Honor Code: To promote a stronger sense of mutual responsibility, respect, trust,and fairness among all members of the George Mason University community andwith the desire for greater academic and personal achievement, we, the studentmembers of the university community, have set forth this honor code: Studentmembers of the George Mason University community pledge not to cheat,plagiarize, steal, or lie in matters related to academic work."You can't light the fire of passion in someone else if it doesn't burn in you to begin with." -Thomas L.Friedman CTCH 602-001 - COLLEGE TEACHINGSpring 2008Krug Hall 253Wednesdays, 7:20-10:00p.m.Dr. Anne M. Kuhta, Professor(703) [email protected] Hours: by appointmentCourse Overview:CTCH 602 will familiarize students with the various issues that affect teaching and learning, and give them basic tools to use in the classroom. It will explore how students' backgrounds affect their learning, and how to promote learning among the variety and diversity of students. Students will learn to plan a course and construct an effective syllabus. They will become knowledgeable about, and learn to choose and effectively use various formative and summative assessment techniques. They will hone their spoken, written, and technology-assisted communication skills.Desired Student Outcomes:See attachment to syllabus distributed the first class meeting.Required Texts and Materials:Angelo, T.A., & Cross, K.P. (1993). Classroom assessment techniques: A handbook for college teachers.San Francisco: Jossey-Bass.Bain, K. (2004). What the best college teachers do. Cambridge: Harvard University Press.Brookfield, S.D. (2006). The skillful teacher. San Francisco: Jossey-Bass.One 30 minute VHS-C videocassette .One VHS-C Cassette Adapter.p.2Recommended:APA or MLA Style ManualsHacker, D. (2007) A writer's reference. (6th ed.). Boston: Bedford/St.Martin's.Governing Principles for the Class:Respect for all; collegiality; punctuality for class and for web and class assignments; class participation; valuing student diversity and differences.Course Requirements- Use of print and electronic resources for data gathering and discussions. - Active participation in class discussions, demonstrating analysis of assigned readings [20%]- Satisfactory completion of syllabus analyses, original syllabus & defense [20%]- Teaching Demonstration (lesson plan, self-evaluation, and 30 minute teaching demonstration [individual or with a partner) [20%]- Reading Response Papers [20%] - Current Issue in College Teaching Research Paper (aprox. 10 pages) [20%] Course Policies- All policies of the George Mason University Catalog and the Higher Education ProgramHandbook are in effect in this class. - GMU Honor Code: http://www.gmu.edu/catalog/apolicies/index.html#Anchor12 Honor Code: To promote a stronger sense of mutual responsibility, respect, trust, and fairness among all members of the George Mason University community and with the desire for greater academic and personal achievement, we, the student members of the university community, have set forth this honor code: Student members of the George Mason University community pledge not to cheat, plagiarize, steal, or lie in matters related to academic work.- Higher Education Program Website: http://www.highered.gmu.edu/ - GMU student information and resources: http://www.gmu.edu/mlstudents/ - If you are a student with a disability and you need academic accommodations, please see me and contact the Disability Resource Center (DRC) at 703.993.2474. All academic accommodations must be arranged throughthat office. Students must inform the instructor at the beginning of the semester, and the specific accommodation will be arranged through the Disability ResourceCenter. - An incomplete grade (IN) is used only if the student requests it in writing. An IN countsas a failing grade until completed, and it automatically turns into an F if a grade is not turned in by the deadline in the Schedule of Classes. - The A Paper: The A paper reflects excellence in a student’s thinking and writing. The writing demonstrates the critical processes of questioning, reflection, and exploration. Judgments, interpretations, and beliefs are based upon in-depth research, analysis, andp.3synthesis. As a result of these efforts, the writing has the potential to influence the ideas and actions of the reader. This paper deals with one topic, focused to fit the length and scope of the discussion. In addition, the paper offers a clear thesis that provides an opinion about that topic; this thesis guides the discussion throughout the remainder of the paper. Each paragraphin the A paper uses specific evidence to support the thesis. In turn, the paragraphs are related, and they lead smoothly from one to another. No ambiguity or illogical thoughts affect the discussion. Also, the writer has carefully documented the ideas and writing of others in an acceptable format. The writing in the A paper is clear and concise, making use of proper academic diction. This paper maintains a consistent point of view and is free from serious grammatical errors. If the paper contains minor errors, they do not detract from the main points in the discussion. - The Unsatisfactory Paper: (B- or less) The unsatisfactory paper may reflect the ability to write; however, the writing lacks the development, depth, or insight of an A paper. Thispaper usually has a broader topic (too global) and neglects to provide the pertinent information for the audience to understand the discussion. General, underdeveloped remarks are used to support a weak thesis; the paper lacks specific, expanded examples orexplanations. Often the paper is too general, vague, or even digressive. The words and ideas are not documented satisfactorily. Often serious grammatical errors, punctuation errors, and non-academic diction can be found in an unsatisfactory paper. - Late Work: Graduate students maintain a busy schedule in and out of their academic careers. Often, emergencies develop and the student cannot complete the assignment. However, if a student consistently hands in his / her work late, the grade for the assignment – and perhaps for the semester – will reflect this tardiness. Each assignment in this course builds upon the previous assignment; adhering to the schedule will help the student complete work not just for this course, but for the