Getting Started in the Classroom: Tips, Techniques, & Resources Friday, 20 September 2013

1. Getting Started in the Classroom: Tips, Techniques, & ResourcesFriday, 20 September 2013

2. Learning Outcomes • Create a syllabus that meets OSU standards • Set and maintain classroom expectations • Learn effective presentation skills • Identify ways to establish rapport with students and engage them in the classroom

3. Session Overview Preparation & Planning • Designing the Syllabus • Preparing Presentations First Day in the Classroom • Engaging Students • Establishing Rapport • Setting Classroom Expectations

4. Syllabus Section I

5. Which image best illustrates how you think about a syllabus? 1 2 3 4

6. OSU Syllabus: minimum requirements 1. Course name 2. CRN: course reference number 3. Credits 4. Prerequisites & Co-requisites 5. Course content outline < http://oregonstate.edu/admin/aa/apaa/academic-programs/curriculum/curricular-policies-and-procedures#116 >

7. OSU Syllabus: minimum requirements (continued) 6. Evaluation of student performance 7. Measurable student learning outcomes 8. Learning resources 9. Statement regarding disabilities 10. Link to student conduct code N.B. Your department might have more requirements! < http://oregonstate.edu/admin/aa/apaa/academic-programs/curriculum/curricular-policies-and-procedures#116 >

8. The Syllabus Activity 1: [See handouts]

9. Compare &Contrast Activity1 [See handouts] Comments & Suggestions

10. Which image best illustrates how you think about a syllabus? 1 2 3 4

11. Preparing Presentations Section II

12. Presentations • Avoid fonts and colors that are difficult to read • Colorblindness (red/brown ; green/yellow) • Size 10 or larger • Keep it simple! [ NO BLOCKS OF TEXT ] • Pictures, pictures, pictures • Speak clearly and confidently • (to the students, not the board!) • Allow student interaction

13. Technology in the Classroom • Become familiar with your tools before Day 1 • Test run lab & recitation activities • Beware technological problems! • Learn troubleshooting techniques

14. Classes with an Online Component • Blackboard • Grades • Assignments • Discussion Board • Instructor/Student Communications • Textbooks with Online Homework • Ecampus Online Courses • Technology Across the Curriculum (TAC)

15. Student Engagement Section III

16. Recognizing Engagement…

17. Promoting Student Engagement Engagement: The time and energy students devote to educational activities < National Survey of Student Engagement (NSSE) >

18. Promoting Student Engagement • Give students control • Encourage interaction and questioning • Keep groups small and heterogeneous • Encourage peer instruction and evaluation • Provide ongoing feedback

19. Promoting Student Engagement What are some other ways you can encourage student engagement in your class? classroom debates, case studies, role plays, clickers, discussion board chats, podcasts, wikis, etc.

20. Promoting Student Engagement Collaborative and Cooperative Learning

21. Collaborative vs. CooperativeLearning • Knowledge created within a population • Individuals are • actively engaged in • a community • Asymmetric roles for each member • Individuals in group receive same grade • Teamwork on structured activities • Each group member has relative strengths and weaknesses • Students assessed both individually and as a group • Small groups • Active participation • Discovery-based learning • Assigned roles <http://www.thirteen.org/edonline/concept2class/coopcollab/index_sub1.html>

22. Activity 2: Collaborative Learning Techniques [See handout]

23. Activity 2: CollaborativeLearning Techniques [See handout]

24. Establishing Rapport Section IV

25. Establishing Rapport “A positive emotional connection among students, teacher, and subject matter that emerges from the manner in which the teacher constructs the learning environment” Buskist, W., & Saville, B. (2002). Rapport-building: Creating positive emotional contexts for enhancing teaching and learning. APS Observer, 14(3).

26. Establishing Rapport Individually, recall an educator who was particularly effective at establishing rapport in the classroom. • With a partner, discuss: • What did rapport look like in this classroom? • How was the teacher able to make it happen?

27. Establishing Rapport • Learn your students’ names • Establish credibility and build connections • Use icebreakers to engage students • Create a comfortable learning environment • Encourage questions, discussions, and other student interactions < http://wilderdom.com/games/Icebreakers.html >

28. Setting Classroom Expectations Build rapport, but maintain authority. Classroom environment • Peer interactions • Class participation • Respect the space and equipment Quality of student investment and work Instructor responsibilities • Availability, accessibility, office hours • Teaching style/philosophy

29. First Day in the Classroom List three (3) teaching strategies modeled today that you might adapt and use in your classroom.

30. Review • Create a syllabus that meets OSU standards • Set and maintain classroom expectations • Learn effective presentation skills • Identify ways to establish rapport with students and engage them in the classroom

31. First Day in the Classroom What other pressing questions or concerns remain as you prepare for your first day in the classroom? Whom will you consult for answers?

32. Remember: Day 1 will set the tone.

33. ADDITIONAL RESOURCES [Appendix]

34. Students with Disabilities "Accommodations are collaborative efforts between students, faculty and Disability Access Services (DAS). Students with accommodations approved through DAS are responsible for contacting the faculty member in charge of the course prior to or during the first week of the term to discuss accommodations. Students who believe they are eligible for accommodations but who have not yet obtained approval through DAS should contact DAS immediately at (541) 737-4098." < http://oregonstate.edu/admin/aa/apaa/academic-programs/curriculum/curricular-policies-and-procedures#116 >

35. Student Conduct Code [SAMPLE] College of Forestry You will be expected to conduct yourself in a professional manner. Academic dishonesty such as plagiarism and cheating will not be tolerated. Therefore, students are expected to be honest and ethical in their academic work. Academic dishonesty is defined as an intentional act of deception in one of the following areas: cheating, fabrication, assisting, tampering, or plagiarism. For more information about academic integrity and the University's policies and procedures in this area, please refer to the Student Conduct web site at: http://www.orst.edu/admin/stucon/achon.htm and the section on Academic Regulations in the OSU Schedule of Classes. < http://oregonstate.edu/studentconduct/regulations/index.php#acdis >

36. Setting Classroom Expectations [EXAMPLE] This course requires approximately two hours outside of class for every hour spent in class. The following behaviors, attitudes, and efforts toward the class are valued by faculty; your success in the course and in college depends on these behaviors: • Attend all classes • Be prepared • Do your best • Collaborate

37. Setting Classroom Expectations [EXAMPLE] College of Education You are expected to be present and engaged in class, which means that you will be free from technological distractions. Please refrain from using cell/smart phones in the classroom out of respect for your classmates and your instructor.

38. SUPPORT • Center for Teaching and Learning • Fellow Graduate Students • Advisor/Mentor/Supervisor • Friends & Family • Helpful Books: • Quick Hits for New Faculty – R.M. Cordell, et al • McKeachie’s Teaching Tips: Strategies, Research, and Theory for College and University Teachers – W.J. McKeachie • First Time in the College Classroom – M.C. Clement

39. Resources Learning Resources • Academic Success Center - http://success.oregonstate.edu/ • Academics for Student Athletes - http://oregonstate.edu/studentathlete/ • Center for Teaching and Learning - http://oregonstate.edu/ctl • Math Learning Center - http://oregonstate.edu/dept/mlcexcel/index.html • Writing Center - http://cwl.oregonstate.edu/ • Valley Library Collaborative Learning Center- http://osulibrary.oregonstate.edu/clc/ • OSU Computer Helpdesk - http://oregonstate.edu/is/tss/och/walkup • Accessibility Services - http://osulibrary.oregonstate.edu/accessibility-services