Redesigning a course (and syllabus) Sharon Hargus TA workshop, Sept 2008

True or false? The first time you teach a particular class it is harder and more time consuming than subsequently.

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 didn’t go well

What always takes time lecturing--time spent in the class testing and grading office hours and appointments outside of office hours packaging of information delivered to students

Changes in technology in my lifetime 1986: dittomasters ca. 1988: xerox machine in dean’s office ca. 1990: dept’s 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)

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

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

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

Good to include 2-minute overview/review at the beginning of the day –helps communicate the big picture

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

What do we teach? Teaching students what you think they should know or? Teaching what is easy to test students on –Dave and anthro

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 –don’t try to pack too much in –(ethical consideration) teaching important material vs. easy evaluation