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Redesigning Course Syllabi: Strategies for Effective Teaching and Time Management

In this workshop by Sharon Hargus, participants explore the complexities of redesigning a course and syllabus. It addresses the challenges of first-time teaching versus subsequent classes, focusing on time management issues inherent in lecturing, grading, and student communication. The session offers insights into technology's evolution in education, practical tips for organizing course content, and strategies to maintain student engagement. Attendees learn the importance of detailed syllabi, effective teaching methods, and how small changes can lead to meaningful improvements in the classroom.

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Redesigning Course Syllabi: Strategies for Effective Teaching and Time Management

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Presentation Transcript

  1. Redesigning a course (and syllabus) Sharon Hargus TA workshop, Sept 2008

  2. True or false? • The first time you teach a particular class it is harder and more time consuming than subsequently.

  3. Answer: Yes and no • Yes, less time: preparing for class takes less time (for lessons that went well) • No, at least as much time: improvements or replacements to lectures that didn’t go well

  4. What always takes time • lecturing--time spent in the class • testing and grading • office hours and appointments outside of office hours • e-mail • packaging of information delivered to students

  5. Changes in technology in my lifetime • 1986: dittomasters • ca. 1988: xerox machine in dean’s office • ca. 1990: dept’s own xerox machine • 1993: UW bought me my first computer • 1990s • overheads and/or xeroxed handouts (small classes) • overheads (large classes) (copies filed at the library for students to check out) • late 1990s • .ppt slides and web management • Font updates apx. every 3 years (very time-consuming)

  6. No shortage of material • After teaching a class several times, the problem is usually what to leave out • Usable vs. unusable content • may be hard to empathize with students who know nothing

  7. Time management • What can eat up class time, unexpectedly • too many questions. take questions only at certain times during lecture? • changing from take-home to in-class exams • work in groups

  8. Teaching the next time • Save those scraps of paper that have your plan for the day on them; e.g. from 451 • collect homework • citation and reference format in linguistics • more on epenthesis and deletion • Tibetan numbers • generative vs. structural phonology • continue reading ch. 5

  9. Good to include • 2-minute overview/review at the beginning of the day • helps communicate the big picture

  10. Syllabus sections • (from my 451 syllabus) • Class web site • Course description • Learning goals • Requirements and grading. This section can never be too detailed. Point  grade conversion a good idea • Readings • Administrative details • Topics covered (sequence of topics) • Schedule (daily) • References

  11. What do we teach? • Teaching students what you think they should know or? • Teaching what is easy to test students on • Dave and anthro

  12. Summary • In redesigning a course • be aware of where class time can go • small changes can have big consequences • notes from last time will help • don’t try to pack too much in • (ethical consideration) teaching important material vs. easy evaluation

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