TEACHING AND LEARNING IN HIGHER EDUCATION (EDPH - 689)
McGill University
Fall 2005
Classes meet on Tuesdays at 1:00-4:00 in Room 539 in the Education Building.
Instructor:
Dianne Bateman, Ph.D.
Office: Education Building, Room 539
Phone: 450 - 672 - 7360 (352) or 514 - 398 - 4240
E-mail: dianne.bateman@mcgill.ca
Office hours: By appointment
COURSE DESCRIPTION
This three credit graduate course focuses on the design, development, delivery, and
evaluation of a university or college level course. Principles of course design are applied to
the development of a course selected by each participant. The participant then uses the
course material to develop practical skills and delivery techniques that foster intended
learning. A complementary Web-CT environment allows for exchanging views, developing
joint resources, and the integration of assigned readings.
COURSE LEARNING OUTCOMES
At the end of the course, you should be able to:
1. Apply design principles to the design of a specific course
a. Develop a course systematically based on design principles.
b. Demonstrate the use of concept mapping for selecting and depicting content.
c. Articulate clear and appropriate learning outcomes.
d. Assess the strengths and weaknesses of various teaching strategies in relation to
your specified learning outcomes.
e. Assess the strengths and weaknesses of various evaluation methods in relation to
your specified learning outcomes.
f. Develop a complete course plan and course outline.
2. Engage in reflective teaching
a. Demonstrate skill and self-confidence in making presentations and leading
discussions.
b. Demonstrate skill and self-confidence in making instructional decisions.
c. Incorporate principles from the assigned readings in the design of your course.
d. Evaluate your teaching and incorporate feedback in subsequent teaching.
REQUIRED READINGS
Course Pack: EDPH-689, available from the McGill Bookstore.
Required Text: McKeachie, W. J. (2002). Teaching tips: A guidebook for the beginning
college teacher (12th ed.). Boston, MA: Houghton Mifflin.
Recommended reference: Saroyan, A. & Amundsen, C. (Eds.), Rethinking university
teaching: A course design workshop and a framework for faculty development. Sterling, VA:
Stylus.
These books can be purchased from the McGill Bookstore.
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EVALUATION AND FEEDBACK
Assessment of your learning will be done both formatively and summatively. Formative
evaluation will take place on a continuous basis and will consist of peer review and review
from the instructors and co-instructors. Some activities will be evaluated but will not be
graded. Your summative evaluation on the following assignments will comprise your course
grade.
1. Course design (comprising 5 related assignments)
• Concept map (10%)
• Learning outcomes (10%)
• Instructional strategies (10%)
• Strategies for assessing student learning (10%)
• Course Plan including a Course Outline (30%)
70%
2. Teaching
30%
• Micro-teaching exercises and critiques (2) each @15% (30%)
McGill policy allows students to hand in their assignments in either English or French.
Participation is essential in this course because it is sine qua non to learning. All
students are expected to attend regularly and take an active role in the
development of their peers, by providing feedback to their peers, and contributing
to discussions based on assigned readings and other sources.
Please keep all your assignments and related feedback together (in a portfolio – a folder or
binder) and hand them in when an assignment is due.
You may revise and resubmit all assignments (except the Course Plan and Outline) at the
end of term when you hand in your completed course plan.
In order to be able to do this, you must have a) handed in all assignments on their
respective due dates, and b) incorporated received feedback.
Please do not submit handwritten assignments. Please make sure that your assignments
are free of grammatical and spelling errors.
You can expect your assignments to be returned to you within one week ONLY if they are handed
in on time.
ACADEMIC INTEGRITY
McGILL UNIVERSITY VALUES ACADEMIC INTEGRITY. THEREFORE ALL STUDENTS
MUST UNDERSTAND THE MEANING AND CONSEQUENCES OF CHEATING,
PLAGIARISM AND OTHER ACADEMIC OFFENCES UNDER THE CODE OF STUDENT
CONDUCT AND DISCIPLINARY PROCEDURES (see www.mcgill.ca/integrity for more
information).
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