Graduate Teaching Fellows Program Summer Seminar Syllabus 2005
Education Policy & Leadership 727.32
Class Meeting | Location | Instructor | Description/Rationale | Relationship to Other Courses/Curricula | Seminar Objectives | Diversity | Technology | Topical Outline | Class Schedule | Readings | Requirements & Evaluation | Statement of Student Rights
Class Meetings
Second Summer Quarter
Tuesdays and Thursdays, 1:30 - 3:30pm
Location
300 Younkin Success Center
Instructor
Stephanie Rohdieck
Instructional Consultant for GTA Programs
Faculty & TA Development (FTAD)
260 Younkin Success Center
1640 Neil Avenue
(614) 292-3644
rohdieck.1@osu.edu
Description/Rationale
Students wanting to take this course must obtain permission from the instructor. This course is a five-week comprehensive seminar that is part of the Graduate Teaching Fellows (GTF) Program. The program offers support and opportunities for senior graduate students who are nominated by their college, school, or department to develop new, discipline-specific teaching support activities for other graduate teaching associates (GTAs) in their units. It is co-sponsored by Faculty & TA Development (FTAD) and the Graduate School, and is part of the larger university Ohio State Teaching Enhancement Program.
As GTFs, students in this course will assist with departmental preparation and ongoing support of new GTAs. While they may participate in their departments’ pre-academic year teaching orientation and help GTAs get off to a good start, the central thrust of the program will be to provide on-going systematic teaching support throughout the academic year. Throughout the course and academic year, GTFs will help design, modify, and implement the project proposals submitted by department chairs and faculty mentors.
In this course, GTFs will study important aspects of teaching and teaching support at the university level, and examine models for departmental GTA preparation and support programs. After the course, they will meet twice a quarter throughout the academic year to share ideas and assist in each others’ project planning.
The Office of Academic Affairs has identified GTA preparation programming as a critical target for institutional support due to its important role in improving the quality of the teaching and learning experience of Ohio State students (a critical aspect of the Academic Plan). A baseline for prior GTA preparation and ongoing support was established. To assist both unit and central programs in offering better support, the university is committed to enhance GTA programming through programs such as GTF.
In keeping with the mission of the College of Education to build upon a tradition of excellence in promoting outstanding teaching, research, and teaching that impacts and influences our global society in meaningful ways, this course will expose senior graduate students to various teaching methods and issues, as well as provide them the tools to consult with and design programming for their fellow GTAs, ultimately enhancing the quality of the teaching and learning environment.
Relationship to Other Courses/Curricula
This course is open only to graduate students selected to become Graduate Teaching Fellows. Students can come from any unit across campus, most not from the College of Education. This course does not relate to other courses in other academic units.
Knowledge, Skills, and Dispositions
The objectives for this course are centered around key elements of providing consultation and designing programs for teaching enhancement. Students will gain content, pedagogical, and professional knowledge and be able to demonstrate skills in supporting their fellow GTAs.
Seminar Objectives
Participants in this seminar will:
- better understand the role of the GTF program and general GTA professional development issues as they relate to the larger university teaching mission
- incorporate an understanding of student learning and diversity in their own teaching and explore ways to help their peers do the same
- build confidence and competence in serving as a peer mentor and in providing consultation services such as assessing teaching and learning and providing feedback to peers
- become more aware of resources for teaching and make them accessible to their peers
- revise and modify their enhancement projects based on the knowledge and experiences gained in the seminar
- be better prepared to implement their enhancement projects in the academic year
- establish a sense of collegiality and sharing of ideas across disciplines
- think self-reflectively about their aims as teachers and GTFs
Diversity
Since students in this course come from diverse academic units and nations, this course will focus on a variety of in-class activities, self-reflection exercises, readings, assignments and discussion, all with th eintention of exploring our diversity and better undrestanding how they come into play when supporting teh teaching of fellow GTAs. Each GTF will create programming that fits with the diverse needs of their units.
Technology
This course will require students and the instructor to use the internet, email, and a listserv for specific content instruction. Students may use the internet, PowerPoint, or any other technology they deem appropriate as part of their presentation assignments.
Topical Outline
This course has been organized to reflect the process of consulting and mentoring. Emphasis within each topic may change according to the needs and interests of the GTFs. We will plan to address the following major areas:
- GTA professional development issues nationally and locally (class 1)
- Presentation of project proposals (class 2)
- Providing access to teaching resources (class 3)
- Designing teaching workshops and orientations (class 4)
- Presentation of workshop topics and teaching issues (class 5)
- Presentation of workshop topics and teaching issues continued (class 6)
- Individual consultation - gathering data and assessing teaching (class 7)
- Individual consultation - providing feedback, being a mentor (class 8)
- Presentation of final projects and planning for future meetings (class 9)
- Presentation of final projects and implementation issues (class 10)
See the course schedule for specific details for each class meeting.
Readings
See the reading list for details.
Course Requirements and Evaluation
(5) Preliminary project proposal presentation (class session 2)
(5) Teaching values activity (class session 2)
(10) Needs assessment plan (class session 3)
(15) Faculty mentor interview write-up (class session 4)
(20) Workshop presentation (class sessions 5 or 6)
(15) Post design plan for resource web page (class session 8)
(10) Weekly reflection exercises (in-class/WebCT) (class sessions 2, 4, 6,
8)
(10) WebCT reading responses/reactions/reflections (class sessions 4, 7, 8)
(10) Final project presentation (class session 9 or 10)
100 Total Points
To get a Satisfactory grade in this course (S), you must earn 75 points
or more. If you are eligible for a stipend as a GTF, you must earn at least
75 points and attend at least 8 sessions to receive it.
As a student in this course, you are an integral part of the learning community we will create. It is important to remember your responsibilities in this course:
- Attend the seminar. If you must miss a meeting, please let the instructor know in advance.
- Prepare for each meeting. Readings and activities assigned to class sessions will help you reflect on the issues and articulate your ideas. The materials are meant to help you prepare for the class and for your role as a GTF.
- Participate in class discussion. In order to build community, this course will rely mainly on discussion, interaction, and hands-on activities within a collaborative learning environment in which you can share with others and benefit from the advice and insight of your peers. You will participate in several hands-on activities, including making short presentations, role-playing, and reflective writing exercises.
- Continue to meet as a community as you implement your project. The group will meet twice per quarter throughout the 05-06 academic year to discuss implementation and teaching issues. You will help set the agenda for these future meetings. You will not need to register for a credit-bearing class for these meetings.
Statement of Student Rights
This syllabus and course materials are available in alternative media on request. The Ohio State University encourages qualified persons with disabilities to participate in its programs and activities. If you anticipate needing any type of accommodation for this course or have questions about the physical access provided, please contact me privately to discuss your specific needs. Please also contact the Office for Disability services at 292-3307, 150 Pomerene Hall, to coordinate reasonable accommodations and to document disabilities.