Redesigning a course and syllabus

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Redesigning a course (and syllabus)

• Sharon Hargus
• TA workshop, Sept 2008

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True or false?

• The first time you teach a particular class it is
  harder and more time consuming than subsequently.

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Answer Yes and no

• Yes, less time preparing for class takes less
  time (for lessons that went well)
• No, at least as much time improvements or
  replacements to lectures that didnt go well

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What always takes time

• lecturing--time spent in the class
• testing and grading
• office hours and appointments outside of office
  hours
• e-mail
• packaging of information delivered to students

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Changes in technology in my lifetime

• 1986 dittomasters
• ca. 1988 xerox machine in deans office
• ca. 1990 depts own xerox machine
• 1993 UW bought me my first computer
• 1990s
• overheads and/or xeroxed handouts (small classes)
• overheads (large classes) (copies filed at the
  library for students to check out)
• late 1990s
• .ppt slides and web management
• Font updates apx. every 3 years (very
  time-consuming)

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No shortage of material

• After teaching a class several times, the problem
  is usually what to leave out
• Usable vs. unusable content
• may be hard to empathize with students who know
  nothing

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Time management

• What can eat up class time, unexpectedly
• too many questions. take questions only at
  certain times during lecture?
• changing from take-home to in-class exams
• work in groups

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Teaching the next time

• Save those scraps of paper that have your plan
  for the day on them e.g. from 451
• collect homework
• citation and reference format in linguistics
• more on epenthesis and deletion
• Tibetan numbers
• generative vs. structural phonology
• continue reading ch. 5

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Good to include

• 2-minute overview/review at the beginning of the
  day
• helps communicate the big picture

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Syllabus sections

• (from my 451 syllabus)
• Class web site
• Course description
• Learning goals
• Requirements and grading. This section can never
  be too detailed. Point ? grade conversion a good
  idea
• Readings
• Administrative details
• Topics covered (sequence of topics)
• Schedule (daily)
• References

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What do we teach?

• Teaching students what you think they should know
• or?
• Teaching what is easy to test students on
• Dave and anthro

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Summary

• In redesigning a course
• be aware of where class time can go
• small changes can have big consequences
• notes from last time will help
• dont try to pack too much in
• (ethical consideration) teaching important
  material vs. easy evaluation