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MASON HE 602 - Syllabus

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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 GEORGE MASON UNIVERSITYCTCH 602-001 - COLLEGE TEACHINGFall 2010Innovation Hall, Room 316Mondays 7:20p.m. - 10:00p.m.Dr. Anne M. Kuhta, Director of AcademicsHigher Education ProgramEnterprise Hall, Suite 316(703) [email protected] Hours: Monday and Wednesday 2:00p.m.-7:00p.m.; Friday, by appointment.Course 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:Bain, K. (2004). What the best college teachers do. Cambridge: Harvard University Press.Davis, B.G. (2009). Tools for teaching (2nd ed.). San Francisco: Jossey-Bass.2Recommended:Angelo, T.A., & Cross, K.P. (1993). Classroom assessment techniques: A handbook for college teachers.San Francisco: Jossey-Bass.Brookfield, S.D. (2006). The skillful teacher. San Francisco: Jossey-Bass Hacker, 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 assignments; class participation; valuing student diversity and differences.Course Requirements- Use of print and electronic resources for data gathering and discussions. - Significant participation in class discussions, demonstrating analysis of assigned readings; appropriate participation in small group activities [20%]. - Satisfactory completion of syllabus analyses, original syllabus & defense [10%]- Trio Presentation (lesson plan, self-evaluation) [20%] - Reading Response Papers (11) [20%] - Current Issue in College Teaching Research Paper [20%] - Written report on observation of undergraduate college class (Schedule observation for after Oct. 25th class) - [10%] Course Policies- All policies of the George Mason University Catalog and the Higher Education Program Handbook are in effect in this class. - GMU Honor Code: 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: - GMU student information and resources: - If you are a student with a disability and you need academic accommodations, pleasecontact the Office of Disability Services 703.993.2474. All academic accommodations must be arranged through that office. Students must inform the instructor at the beginningof the semester, and the specific accommodations will be arranged through the Office of Disability Services. - An incomplete grade (IN) is used only if the student requests it in writing. An IN counts as a failing grade until completed, and it automatically turns into an F if a grade is not turned in by thedeadline in the Schedule of Classes. 3The 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, and synthesis. 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 thediscussion throughout the remainder of the paper. Each paragraph in 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. This paper usually has a broader topic (too global) and neglects to provide the pertinent information for the audienceto understand the discussion. General, underdeveloped remarks are used to support a weak thesis;the paper lacks specific, expanded examples or explanations. 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

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