COMM 5085: Communication and Pedagogy Fall 2017 Instructor: Dr. Karen Anderson-Lain Office: GAB 302 E-mail: Office Hours: Wed. 9-11am Fri. 8:30-9:30am And by Appointment Course Description: Graduate course in pedagogy that addresses philosophical, theoretical and practical issues faced by the beginning college instructor. Course Goals and Objectives: The primary goal of this course is to provide instructional training and support for year college instructors. This course explores a combination of philosophical, theoretical and practical issues experienced by first year college instructors. Thus, the following specific objectives will be achieved in this course: Gain an understanding of students’ attitudes, behaviors, and motives. Enhance teaching behaviors through clarity, immediacy, and communicator style. Move from theoretical to applied—putting theory into practice. Develop a reflective understanding of your identity as an instructor. Develop a philosophical approach to teaching. Required and Materials: Barkley, E. F. (2010). Student Engagement Techniques: A Handbook for College Faculty. San Francisco: Jossey-Bass. Dannels, D. P. (2015). 8 essential questions teachers ask: A guidebook for New York: Oxford University Press. (We began communicating with students. our discussion of this book during the TA orientation and training for the department. A copy was provided to the TAs). Dewey, J. (1938). New York: Collier. Experience and education. Fassett, D. L., & Warren, J. T. (2007). Thousand Critical communication pedagogy. Oaks, CA: Sage. Fish, S. (2008). New York: Oxford. Save the world on your own time. Freire, P. (1970/2000). New Pedagogy of the oppressed: 30th Anniversary Edition. York: Continuum. hooks, b. (1994). New Teaching to transgress: Education as the practice of freedom. York: Routledge. Palmer, P. J. (1998/2007). The courage to teach: Exploring the inner landscape of a San Francisco: Wiley & Sons. teacher’s life.
COMM 5085: Communication and Pedagogy Fall 2017 Instructor: Dr. Karen Anderson-Lain Office: GAB 302 E-mail: Office Hours: Wed. 9-11am Fri. 8:30-9:30am And by Appointment Course Description: Graduate course in pedagogy that addresses philosophical, theoretical and practical issues faced by the beginning college instructor. Course Goals and Objectives: The primary goal of this course is to provide instructional training and support for year college instructors. This course explores a combination of philosophical, theoretical and practical issues experienced by first year college instructors. Thus, the following specific objectives will be achieved in this course: Gain an understanding of students’ attitudes, behaviors, and motives. Enhance teaching behaviors through clarity, immediacy, and communicator style. Move from theoretical to applied—putting theory into practice. Develop a reflective understanding of your identity as an instructor. Develop a philosophical approach to teaching. Required and Materials: Barkley, E. F. (2010). Student Engagement Techniques: A Handbook for College Faculty. San Francisco: Jossey-Bass. Dannels, D. P. (2015). 8 essential questions teachers ask: A guidebook for communicating with students. New York: Oxford University Press. (We began our discussion of this book during the TA orientation and training for the department. A copy was provided to the TAs). Dewey, J. (1938). Experience and education. New York: Collier. Fassett, D. L., & Warren, J. T. (2007). Critical communication pedagogy. Thousand Oaks, CA: Sage. Fish, S. (2008). Save the world on your own time. New York: Oxford. Freire, P. (1970/2000). Pedagogy of the oppressed: 30th Anniversary Edition. New York: Continuum. hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge. Palmer, P. J. (1998/2007). The courage to teach: Exploring the inner landscape of a teacher’s life. San Francisco: Wiley & Sons.
Pedagogy%20Syllabus%202017-1.docx