Ashley's Reading Notes #1

The readings were very informative and I did not realize all of the factors an instructor needs to think about when designing a course and setting up a syllabus. I recently took a teaching course where one of our assignments was to set-up a syllabus, but it was assumed since we are graduate students we know exactly how to do it. I wish I could have had the opportunity to read both of these texts before the assignment and I think some professors should read these texts also. I think some professors lose sight in what is important in setting up a course or syllabus, the student. It is important to think about what you want your students to leave the course with at the end as Davis describes (p.3) in her book. I understand the importance of the student, but it seems like in a lot of classes that I have taken it is all about getting through so many chapters so we are prepared for the next course. Are these guidelines provided by the department or are there national curriculum standards that say what students need to accomplish? How do you find that balance as an instructor to make sure you are covering what you should, but not leaving any students behind?

Both authors (Davis and Lang) discuss the importance of Bloom’s taxonomy and other hierarchy’s of learning. This concept is important to think about as an instructor because you don’t want your students walking out of your course at the end of the semester and just think they learned how to memorize. I also think it is hard in your large introductory classes to move up on the hierarchy because of the material. Many intro classes involve terms and basic knowledge on the subject, which can be boring for the students. Davis mentions in the “Structuring the course” section that courses should begin with a topic that will generate interest in the material. How do you achieve this in an introductory course when you need to cover the basic/intro material in the beginning? What are some ways to make the material interesting for students and move up to a higher level on the hierarchy?

Lang provided an easy layout for designing a syllabus and why you need to include certain parts. I agree that the syllabus should be simple and easy to follow. I am just as guilty as most students, I skip to what I am responsible for and when will the exams take place. As an instructor I think it is important to include a “promise” or objective (Lang, p. 5-6) and discuss it with the class. This will let students know what they will get out of class and that you will try to keep your teaching goals aligned with the learning goals.

Chapters 55 and 56 of Tools for Teaching were very straightforward along with informative. I think office hours are very important and are underutilized by the students. It is helpfully when an instructor is inviting and does not act like you are intruding on them. I like the ideas Davis provides on encouraging students to attend (p. 492-493), especially the idea to hold hours outside of your office. This shows that you are willing to work with the students and be in a less intimidating environment.