Rackham-CRLT Seminar on College Teaching: Preparing Future Faculty (PFF)
May, 2007

Download:
Syllaus in .pdf format: (2007syllabus.pdf) or
MSWord format: (2007syllabus.doc)

Time: Tuesdays and Thursdays, 9:00 a.m.-1:30 p.m. Breakfast at 8:30.
Location: Koessler Room, 3rd Floor, Michigan League
C-Tools Site : https://ctools.umich.edu/portal: login; select “PFF Seminar 2007” tab at top of page.

The purpose of the Rackham-CRLT Seminar on College Teaching: Preparing Future Faculty is to prepare a select group of advanced graduate students from a variety of disciplines for their first faculty jobs. The Seminar focuses on three major themes. First, participants learn about the aspects of the higher education enterprise most relevant to the lives of future faculty members, e.g., differences in culture and expectations among types of colleges and universities, the nature of today's students, and other forces affecting faculty work. Second, participants read about and discuss a number of pedagogical topics, e.g., multicultural teaching, instructional technology, and the research on teaching and learning. Finally, participants prepare two documents to help with the job search: a statement of teaching philosophy and a syllabus.

INSTRUCTORS

Chad Hershock
Coordinator of STEM Faculty and GSI Initiatives, CRLT
1071 Palmer Commons; Phone: (734) 615-8060;  Uniqname:  chersh

Jana Nidiffer
Jean Campbell Scholar in Residence, Center for the Education of Women (CEW)
330 East Liberty; Phone:  761-1566;  Uniqname:  nidiffer

Tershia Pinder
Coordinator of Engineering GSI Initiatives, CRLT
1071 Palmer Commons; Phone: (734) 615-9263;   Uniqname:  tpinder

OFFICE HOURS: Chad is available Wednesdays from 10:00 to 11:00 a.m. Tershia is available Mondays from 2:00 to 3:00 p.m. Seminar participants can make arrangements to talk with Chad or Tershia at other times as well.

SEMINAR OBJECTIVES:

When you have completed this Seminar, you should be able to:

1. Apply principles of course design to a specific course you could teach at U-M or another institution;
2. Apply the research on selected topics in teaching and learning to your own teaching;
3. Reflect on your own practice and explain your approach to teaching to colleagues and future employers, both in writing and orally;
4. Assess the various institutional contexts in American higher education and evaluate their implications for your career as a faculty member;
5. Apply to your role as an emerging academic professional your understanding of the changing student population, the structure of American higher education, and governance and accountability issues;
6. Analyze and evaluate issues that will face you as a new faculty member in your first academic job and assess their implication for the progress of your faculty career;
7. Identify and use resources to help you adjust to and succeed in your first faculty position.

MICHIGAN TEACHING FELLOW CERTIFICATES

The following activities are either required or suggested for Seminar participants who wish to receive Michigan Teaching Fellow Certificates:

Required activities:

• On-time attendance at all ten sessions of the Seminar, including luncheons
• Completion of required reading assignments in advance of each class session
• Completion of a syllabus for a new course
• Completion of a statement of teaching philosophy
• Online feedback to your triad members on their syllabi and teaching philosophies

  Required readings: (All are distributed free of charge.)

• McKeachie, W. J. (2002). Teaching tips (11th ed.). Boston: Houghton Mifflin.
• There is also a coursepack which includes the required readings, except website explorations and references to the course books.

SUMMARY OF ASSIGNMENT DUE DATES
(All assignments are due by 8:30 A.M. on the day listed.)

4/30/07   Submit photo and biosketch to C-Tools website
5/08/06   First paragraph of teaching philosophy due at session
5/10/06   Submit draft of teaching philosophy to C-Tools website
5/15/06   Provide feedback on triad/quad members’ teaching philosophies through                 C-Tools website
5/22/06   Submit draft of syllabus to C-Tools website
5/24/06   Provide feedback on triad/quad members’ syllabi through C-Tools website
5/31/06   Teaching documents fair – bring two copies of your revised teaching                 documents to the session.  One will be submitted to CRLT as fulfillment of                 the Seminar’s requirements.

WEBSITE

The CTools website is an integral part of the Seminar. Use the site to:

• find out more about your colleagues and instructors;
• find some of the readings for the Seminar;
• find resources on the teaching philosophy, portfolio, higher education, site visits;
• post your philosophy and syllabus;
• give feedback to triad members on their philosophy and syllabus;
• discuss Seminar topics.

SEMINAR CALENDAR

Tuesday, May 1 - Koessler Room, 3rd Floor, Michigan League

• Overview of the seminar
• Higher education as your future employer
  – Aspects of the American higher education system
  – Types of American colleges and universities
• Examining our definitions of teaching and learning

Required readings:

American Council on Education. (2001). A brief guide to U.S. Higher Education, (pp. 1-17). Washington, DC: American Council on Education. <http://www.acenet.edu/bookstore/pubInfo.cfm?pubID=239>
*Click on the Brief Guide to U.S. Higher Education (283KB; pdf) link to download a PDF version of this guide.

Visit Carnegie Classification Main Page: <http://www.carnegiefoundation.org/classifications/>

Read the short paragraphs on this main page.

The Carnegie Foundation made drastic changes in the classification scheme in 2005. At the top of the page you will see a “Classification Descriptions” button with a drop down menu. From the drop-down menu, choose “Basic Classification.” Read this page.

Next, click on the “Lookup & Listings” button and click on the drop-down item entitled “Institution Lookup” and search for:

• Your undergraduate institution(s)
• Other institutions of interest to you
• U of M
• Institutions where you would like to have your first faculty job.

Luncheon: Academic job postings

Thursday, May 3 – Koessler Room, 3^rd Floor, Michigan League

• Today’s college students
  - How have our students and institutions become so diverse?
  - Demographic data on today’s college students and their implications for higher education
• Getting started on the teaching philosophy
  - The purpose of a statement of teaching philosophy
  - Examining fundamental assumptions about teaching, learning, and students

Required readings:

I. Who are our students?

University of Michigan student profile: Comparison with other highly selective public institutions. (2006). Unpublished manuscript, Center for Research on Learning and Teaching, University of Michigan, Ann Arbor.

Hoover, Eric (2006, February 3).  Freshman Survey: More Students Plan to Lend a Hand. The Chronicle of Higher Education, A37.  Retrieved March 31, 2006, from http://chronicle.com/weekly/v52/i22/22a04001.htm

*Look at the electronic version of this article on The Chronicle of Higher Education website. A user name and password have been sent to you in a separate e-mail message. Please click the confirmation link in that message. This ensures your user name and password will remain active. Your user name and password are case sensitive. Enter each exactly as given in your e-mail.

Once you get to the article, note the box on the right-hand side of the page. Click the link to “Facts and Figures from the 2005-2006 Survey.” Explore this data.

Levine, A. (1997). How the academic profession is changing. The American academic profession. [Special issue.] In Daedalus, 126, (4) 6-7.

Lewis, E. (2004). Why history remains a factor in the search for racial equality. In P. Gurin, J. S. Lehman, & E. Lewis (Eds.), Defending diversity: Affirmative action at the University of Michigan (pp. 17-59, 198-205). Ann Arbor: University of Michigan Press.

Nidiffer, J. (2001). Timeline for the history of higher education. (unpublished).

Swail, W. S. (2002, July/August). Higher education and the new demographics: Questions for policy. Change 34(4), 15‑23.

II. Getting started on the teaching philosophy

Chism, N.V.N. (1997-1998). Developing a philosophy of teaching statement. Essays on Teaching Excellence: Towards the Best in the Academy. 9 (3). Athens, GA: New Forums Press and the Professional and Organizational Development Network in Higher Education.

Coppola, B. (2000). How to write a teaching philosophy for academic employment. American Chemical Society, Department of Career Services Bulletin.

Kaplan, M. (1998). The teaching portfolio.  CRLT Occasional Paper No. 11.  Ann Arbor, MI: The Center for Research on Learning and Teaching, University of Michigan.

Kaplan, M., Carillo, R., O'Neal, C., & Kardia, D. (2003). Rubric for statements of teaching philosophy.

Luncheon: Continued discussion of the teaching philosophy

Tuesday, May 8 – Koessler Room, 3^rd Floor, Michigan League

• Key issues in higher education for faculty

Required readings:

Academic freedom and educational responsibility. (2006, Spring). Liberal Education.  92(2), 6-8.

Arenson, K. W. [Electronic Version]. (2006, February 9). Panel explores standard tests for colleges.  The New York Times.

Bok, D. (2003). The roots of commercialization. In Universities in the marketplace: The commercialization of higher education (pp. 1-17). Princeton, NJ: Princeton University Press.

Egan, P. [Electronic Version]. (2006, March 12). Professors paid not to teach. The Detroit News.

Faculty Attitudes [Electronic Version]. (September 16, 2005). The Chronicle of Higher Education.

Wadsworth, D. (2005). Ready or not? Where the public stands on higher education reform. In R. H. Hersh & J. Merrow(Eds.) Declining by degrees: Higher education at risk (pp. 24-38). New York: Palgrave Macmillan.

Zernicke, K. (2002, August 4). Tests are not just for kids. The New York Times, Section 4A, p. 27. Retrieved March 24, 2003, from http://www.nytimes.com

Luncheon: Working on teaching philosophies

Thursday, May 10 – Koessler Room, 3^rd Floor, Michigan League

• Student diversity and the learning environment
  - Learning outcomes of diverse classrooms
  - Instructor influence of classroom climate
• Instructional technology, Part I

Required readings:

I. Student diversity and the learning environment

Alger, J.R. (1997, January/February). The educational value of diversity.  Academe, 1, 20-23.

Astin, A.W. (1993, March/April). Diversity and multiculturalism on the campus: how are students affected?  Change, 24(2), 44-49.

Bonwell, C.C. (1996) Enhancing the lecture: revitalizing a traditional format.  In T.E. Sutherland & C.C. Bonwell (Eds.), Using active learning for college classes: A range of options for faculty.  New Directions in Teaching and Learning (67, pp. 31-44).  San Francisco: Jossey-Bass.

Davis, B.G. (1993).  Diversity and complexity in the classroom: Considerations of race, ethnicity, and gender.  In Tools for Teaching, (pp. 39-51).  San Francisco: Jossey-Bass.

Felder, R.M. & Brent, R. (1996).  Navigating the bumpy road to student- centered instruction.  College Teaching, 44, 43-47.

Gurin, P. (2003). Expert report of Patricia Gurin: Gratz, et al. v. Bollinger, et al., No. 97-75321 (E.D. Mich.); Grutter, et al. v. Bollinger, et al., No. 97-75928 (E.D. Mich.) [Electronic version].  http://www.umich.edu/~urel/admissions/legal/expert/gurintoc.html, http://www.umich.edu/~urel/admissions/legal/expert/summ.html, http://www.umich.edu/~urel/admissions/legal/expert/empir.html

Kardia, D.B. & Wright, M.C. (2004). Instructor identity: the impact of gender and race on faculty experiences with teaching.  CRLT Occasional Paper No. 19.  The Center for Research on Learning and Teaching, University of Michigan.

Russ, T.L., Simonds, C.J., and Hunt, S.K. (2002).  Coming out in the classroom ... an occupational hazard?  The influence of sexual orientation on teacher credibility and perceived student learning.  Communication Education, 51(3), 311-324.

Saunders, S., & Kardia, D. (2000, April). Inclusive classrooms: Part one of a two part series: Choosing course content/Increasing awareness of problematic content. Hispanic Outlook in Higher Education, 10(15), 21-23.

Saunders, S., & Kardia, D. (2000, May). Inclusive classrooms: Part two of a two-part series: Planning considerations, getting to know the students, and decisions, comments, & behaviors during the teaching process. Hispanic Outlook in Higher Education, 10(16), 45-48.

II. Instructional technology, Part I

Frand, J.L. (2000). The information-age mindset: Changes in students and implications for higher education [Electronic version]. Educause Review, 35(5), 14-24.

Katz. R. (2006, December). Key Findings: The ECAR study of undergraduate students and information technology, 2006. pp. 1-11. Educause Center for Applied Research.

Tuesday, May 15 – Koessler Room, 3^rd Floor, Michigan League

• Discussion with faculty using instructional technology
• Introduction to course planning
  - Defining goals and objectives
  - Aligning goals, methods, and assessment

Required readings:

I. Instructional technology, Part II

Zhu, E., & Kaplan, M. (2006).  Technology and teaching.  In W. McKeachie, Teaching Tips (pp. 229-252).  Boston: Houghton Mifflin Co.
Examples of U-M Faculty Teaching with Technology (explore this useful website): http://www.crlt.umich.edu/inst/techexamples.html
7 Things you should know about Blogs found at www.educause.edu/eli
7 Things you should know about Clickers found at www.educause.edu/eli
7 Things you should know about Podcasting found at www.educause.edu/eli
7 Things you should know about Screencasting found at www.educause.edu/eli
7 Things you should know about Wikis found at www.educause.edu/edi

II. Course planning

Angelo, T.A. (1991). Ten easy pieces: Assessing higher learning in four dimensions. In T.A. Angelo (Ed.), Classroom research: Early lessons from success (46, pp. 17-31). San Francisco: Jossey-Bass.

CRLT Handout, “Selected CATs for getting feedback on student learning and response to teaching.”

Diamond, R. M. (1998). Clarifying instructional goals and objectives. In Designing and assessing courses and curricula (2nd ed., pp. 125-137). San Francisco: Jossey-Bass.

Hampton, R. (2001, October). Alignment. (Available from the Center for Research on Learning and Teaching, 1071 Palmer Commons, 100 Washtenaw Avenue, Ann Arbor, MI 48109)

Montgomery, S.M., & Groat, L.N. (1998). Student learning styles and their implications for teaching. CRLT Occasional Paper No. 10. Ann Arbor, MI: The Center for Research on Learning and Teaching, University of Michigan.

Snyder, C. (2006).  Revising the freshman research assignment.  The Teaching Professor (20)4, 5.

Walvoord, B. E., & Anderson, V. J. (1998). Effective Grading: A Tool for Learning and Assessment (pp. 17-19, 22-28, 32-37). Josey-Bass Publishers.

Visit the following Websites on Syllabus Construction
<http://www1.umn.edu/ohr/teachlearn/syllabus/index.html>
<http://www.clt.cornell.edu/campus/teach/faculty/TeachingMaterials.html>

Luncheon: The teaching portfolio

Thursday, May 17 – Koessler Room, 3^rd Floor, Michigan League

• Faculty work–life; tenure issues and strategies
  - Realities of the American academic profession
  - Different realities for women and people of color
  - Faculty work–life and work styles
  - Defining and debating tenure
  - Strategies for getting tenure

Required readings:

I. Tenure and faculty work–life

Brent, R. & Felder, R.M. (1998, Summer). The new faculty member. Chemical Engineering Education, (32)3, 46-47.

García, M. (2000). Succeeding in an academic career: A guide for faculty of color (pp. xiv-xix, 16-26). Westport, CT: Greenwood Press.

Smock, P.J., & Stephenson, R. (n.d.). Giving and getting career advice: A guide for junior and senior faculty. NSF ADVANCE at the University of Michigan.  Retrieved April 19, 2007, from http://sitemaker.umich.edu/advance/files/career_advising.pdf

Teaching at the University of Michigan. (1996). UM faculty work-life study. Ann Arbor, Michigan: Center for the Study of Higher and Postsecondary Education and the Center for the Education of Women.

Teaching workload of full-time postsecondary faculty (1999). The condition of education (p. 70). U.S. Department of Education, Office of Educational Research and Improvement. National Center for Education Statistics.

Tierney, W.G. (1999). Tenure is dead. Long live tenure. In W.G. Tierney, (Ed.), The responsive university: Restructuring for high performance (pp. 38-49). Baltimore: Johns Hopkins University Press.

Luncheon: No lunch today

Tuesday, May 22 - Campus visits
(Departure times and location to be determined)

• Albion College
• Eastern Michigan University
• Kalamazoo College
• Kettering University

Required readings:

I. Preparing for visits

Broughton, W., & Conlogue, W. (2004). What search committees want.  Retrieved April 20, 2005 from http://www.mla.org/resources/jil/ jil_jobseekers/jil_jobseekers_pro

Visit the following website on the CRLT-Rackham mentoring program
http://www.sitemaker.umich.edu/rackham-crlt/gsi_introduction

Tuesday, May 24 – Koessler Room, 3^rd Floor, Michigan League

• Debriefing of visits
  - Teaching opportunities and research load: Expectations for faculty work at different kinds of institutions
• Discussion with faculty
  - Balancing research and teaching
  - Balancing personal and professional lives

Required readings:

Bennett (2007) Balance it out.

Baldwin, R.G. (1990). Faculty career stages and implications for professional development. In J.H. Schuster, D.W. Wheeler, et al. (Eds.) Enhancing faculty careers: Strategies for development and renewal (pp. 29-40). San Francisco: Jossey-Bass.

Bonner II, F.A. (June 11, 2004).  Black professors: On the track but out of the loop.  The Chronicle of Higher Education, B11.

Marklein, M.B. (2002, December 5). Non-tenured instructors feel relegated to second class [Electronic version]. USA Today, D10.

Luncheon: Discussion of non-tenure track careers

Tuesday, May 29 – Koessler Room, 3^rd Floor, Michigan League

• The teaching job talk
• Instructional technology, Part III

NOTE 1: Between Friday, May 25 and Monday, May 28, please watch Randy Bass’ presentation “Making Learning Visible: Technology and Teaching for Understanding” and participate in the online discussion Chad and Tershia moderate on Ctools.  These will frame our discussions on Tuesday, May 29.

The presentation is available on streaming video at the following site: 

http://wlap.org/browser.php?ID=20050511-umwlap001-03-bass

You will need Real Player in order to watch this video.  To download RealPlayer, visit http://www.real.com/

NOTE 2: Please bring a copy of your teaching philosophy and your syllabus to today’s session.

Required readings:

I. Instructional technology

Durrington, V., Berryhill, A., & Swafford, J.  (2006). Strategies for enhancing student interactivity in an online environment.  College Teaching, 54(1), 190-193.

Mupinga, D., Nora, R., & Yaw, D.C. (2006). The learning styles, expectations, and needs of online students, College Teaching, 54(1), 185-189.

Spurlin, J. (2006, July). (D. Oblinger, Ed.), Technology and learning:  Defining what you want to assess. ELI Paper 1: Educause.

Luncheon: Revisiting the teaching philosophy

---

Thursday, May 31 – Koessler Room, 3^rd Floor, Michigan League

• Teaching Documents Fair
• Benefits of faculty life
• Evaluation of seminar
• Celebratory luncheon

Assignment due:     TWO copies teaching work products: Philosophy and syllabus – bring to session for Work Product Fair.

 

CRLT • University of Michigan • 1071 Palmer Commons • 100 Washtenaw Ave. • Ann Arbor, MI 48109-2218
Phone: (734) 764-0505  •  Fax: (734) 647-3600  •  Email: crlt@umich.edu
- Directions to CRLT -

Copyright © 2004 The Regents of the University of Michigan