COURSE GOALS
By focusing on scholarly professional development related to
learning and teaching in higher education participants will:
Analyse and apply the learning principles and practices they are studying.
Challenge themselves, one another, and instructors to explore assumptions about
learning, learners, modes of and places for learning.
Engage in writing and speaking about teaching: in labs & classrooms, meeting rooms &
conference halls, on campuses & in communities, as solo & collaborative work.
Demonstrate learning about teaching: in teaching teams & learning groups, teaching
sessions, readings-based discussions, and dossierassignments.
Select and use technology tools to support learning and teaching in higher
education.
TECHNOLOGY
Our classroom itself is a new technology – or at least offers some
new uses of familiar technologies while introducing new ones.
Teachers successful in the STSS “Active Learning Classrooms,” or
ALCs, align active learning practices with technology tools
appropriate to course and class session design. As student
participants and future faculty you will be able to assess the room in
personal and professional ways. To make the most of the room’s
affordances:
1. As students: If you have laptops or tablets, plan use these in
class to practice ways of learning and teaching with technology.
2. As future faculty: Know that most universities do not provide a
computer in the classrooms, leaving the default expectation that
teachers will bring their work or personal computers. When you are in
a teaching role in this course – whether “in front of” the whole class or
within teams/groups – your computer will need a “public face” suitable
for teaching. For example, during group work or in a full class teaching role your computer will be
on public view to project files or sites to an audience of 4, or to one of 20-plus. Plan accordingly.
3. As liminal and/or skilled technology users: Ask. Assist. Share. Suggest. Trust. Test. We’ll
improvise together at times to make the room and the technologies we select work.
4. Things to set up: This might being with cleaning up your computer Desktop. Or, if you’re new
to Moodle or Google click the live links of this sentence and start exploring. And, if you don’t
have a laptop/tablet/smart phone and would sometimes like to have access to one of these in
class, talk with Ilene.
Finally, if you do not have access to a UMinn gmail account or have a UMinn account with
limited Google suite access (for data privacy/security reasons), you will need to set up a
personal gmail account for the term: For that, start here.
READINGS & APPLICATIONS
Required Course Readings are selected from Scholarship of Teaching
and Learning (SoTL) journals & books, open access higher education
sites, and discipline-based research.
* The Course Calendar & Moodle list link to all readings.
* Some PDFs are scans of printed pages not accessible for
assistive technology; let us know alternative text requests.
* If readings or URLs change, defer to the Moodle site.
Google Applications will be incorporated weekly – from weekly
“Preparing for Class…” memos to Team Teaching Drive Folder to
Google Survey as a self-, peer- and teaching assessment tool.
2
ASSIGNMENTS
On this page you’ll find brief descriptions of assignments. On the next page, we address grading.
Throughout the term, we’ll post full descriptions and logistics to Moodle.
General Course Activities
 Class Participation and Discussion: Because cognitive engagement and social interactions
are central to the learning process, students in this course will participate in group work,
practical activities, whole class discussions – sometimes via electronic means. Participation
is an expected, not graded part of the course. We’ll talk privately with individuals if we notice
“lack of participation” or disrespectful participation.
 Informal Writing: As a “writing enriched course” – more accurately, a “writing, drawing,
presenting and discussing to learn” course – varied low-stakes prompts will spark course
preparation homework, and also, often, contribute to the development of formal course
assignments. Assignments will be posted to Moodle. Plus/Pass/Fail assessment. 25%
Teaching Practice Activities
 Individual Mini-Teaching (Class 3): 3-slide, -idea, -minute presentation. Future students as
your audience. Communicating how learning will be operating in your classroom is your task.
Peer feedback & teacher holistic assessment. 10%
 Team Teaching (each team teaches one Class 6-11 session): Teaching Teams, established
in Class 2, will each plan and conduct one of the 90-minute participant-led sessions. During
Classes 2-5 teams will be allocated an hour for team planning.
The class session you lead will include (a) a balance of interactive presentation and active
discussion, (b) clear connections to planned outcomes and readings, (c) incorporation of your
own teacherly research into the topic, and (d) formative learning and teaching assessments.
Formative peer and teacher feedback & teacher holistic assessment. 20%
 Individual Microteaching (Class 13): Plan a full-length class session for your course, then
select a 10 minute presentation segment from the whole to teach with your team as students.
Each team establishes its own date, time & place outside of class for the microteaching.
Peer & self-assessment on teaching; teacher holistic assessment on plan & slides. 10%
Dossier Documents (aka “teaching portfolio writing assignments”)
 CV/Curriculum Vitae: After “global” feedback on the September draft, make use of that
feedback, links to GradSchool workshops, online resources, and consultation with disciplinary
colleagues outside of class to revise. Self & teacher rubric assessment. 5%
 Course Syllabus with Design/Alignment Rationale: Draft and workshop as syllabus in stages,
spanning Classes 6-12. You’ll work with weekly drafting guidelines, peers & teachers will
provide regular feedback. Self, peer & teacher rubric assessment. 20%
 Philosophy of Learning and Teaching: Informal writing throughout the term will contribute to
document drafting. Preliminary drafts will be due with Revision Memo during Classes 5 &15.
Peer & self-assessment with teacher global feedback & rubric assessment. 10%
3
GRADING
Participation and Attendance: As future faculty and colleagues working on a shared
enterprise, class sessions develop from this collegial spirit to create a culture of learning. As
basic components, we expect preparation with prompt and regular attendance for each class
session just as these are required of high functioning departments and in the successful
teaching of courses. The instructor of Ilene’s first pedagogy course always noted, “You need to
be the engaged students in this class that you want your own students to be in the classes you
will teach.” We expect the same.
Attendance: Participants who need to miss class for religious observance, to attend an
academic conference, complete preliminary exams or final defense, or for a pressing personal
or family matter should contact us prior to missing class or as soon as possible thereafter.
Ordinarily, speak with us in class or send email to ida8101@gmail.com; in an emergency, call
Ilene via phone number on Moodle site. In cases where you are at a distance but could
participate in class session virtually we can help make that happen. By PFF policy,
participants who miss three class sessions will be expected to complete the course in another
term.
Guidelines for Informal Writing
1. Typed with your name & title on page one.
2. Full name and short title as file name.
3. Composed not perfect, linked to sources.
4. Reflective not academic in purpose & tone.
5. Thinking about an idea? Write about that.
6. Use Comments field for questions & on-going dialog.
7. Add 2 questions at the end to aid responding.
Revision Expectations
 We will all “read and respond like real readers,” which
requires writers to seek feedback, assess feedback
contextually, and make reflective decisions.
 Of course, writers will make the final decisions about
revisions as they weigh feedback alongside writing
task, purpose, context and audience.
 In the end, we will expect you to acknowledge
feedback you’ve used, modified and left aside.
Comments in Word documents and the text of Revision
Memos are places to do this.
 If either instructor requires revision, it’s our expectation
that you ask clarifying questions and/or talk with us
about any concerns or disagreements with the specific
feedback and revision requirements.
4
Incompletes: This grade option is available under extraordinary individual circumstances. A
memo setting out a plan for work to be completed will be due as the final class session begins.
Grade Concerns: Please talk with one or both of us when you have questions about
assignments, responses, revision requirements and grading. Ilene carries institutional
responsibility for grading, with Alex providing global comments to students and co-developer of
assignment criterion and assessment tools. Should you wish to talk with the Preparing Future
Faculty supervisor, contact Jane O’Brien at obrie093@umn.edu.
Grading Scale: Grades are calculated on a 12-point scale where an A+ equals 12 points and a
F is awarded zero points. Each full assignment description will include assignment specific
criterion and marking information. The overall scheme is this:
BASIC DESCRIPTION
MARKS ALSO AVAILABLE IN MOODLE GRADEBOOK
Achievement is outstanding relative to level needed to meet
outcomes. Work is sophisticated, creative (original ideas of value).
Content is developed in light of audience, purpose, task and
context for outcomes. Work is thoughtfully composed, subtly
organized.
Achievement conveys a keen understanding of both learning and
teaching in higher education in course writing and teaching.
Achievement that is significantly above the level needed to meet
outcomes. Displays communication skills required of future faculty.
Midterm grade alerts will be sent during Week 6 to those earning a
grade of “B-” or less. Some work uneven in meeting B
requirements.
A grade of C+ or lower will result in an N (No Credit) grade.
One major assignment is significantly strong.
Achievement that meets the course requirements in every respect.
Work generally meets requirements in every respect, but a pattern
of communication problems and/or incomplete or late work
persists.
Achievement that is worthy of credit even though it fails to meet
fully the requirements for a majority of assignments.
Represents failure and signifies that the work was either (1)
completed but at a level of achievement that is not worthy of credit
or (2) not completed and there was no agreement between the
instructor and the student that the student would be awarded an
Incomplete.
GRADE HIGH
LOW
A
93%
A-
100
%
92.99
B+
89.99
87
B
86.99
83
B-
82.99
80
C+
79.99
77
C
C-
76.99
72.99
73
70
D
69.99
60
F
59.99
0
90
 Informal Course Work – 25% (eg, Preparing for Class Assignments & In Class Work)
 Teaching Dossier – 35% (eg, CV, Syllabus, Learning/Teaching Philosophy, Closing Memo
 Teaching Opportunities – 40% (eg, Mini, Micro- and Team Teaching & their components)
5
CLASSROOM CLIMATE POLICIES
Accommodations for Students with Disabilities: If you have a documented disability that may
impact your performance in this course, please talk with Ilene so that may begin now to work
with out a plan. If you have an undocumented disability you’d like us to know about, do set up
a conversation with Ilene to plan for maximizing learning
*** *** *** ***
Diversity and Collegiality: The diversity of participants’ academic experience, assumptions
regarding learning, and ways of approaching teaching enrich this course. The perspectives
and values of participants from various ethnic, cultural, national and educational backgrounds
always deepen discussion and learning.
Every attempt will be made to deal with interpersonal, behavioral conflicts in a timely, direct,
educative and respectful manner. Participants whose behavior violates the Student Conduct
Code may be referred to the Office for Student Conduct.
 Together, teachers and learners create a climate where it’s safe to take risk.
 The major responsibility for asking participants to moderate behaviors and for asking
disruptive students to leave a class sits with the course instructor.
*** *** *** ***
Classroom Climate / Harassment: The university holds instructors and students responsible
for maintaining climates in which students can expect to be treated civilly
 University Office of Equal Opportunity hears concerns about sexual harassment.
 Related concerns also be confidentially brought to the course instructors’ attention.
 Observed and reported incivility will be addressed forthrightly.
*** *** *** ***
Wellbeing / Mental Health: Academic research encourages human beings to address special
circumstances as well as factors of everyday life that can cause stress and erect barriers to
learning – such as strained relationships, increased anxiety, alcohol/drug problems, feeling
down, difficulty concentrating and/or lack of motivation. Useful University resources include:
 Student Mental Health Website: confidential psychological health services
 Dealing with Stress: UMExtension resources
 Mindfulness resources to help increase resilience capacities
*** *** *** ***
Academic Integrity / Plagiarism: “Institutions of higher education are dedicated to the pursuit of
truth. Faculty members need to affirm that the pursuit of truth is grounded in certain core
values, including diligence, civility, and honesty.” Therefore,
 work you submit must be your own,
 you will cite sources for ideas, text, images, teaching materials incorporated into your work,
 the UM policy on academic integrity will be our default set of guidelines,
 any suspected or unintentional plagiarism will be addressed via individual conversations,
 and intentional academic dishonesty may lead to earning a failing grade for the course
and/or to conversation with the participant’s departmental advisor, Director of Graduate
Studies, department chair, and/or dean about the serious transgression.
To learn more about adapting to these expectations, listen to Voices of Minnesota’s
Multilingual Writers, or see Jane Yank’s syllabus document on “Scholastic Honesty” in the
Student Resources section of the course Moodle site. For us, integrity is vital.
6
GRAD 8101 / Fall 2013
COURSE CALENDAR & COURSE OUTCOMES
Teaching in Higher Education is designed to:
 Explore and apply adult learning theories appropriate to the higher education setting.
 Introduce the learning-centered paradigm with its many active learning strategies.
 Engage participants in application-based discussions of course design principles.
 Recognize scholarly teaching as a significant professional endeavor.
M = posted to the course Moodle site
Due = Complete assignment/task for the Class Session in which it’s listed.
Whenever you do a peer review session in class, you’ll update us via a Revision Memo.
Class 1: Learning // 6 September
Learning Outcomes:
At the end of this session you will be able to:
 Respectfully engage scholarly writing from outside your discipline and preferred methodological
and narrative frameworks.
 Analyse and articulate multidisciplinary understandings of learning.
 Present ideas about learning – your own and others - when speaking about teaching and
learning in higher education.
 Retrieve from classroom interactions factors that highlight the importance of the first-day in
setting a “culture of learning” tone for a course.
 Engage with others in co-creating a climate for learning in GRAD 8101.
Due
By 4 September: send a recent copy of your CV or resume to ida8101@gmail.com
Due
By start of 6 September Class
Readings Review these basic “learning theory” sources, bringing notes/annotations to draw on
as we discuss learning from our vantage points as learners and teachers:
o Constructivism & Learning
o Transformation & Learning
o Connectivism & Learning
o Bloom’s Taxonomy of Learning
Class 2: Learning for Teaching – Learning & Pedagogies // 13 September
Learning Outcomes:
At the end of this session participants will be able to:
 Describe connections between learning and teaching as expressed in Class 2 readings and
various classroom discussions.
 State several principles and practices of (inter)active learning.
 Outline the basic “jigsaw discussion” method and outline at least one adaptation.
 Summarize the team teaching assignment and your team’s plan for moving ahead..
Required Reading:
 One “Jigsaw Reading” to be assigned; assigned via email with articles posted to M
 Halpern & Hakel “Applying the Science of Learning to the University & Beyond”
 Oxford Brookes, Assessment: Advice for Students
 Smith, Teamwork and Project Management, Chapter 2, “Teamwork” M
Due in Class Drawing/Diagram/Photograph/Chart that Showcases how you are now seeing, naming,
defining, considering LEARNING.
Class 3: Teaching for Learning – Design // 20 September
Learning Outcomes
At the end of this session you will be able to:
 Express generalizations regarding Aligned Course Design principles & practices.
 Distinguish between course goals and learning outcomes.
 Report principles regarding role and writing student learning outcomes as a central component of
backward course design/aligned course design.
 Apply concepts of Aligned Course Design to class session design.
 Design a teaching slidedeck incorporating “learning presentation” practices.
Required Reading:
 Lunsford, Our Semi-literate Youth? Not So Fast
 SERC, Designing Effective and Innovative Courses, Part 1 – Segments 1 to 4
 Brookfield, Discussion as a Way of Teaching; the PDF version
 Alexander, Chemistry Haiku: Ideas about Writing, Speaking & Drawing to Learn
Due Mini-Teaching Session – explain learning for an audience that is either students in your class or
peers/colleagues in your field. As usual, information about this will be in the weekly email and in update
to Class 3 section of M.
Class 4: Teaching for Learning – Syllabus Development // 27 September
Learning Outcomes:
At the end of this session you will be able to:
 Write course outcomes with strong(er) verbs.
 Apply elements of Aligned Course Design – atmosphere, aims, activities & assessments – to the
course you will design for GRAD 8101.
 Understand the development of a syllabus as a public record, statement of learning and teaching
expectations, and learning tool.
Required Reading:
 Powers, “Converting Class Syllabi to Outcomes Based Teaching & Learning Format”
 UMinnesota, Student Development and Learning Outcomes
 Brost & Bradley, “Student Compliance with Assigned Reading: A Case Study” M
 Elbow on low / medium / high stakes writing
Due Course Proposals
Class 5: Teaching for Learning – Assessment Scaffolding // 4 October
At the end of this session you will be able to
 Produce a focused listing of advantages and disadvantages of selected formative and
summative assessments of student learning.
 Distinguish among various formative and summative assessment strategies in order to begin
determining which ones are applicable to the course you are designing.
 Create a plan for incorporating formative and summative assessment of student learning into
your course, and into various aspects of your teaching/academic work generally.
Required Reading:
 Wlodkowski & Ginsberg, “Engendering Competence” M
 Gibbs, “The Assessment of Group Work: Lessons from the Literature”
8

Due
Jigsaw Readings to be assigned during Week 4
Draft of only the Learning segment of the Learning & Teaching Philosophy
Class 6: Deep Learning 1, Interactive Lectures // 11 October
At the end of this session you will be able to:
 Describe interactive active lecturing attributes from learner & teacher perspectives.
 Discern among various interactive active lecture approaches & lecture techniques.
 Map out ways to apply “bookends” or other class session plans that incorporate interactive
lecturing.
Required Readings:
 SERC, Interactive Lectures – the five short segments in this section
 Bowering, et al, “Group Work in a Bilingual Program”
 Penn State, (Inter)Active Learning & Teaching Strategies in Large Classes
 Alexander, Introverts - Extroverts: It's Not About Shyness
Due
Revision of Course Proposal with Assessment Plan incorporated
Assignment from Team
Class 7: Deep Learning 2, Learning & Teaching with Technology // 18 October
At the end of this session you will be able to:
 Describe how face-to-face, hybrid, and online courses differ.
 Articulate principles and practices for selecting and using technology to support learning and
teaching.
 Begin selecting Web 2.0 learning management and/or communication platforms for
incorporation into a course you design.
 Plan for ways to organize and moderate online discussions in your course.
Required Reading:
 Davis, “Presentation Technologies” M
 Carmean and Haefner, “Mind Over Matter: Transforming Course Management Systems into Effective
Learning Environments”
 Misanchuk & Anderson, “Building Community in an Online Learning Environment”
 Complete the Teaching Inclusively Using Technology Tutorial (review the Generic version or a
version a bit further down the page linked to your area of teaching)
Due
Syllabus Assignment & Assignment from Team
Class 8: Deep Learning 3, Creating Discussions That Work // 25 October
At the end of this session you will be able to:
 Mindfully weigh discussion-related considerations such as when to include it, what format to
select, what tasks and roles to assign to students; whether and why to use discussion as a
special or regular course feature in light of your course and aligning activities to student learning
outcomes.
 Locate, review and choose among a variety of strategies to design discussion-based activities for
effective learning in the course you are designing.
Required Reading:
 McKeachie Chap 5 on Facilitating Discussion M
9



Due
DePaul University Teaching Commons, Three Sections: Teaching without a Net, Discussion as a
Skill, and Effective Online Discussion
Swann, A Dialogic Approach to Online Facilitation
Brookfield, “Keeping Student Voices in Check” M
Syllabus Assignment & Assignment from Team
Class 9: Deep Learning 4, Groupings: Teams & Groups That Work // 1 Nov.
At the end of this session you will be able to:
 Distinguish between two main types of Groupings: Team and Groups.
 Articulate how to set up high-functioning, long-term formal Teams.
 Describe why, how & when to incorporate informal Groups into a course plan.
Required Reading:
 Teaching Professor Blog – start with the Group Work category:
 Michaelsen, Three Keys to Using Learning [Teams] Effectively
 Team Based Learning
 Cooper, “Collaboration or Plagiarism? Explaining Collaborative Assignments”
 Assessing and Grading [Team] Work
Due
Syllabus Assignment & Assignment from Team
Class 10: Deep Learning 5, MILT* as Everyone’s Everyday Work
(*Multicultural/Inclusive Learning & Teaching) // 8 November
At the end of this session you will be able to:
 Explore practices to enact multicultural / inclusive learning and teaching as an everyday aspect
of teaching and learning in higher education.
 Shape strategies to address and forestall biases/assumptions that may emerge in teaching and
learning interactions.
Required Reading:
 Fried, Bridging Emotion and Intellect M
 Miller, “The Multicultural Lab: Diversity Issues in STEM Classes” M
 Strange, “Creating Environments of Ability”
 Cech and Waidzunas, “Navigating the Heteronormativity of Engineering”
 Warren, Managing Hot Moments in the Classroom
Due
Syllabus Assignment & Assignment from Team
Class 11: Deep Learning 6, Creating Assignments that Matter // 15 November
At the end of this session you will be able to:
 Discern different levels and types of assignments – such as: homework/class preparation/in
class assignments, long-range drafted assignments, interlinked individual and team assignments
– in order to plan assignments that align with learning outcomes in the course you are designing.
 Discover ways of developing assignments – from “traditional” to “non-traditional” and “newtraditional” – that align with the course outcomes and engage students with practices for learning
and showcasing mastery of the curriculum
 Write a course assignment that integrates course development and alignment principles and
makes use of the Assignment Checklist practices.
10
Required Reading:
 Hadwin, “Do Your Students Really Understand Your Assignments?” M
 Carnegie Mellon, Creating Assignments
 Temple University, Developing Grading Criteria
 Georgian College, review one of the assignment ideas in the Scaffolding Resources section;
you’ll need to scroll down a bit to reach that section
 Nelson, Student Diversity Requires Different Approaches to College Teaching, Even in Math and
Science”
Due
Syllabus Assignment & Assignment from Team
Class 12: Grading // 22 November
At the end of this session you will be able to:
 Discuss how/when/why will you assess student learning across the semester.
 Outline possibilities for addressing “small” components of grading, such as the
following: deadlines, grievances, misconduct, participation and growth.
 Choose a grading system – criterion-referenced, norm referenced, modification and
variations – you can describe to students.
 How and Why will you be using a
 How should assignments be weighted? Why should the weighting of assignments vary,
or why should they not?
Required Readings TBD
Due
Syllabus Draft for Peer Review
Class 13: Microteaching Session // TBD by Teams, between 18 Nov – 5 Dec
Due ALL Sometime between 18 November and 5 December, each Teaching Team will select
a date, time, place for their microteaching session.
Class 14: Team Final Exam & Philosophies with Food // 16 December
This exam will be hands on and open book/open resources. You will complete the exam as a
teaching team, with some team preparation will be required ahead of the exam. More at Class 12.
Ilene and Alex will bring food.
Class 15: Individual Final Exam: On Learning & Teaching & Philosophies // 13 December
For this session, you’ll complete the full draft of your Learning & Teaching Philosophy as your
individual take home exam. All y’all will bring some food that reflects your L&TPhil.
11
GRAD 8101 – Fall 2013 – CALENDAR OVERVIEW
DATE
6 Sept
Class 1
TOPIC
Learning
DUE FOR CLASS – beyond readings
 By 4 Sept send recent CV or Resume draft
 By 6 Sept class: Review Syllabus & Learning Theory URLs
13 Sept
Class 2
Learning & Teaching
ALL Drawing/Diagram/Photograph/Chart/Slide that sketches out,
defines, depicts your idea of Learning. Also, bring a paper copy.
20 Sept
Class 3
Learning & Teaching:
Course Design
ALL Mini-Teaching Session
27 Sept
Class 4
Learning & Teaching:
Syllabus Development
ALL Course Proposal from basic info to description to outcomes.
4 Oct
Class 5
Learning & Teaching:
Assessment Scaffolding
ALL First Draft Learning & Teaching Philosophy (L&TPhil).
Just the Learning segment for now.
11 Oct
Class 6
Team Teaching 1
Interactive Lectures
ALL Assign from Team
ALL Revision of Course Proposal that adds an Assessment Plan.
18 Oct
Class 7
Team Teaching 2
Learning & Teaching
with Technology
ALL Syllabus Assignment
ALL Assign from Team
25 Oct
Class 8
Team Teaching 3
Discussions that Work
ALL Syllabus Assignment
ALL Assign from Team
1 Nov
Class 9
Team Teaching 4
Teams & Groups that
Work
ALL Syllabus Assignment
ALL Assign from Team
8 Nov
Class 10
Team Teaching 5
Multicultural/Inclusive
Learning & Teaching
ALL Syllabus Assignment
ALL Assign from Team
15 Nov
Class 11
Team Teaching 6
Assignments that
Matter
ALL Sample Course Assignment with Feedback/Assessment Plan
ALL Assign from Team
22 Nov
Class 12
Grading &
Syllabus Workshop
ALL Syllabus Peer Review
29 Nov
Class 13
Thanksgiving Week
ALL Microteaching – Teams select time, date, place for microteaching session, which will fall between 18 Nov – 5 December.
6 Dec
Class 14
Final Exam – Team
In Class
Final Exam Team Based. Alex & Ilene bring food
13 Dec
Class 15
Final Exam – Individual
Take Home
ALL Full Draft of L&TPhil. All y’all bring food linked to L&TPhil..
Final Teaching Dossier – Due between 14-18 December
12