Course Description
Seminar focusing on the effect of communication upon learning. For undergraduates interested in teaching or training. Emphasis on pedagogical principles and instructional materials. Prerequisite: Permission of instructor.
Syllabus
Student Learning Outcomes, Goals, Objectives:
Students successfully completing this course will be able to:
- To identify, create, and demonstrate effective pedagogical principles and strategies
- To interpret the classroom or training experience in terms of communication concepts
- To identify and resolve classroom and communication training problems by applying effective pedagogical principles and strategies
- To develop a professional instructional portfolio
- To evaluate effective instruction in yourself and in others
Course Grading Information:
| Activity/Performance Measure | Percentage/Points |
|---|---|
| Community Discussions/Contributions/Tri-Weekly Responses | 25% |
| Observation of Master Teacher | 10% |
| Microteaching | 20% |
| Training Project | 20% |
| Instructional Portfolio | 25% |
Grading Scale
| Percentage | Letter Grade |
|---|---|
| 93-100 | A |
| 90-92 | A- |
| 87-89 | B+ |
| 83-86 | B |
| 80-82 | B- |
| 77-79 | C+ |
| 73-76 | C |
| 70-72 | C- |
| 67-69 | D+ |
| 63-66 | D |
| 60-62 | D- |
| 59 and below | F |
Attendance/Participation:
Because this class is a discussion – driven class, your engagement is necessary. If you have an emergency, please contact me. If absences become a problem, your final grade will reflect this. If you know you will be absent, you and I will need to work out a way for you to still contribute to class (read extra articles and share, respond to our discussion, etc.). If you miss more than 2 classes your grade will be impacted. I know that challenging situations may arise. Please always be in touch with me so that we can make the best decisions together.
Course Materials Purchased by the Students:
No course materials are required.
Scholarly Perspectives
This course engages diverse scholarly perspectives to develop critical thinking, analysis, and debate and inclusion of a reading does not imply endorsement.