Amy Fiske, PhD West Virginia University Course Preparation Amy Fiske, PhD West Virginia University

Overview Constructing course objectives Structure of course Developing a syllabus Choosing a textbook Choosing readings and other preparatory work Constructing assignments Constructing assessments Timeline and Resources

But first… Poll Question #1: What is your current career level? Poll Question #2: What is your discipline? Poll Question #3: What kind of teaching do you do? What is your current career level? a. Pre-degree student b. Post-degree trainee c. Faculty/Staff in university setting d. Faculty/staff in hospital setting What is your discipline? Administrator Audiologist Chaplain Dentist Dietician Nurse Occupational therapist Pharmacist Physical therapist Physician Physician’s assistant Psychologist Social Worker Speech/Language pathologist

Do you have any specialty training in aging? Poll Question #4: Do you have any specialty training in aging? Poll Question 5: How many people are watching this webinar in the room with you? Poll Question 6: Have you written a teaching philosophy statement? What kind of teaching do you do? (choose all that apply) College/university Trainee didactics Clinical supervision Community presentations Teaching assistant Other none Do you have any specialty training in aging? Yes No Well, some

Before Preparing to Teach Reflect on your teaching philosophy “Effective teaching is as much self-knowledge as it is anything else.” (Rando and Rozenblit, 2013, p. 179)

Constructing Course Objectives Do this first; all other decisions depend on course objectives How do you want students to change as a result of the class? What level of knowledge do you want students to attain? Recognition Recall Comprehension Application Analysis Evaluation Synthesis

Constructing Course Objectives Establish terminal goal and subordinate goals Example of a terminal goal: “I want my students to demonstrate the ability to use data and reasoning to address a major issue in public health, education, or social policy.” (Rando & Rozenblit, 2013, p. 117) Consider context: Who is the audience? Where does this course fall within the curriculum? What are the prerequisites? What is this course a prerequisite for? Does my program require that certain content be covered or competencies attained in this course?

Constructing Course Objectives For each section of the course, ask yourself: What is the purpose? How will I motivate students to learn this? What new information will students need, and how will they get it? What action will students perform on that new information (e.g., write about it, discuss with others)? Rando & Rozenblit, 2013, p. 180

Structure of Course Lecture Seminar Often large, introductory courses Objective: introduce students to a large set of concepts and facts Pros: cost-effective Cons: hard to keep students engaged Often small, advanced courses Objective: explore one specific area in considerable depth Pros: highly engaging Cons: high cost

Making Lecture Courses Engaging Build course around big questions Use in-class activities (e.g., small-group tasks, all-group debates) Create assignments that allow students to pursue own interests Become a really good lecturer Use end-of-class assessments so that students see what they have learned in each class Rando & Rozenblit, 2013, p. 180

Making Seminars More Effective Even a seminar needs a plan Allow for both individual exploration and collective efforts Set high standards and adhere to them Require all students to respond to key questions (not just the student scheduled to present) Provide ample feedback and train students to do so as well Rando & Rozenblit, 2013, p. 180

Developing a Syllabus Binding contract between you and your students Tone matters; convey concern for student learning Clearly establish expectations for student behavior Proofread carefully Look at other syllabi for ideas (e.g., request from colleagues; visit APA Div. 2, Project Syllabus: https://teachpsych.org/otrp/syllabi/index.php)

What to Include in a Syllabus Essential course information (e.g., instructor contact info, office hours, class meeting time and location, prerequisites) Course objectives Course materials (e.g., text, technology) Course requirements (assignments, exams) Grading system Course policies (e.g., attendance) Course schedule

Syllabus Elements: Grading System Establish grading system that is accurate, fair, perceived to be fair, and rooted in course objectives Choose criterion-referenced or norm-referenced (curve) Criterion-referenced measures mastery according to instructor’s definition Norm-referenced corrects for poorly calibrated assessments Communicate grading system clearly and in detail

Syllabus Elements: Course Schedule Start with calendar and identify class meetings, assignments, exams, and holidays Tip: “Build the weekly items in your syllabus around questions to be answered rather than topics to be covered.” (Rando & Rosenblit, 2013, p. 183)

Choosing a Textbook Gather ideas from colleagues, online syllabi Contact publisher’s rep and request examination copies for several books Evaluate based on what is important to you How well complex topics are explained Accuracy and coverage of topics Ancillary materials “You can’t teach effectively from a textbook you don’t agree with and respect.” (Rando & Rozenblit, 2013, p. 181)

Choosing Readings Types of readings will depend on course objectives Original articles are appropriate for advanced undergraduate as well as graduate courses For undergraduates, include assessment of understanding Keep reading list current (but also include classics)

Constructing Assignments Identify skills you want students to demonstrate Find task that requires that skill and produces a product (e.g., book review, Wikipedia page, chapter) Make assignment no longer than needed to demonstrate skill Communicate purpose of assignment to students Draw on student’s imagination Provide opportunity for creativity and self-expression Consider having students work in pairs or groups (but with individual accountability) Rando & Rozenblit, 2013, p. 182

Constructing Assessments Match assessments to course objectives Tests and quizzes can be essay, short answer, or multiple choice Multiple choice can be hard to write but are easy to score Essay and short answer items are easy to write, time-consuming to score Scoring methods for essay and short answer: Analytical method: write ideal response, identify elements, score presence of elements in student’s response Global quality method Textbook publisher may provide bank of test items Bernstein & Lucas, 2004

Timeline Three months before class Two months before class decide what to teach establish course objectives choose textbook Two months before class draft syllabus begin writing lectures order course materials Four weeks before class meet with TA Two weeks before class meet with TA again follow up on text, course materials visit the classroom One week before class finalize syllabus, other materials copy handouts rehearse the first lecture Adapted from Whitford, 2011

Resources Society for Clinical Geropsychology listserv (div12section2@lists.apa.org) Society for the Teaching of Psychology, APA, Division 2: http://www.psychologicalscience.org/members/teaching APS resources for teachers: http://www.psychologicalscience.org/members/teaching APA Div. 2, Project Syllabus: https://teachpsych.org/otrp/syllabi/index.php) Your institution’s teaching and learning center

References Bernstein, D. A., & Lucas, S. G. (2004). Tips for effective teaching. In Darley, J. M., Zanna, M. P., & Roediger, H. L., III, The compleat academic: A career guide (2nd ed.; pp. 79-116). Washington, DC: American Psychological Association. Magnan, R. (1990). 147 practical tips for teaching professors. Madison, WI: Atwood. Rando, W. C., & Rozenblit, L. (2013). Recommendations for teaching psychology. In M. J. Prinstein (Ed.), The portable mentor: Expert guide to a successful career in psychology (pp. 175-192). New York: Springer. Whitford, F. W. (2011). College Teaching Tips (2nd ed.). New York: Prentice Hall.

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