students and they will give up on the class; inspire students to put forth their best efforts and they may surprise you and, even, themselves.

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