Richard R Johnson
Topics include active learning, teaching writing, assessment, and course design. Designed for history graduate students working or planning to work as TAs or instructors. Students produce a teaching portfolio and conduct peer observations. Credit/no-credit only.
This course, taught in conjunction with the Department of History's Lead Teaching Assistant, will introduce students to some of the latest scholarship on pedagogical theory and practice. It is designed with flexibility in mind, to accommodate incoming and continuing TAs as well as those planning to teach their own courses, while at the same time engaging overarching themes that concern teaching more generally. In addition to developing habits of critical reflection in teaching - thinking about why, what, and how you teach - this course will help you build a practical "tool kit" of effective techniques for classroom use, the components of a teaching portfolio, and tangible resources for offering future courses.
Student learning goals
See course description, above
General method of instruction
One two-hour meeting each week. A format of discussion, individual reports, and the exchange of prepared materials, with visits by experts in different aspects of teaching and curricular preparation.
This course is inteneded for graduate students in history.
Class assignments and grading
A choice of assignments - including the construction of course syllabi, sample exam questions, a statement of teaching philosophy - will allow participants to tailor the requirements to their specific interests. The course is offered on a credit/no-credit basis.
Completion of class assignments