After recently completing a week long training session for Graduate Teaching Assistants, I have to say that the readings we have been assigned for this edition of our “Reading Notes,” supplied a new look into the preparation which takes place “behind the scenes.” In our training session we were supplied a course syllabus and were told we could add to it; however, the syllabus itself was already (technically) complete. The chapters we were instructed to read in Lang’s text, and especially in Davis’ text, really helped pave the way for organizing and structuring a class syllabus, as well as a course in general, from beginning to end.
One particular idea which comes to mind was discussed in the very beginning of Davis’ text in chapter one. Here, she explains that an instructor should focus more on teaching what they hope the students will learn, compared to where the instructor’s interests lay (p. 3). I found this idea to be simple, yet eye opening. I plan on teaching communication courses moving forward, and I find this field to be extremely fascinating. This idea should be further discussed in class because we as instructors need to make sure we do not fall into the problem of teaching topics because we “love” them, rather than really honing in on topics and ideas students must learn to gather a stronger understanding of the course. I feel as though our enthusiasm for teaching should be present while we are actually going through the motions of teaching the course; yet, we should make sure that the learning objectives are tailored around what the students need to know.
Davis goes on to explain how when creating your syllabus, it is beneficial to “include more rather than less material” (p. 22). This point really resonates with me because I was always told that a syllabus is sort of like a contract between an instructor and his/her students. It includes expectations, procedures, and tasks, while also including grading criteria and contact information to help the students succeed. Even though it is always good to include a good amount of information to help the students understand what is expected, we have to ask ourselves, how much information is too much on a course syllabus? We do not want to overwhelm students, but we have to make sure all of the grading criteria is clearly stated.
Lang describes a section of the syllabus in which instructors include learning objectives, and mentions how in this section of the syllabus instructors, “are explaining to students what they will know and be able to do as a result of taking your course” (p. 6). Although, will they really just “know” this material by the end of the course. I believe it is extremely important to inform students that they will not just soak up information through osmosis, but that they must apply themselves to learn the material. We also have to ask ourselves, should we continue to list out every single detail on a course syllabus, or should we hold students accountable for understanding what we expect of them? After all, we are teaching college-aged students. Will we be “giving” the students grades, or will they have to “earn” them?
One particular idea which comes to mind was discussed in the very beginning of Davis’ text in chapter one. Here, she explains that an instructor should focus more on teaching what they hope the students will learn, compared to where the instructor’s interests lay (p. 3). I found this idea to be simple, yet eye opening. I plan on teaching communication courses moving forward, and I find this field to be extremely fascinating. This idea should be further discussed in class because we as instructors need to make sure we do not fall into the problem of teaching topics because we “love” them, rather than really honing in on topics and ideas students must learn to gather a stronger understanding of the course. I feel as though our enthusiasm for teaching should be present while we are actually going through the motions of teaching the course; yet, we should make sure that the learning objectives are tailored around what the students need to know.
Davis goes on to explain how when creating your syllabus, it is beneficial to “include more rather than less material” (p. 22). This point really resonates with me because I was always told that a syllabus is sort of like a contract between an instructor and his/her students. It includes expectations, procedures, and tasks, while also including grading criteria and contact information to help the students succeed. Even though it is always good to include a good amount of information to help the students understand what is expected, we have to ask ourselves, how much information is too much on a course syllabus? We do not want to overwhelm students, but we have to make sure all of the grading criteria is clearly stated.
Lang describes a section of the syllabus in which instructors include learning objectives, and mentions how in this section of the syllabus instructors, “are explaining to students what they will know and be able to do as a result of taking your course” (p. 6). Although, will they really just “know” this material by the end of the course. I believe it is extremely important to inform students that they will not just soak up information through osmosis, but that they must apply themselves to learn the material. We also have to ask ourselves, should we continue to list out every single detail on a course syllabus, or should we hold students accountable for understanding what we expect of them? After all, we are teaching college-aged students. Will we be “giving” the students grades, or will they have to “earn” them?
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