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

2. 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

3. 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

4. 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

5. 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)

6. 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

7. 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?

8. 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

9. 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

10. 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

11. 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

12. 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:

13. 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

14. 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

15. 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)

16. 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)

17. 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)

18. 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

19. 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

20. 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

21. Resources
Society for Clinical Geropsychology listserv
Society for the Teaching of Psychology, APA, Division 2:
APS resources for teachers:
APA Div. 2, Project Syllabus:
Your institution’s teaching and learning center

22. 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 ). 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 ). New York: Springer.
Whitford, F. W. (2011). College Teaching Tips (2nd ed.). New York: Prentice Hall.

23. Questions?