1. A Workshop on College Teaching and the Teaching of Psychology
Ludy T. Benjamin, Jr.
Texas A&M University
May 14-17, 2012

2. “Those who can, do.
Those who can’t, teach.”
George Bernard Shaw

3. “Those who can’t teach,
teach gym.”
Woody Allen

4. A Whirlwind Tour: 17 Topics
14-Teaching resources
14-Goals
14-The syllabus
14-First day of class
15-Lecture method
15-Active learning
15-Discussion methods
16-Evaluation methods
16-Grading
16-Class management
16-Advising, mentoring
17-Writing
17-Computer technologies
17-Media
17-Large classes
17-Team teaching
17-Evaluation of teaching

5. My Goals for This Workshop
Make you familiar with the multitude of resources on teaching psychology
Acquaint you with some of the dos and don’ts of various teaching and evaluation methods
Provide you with some tips on classroom management issues
Add to your repertoire of active learning exercises
Expand your confidence as teacher and your commitment to your students
Save you time in teaching preparation, grading, and dealing with classroom problems

6. This Workshop Should Help You If
You teach courses as a graduate student
You pursue a career as an academic
You are required to make case presentations (as in clinical psychology)
You are required to sell your management, research, or organizational ideas to industry
You have a job interview where you have to sell yourself
You have to communicate your ideas in any setting

7. College and University Settings
Research 1 universities ( )
State universities
Private universities
Liberal arts colleges
Two-year colleges
Professional schools
Teaching loads
Teaching expectations
Who teaches
Class size
Student expectations
Student abilities

8. Teaching is Important Most of us are in academia because of a teacher
We work in a privileged environment
We have obligations to our students
Making a difference in the academic world
Teaching skills are not genetically based
There is a teaching literature
We should want to get better at what we do

9. Four-Day Outline
May 14: Literature of Teaching, Goals, Syllabus, First Class Day May 15: Lecture, Active Learning, Discussion May 16: Evaluation, Grading, Classroom Management, Advising/Mentoring May 17: Writing, Computers, LGI, Team Teaching, Course Evaluation

10. May 14 – Monday
9:00-10:15 A Teaching Literature Goals – Part I 10:35-11:50 Goals – Part II The Syllabus First Class Day

11. I. Teaching Resources Generic college teaching books
Specialty books, e.g., construction of exams, grading, lecturing, teaching large classes
Teaching of psychology books
Psychology activity books – general and specific
Teaching of psychology journals
Teaching of psychology conferences
Society for Teaching of Psychology website
TAMU Center for Teaching Excellence (GTA)

12. II. Course Goals: This Is Always Where You Start

13. Goals: Overview Learn the academic culture
Goals should determine everything you do in your course
Selecting, implementing, and assessing your goals
An exercise in choosing course goals
Two examples of implementing goals

14. Learn the Culture Every college/university has a culture
There is also a departmental culture
Are there multiple sections of the course you will teach?
Is your course a prerequisite or postrequisite for another course?
Student expectations for your class

15. Course Goals Should Determine Virtually Everything That You Do in Your Course
Determines textbook selection, or whether you even use a book (topical, chronological, theoretical or philosophical orientation, breadth/depth, etc.)
Other reading assignments
Writing components
Evaluation methods
Classroom instructional methods

16. Course Goals Selecting them Selling them Implementing them
Measuring them

17. Course Goals: An Exercise

18. College Professors’ Responses
11 Content
3 Scientific Processes
2 Psychology and Society
1 Educational Preparation
8 Scientific Values
15 Critical Thinking

19. Introductory Psychology Students’ Responses
12 Self Knowledge and Understanding
10 Study Skills
9 Social and Interpersonal Skills

20. Goal: Integration of Introductory Psychology Chapters
Create a mini-course within the introductory psychology course
A few examples

21. Sleep and Dreaming
Biopsych – Neurotransmitters in sleep Perception – Awareness of stimuli by sleep stage Learning – Debunking sleep learning Memory – Dream recall Personality – Long vs. short sleepers Abnormal – Night terrors, sleep walking, depression Developmental – Ontogeny of sleep & dreaming Social – Cultural effects on sleep

22. Industrial/Organizational Psych
Biopsych – Circadian rhythms and shift work Perception – Attention and vigilance in workplace Learning – Training Cognition – Teaching creative thinking Motivation – Job satisfaction, burnout Development – Older workers, retirement Personality – Management and leadership styles Social – Organizational climate

23. Goal: Help Marginal or New Students
Improve attendance
Help students keep up with the reading
Help students regularly review their notes
Help students learn what is important to know
Help students study throughout the course

24. The Kingsfield Procedure
Class should not be larger than 50 students
Index card for each student
5 to 10 questions each day
Point system
Cheating! (to make it fairer)

25. Kingsfield Outcomes Professor learns names
Attendance is excellent; students are not tardy
Students do their reading on time and regularly review their notes
Students learn what the instructor considers important
Students learn some critical thinking skills
Grades are higher
Student opportunities for questions vary
Students rate the procedure quite positively

26. III. The Syllabus: It’s a Contract
This agreement is entered into this 14th day of May, 2012 by and between Ludy T. Benjamin, Jr., hereinafter referred to as the Professor, and _______________, hereinafter referred to as the Student. Whereas the Professor has covenanted and agreed with Texas A&M University, Department of Psychology, to utilize his experience, training, education, and best efforts towards instructing the Student in the subject of Introductory Psychology, and whereas the Student is desirous of gaining as much knowledge, training, insight, and understanding as possible; NOW THEREFORE, for and in consideration of mutual promises contained herein, the parties promise, covenant, agree, warrant, and make the following representations….
(from Stanley Freeman, U of South Carolina )

27. The Syllabus: Overview
The syllabus as contract
What should be in a syllabus?
Syllabus contents
Distributing your syllabus to students

28. What Should Be In a Syllabus?
How Lengthy Should It Be?

29. Syllabus Contents
Course number and title, instructor name, semester and year, office location and hours, office phone number, and website addresses
Textbook(s) – required or recommended
Course goals
Assignments and evaluation policies; make-ups
Course outline
Attendance policy (def. of excused absences)
Class rules (on time, cell phones, respect for others)
Statement on cheating, including plagiarism
Required university statements

30. From TAMU Rules (2012)
Rule 10.1 – The course instructor shall provide in writing the following information to the class during the first class meeting:
A statement of the nature, scope and content of the subject matter to be covered in the course.
All course prerequisites as listed in the catalog.
All required course text and material.
The grading rule, including weights as applicable for tests, laboratory assignments, field student work, projects, papers, homework, class attendance and participation and other graded activities in the calculation of the course grade.

31. Getting the Syllabus to Students
In class
In a course packet
Have them download it from your website
ing to them in advance of the course (it must be uploaded in Howdy re State law)

32. IV. First Class Day First impressions matter
Go over the syllabus – goals, rules, assignments, evaluation methods
Hook them on your material – get them excited for what is to come
Spend at least some time in that first meeting on content
Introduce yourself – professionally and personally

33. The Autobiography Due 2nd class period, 1-3 pages
Name, , home (cell) phone number
Where born and grew up
About your family
Interests in high school, both in school and extracurricular
Why you came to Texas A&M
Your major and why you chose it
Why are you taking this course and what do you hope to get from it?
Hobbies, jobs
Plans after graduation from TAMU

34. Use of the Autobiographies
If it’s a small class – 2nd day introductions
Learn about my students
Use the material to personalize some classes
Personal s back to the students
Re-read them before students come to see me
Assign paper topics based on that information

35. Other First Day Activities
Wear a hood with one eyehole. Periodically make gurgling noises.
Gradually speak softer and softer and then suddenly point to a student and scream “YOU! WHAT DID I JUST SAY?”
Announce “You will need this” and then write the suicide prevention hotline number on the board.

36. If someone asks a question, walk silently over to their seat, hand them the chalk, and ask “Would you like to give the lecture Mr. Smartypants?”
Start the lecture by dancing and lip-syncing to James Brown’s “Sex Machine”
Have a student sprinkle flower petals ahead of you as you pace back and forth.

37. Stop in mid lecture, frown for a moment, and then ask the class whether your butt looks fat.
Jog into class, rip the textbook in half, and scream, Are you pumped? ARE YOU PUMPED? I CAN’T HEEEEEAR YOU!”
by Alan Meiss (Indiana University)

38. May 15 – Tuesday
9:00 – 10:15 The Lecture Active Learning I 10:35-11:50 Active Learning II Discussion Methods

39. V. The Lecture Method Four Questions Why lecture? Should you lecture?
What should be your lecture style?
What are the components of a good lecture?

40. Why Lecture?
Lectures can provide integrative and evaluative accounts…(reducing an unselected vastness to a manageable form) that may not be available in any printed or electronic version. Lectures can be models of critical thinking and problem solving that can teach students higher cognitive skills. Further, lectures have motivational functions. By challenging students’ beliefs, lectures can motivate students to pursue further learning.
(Benjamin, 2002; McKeachie, 1999)

41. Should You Lecture? Audience expectations What is it you want to do?
The nature of the information to be communicated
Class size
Is lecturing a strength for you?
What can lectures do? Model, inspire, provoke, summarize, synthesize, evaluate, communicate cutting-edge work

42. The Lecture and the Textbook
Textbooks are usually encyclopedic
TAMU students are typically bright and can read on their own
So why go over in excruciating detail the material they are supposed to have read on their own?
The lecture is about your freedom to choose
It is often a chance for depth

43. What Should Be Your Lecture Style?
Your personality (UCLA Chemistry Dept.)
Formal or informal (more interactive)
Problem oriented
“The most effective performing is not a contrived act, but a genuine, authentic presentation of the person involved. If the role to be played is the person you are, you don’t need to fear being false or not being up to the part.” Maryellen Weimer (1998)

44. Components of a Good Lecture
Enthusiastic (maybe even passionate) about the material
Clear objectives for the lecture
Advanced organizers
In-lecture summaries
End-of-lecture summary
Clear organization
Good examples
Less is more (depth, rather than breadth)
Active learning
Allow for digressions from students

45. Lecture Outline: Psychological Theories of Love
1. Overview of three theories
2. Attachment theory
a. Supporting research
b. Summary
3. Lee’s Six Types of Love
4. Sternberg’s triangular theory
5. Overall summary

46. VI: Active Learning -- Defined
Active learning describes an array of learning situations in and out of the classroom in which students enjoy hands-on and minds-on experiences. Students learn through active participation in simulations, demonstrations, discussions, debates, games, problem solving, experiments, and writing exercises.

47. Active Learning – An Overview
What can it do?
What should good active learning exercises do?
Where can you find active learning exercises?
Some examples

48. Active Learning… is underused is an excellent supplement to lectures
increases student involvement
increases cognitive demands
produces elaboration of meaning (deeper processing – better retention)
is excellent for experiential topics
can help problematic lecture or book topics
adds enjoyment to the class
can take a little class time or a lot

49. Active Learning Exercises Should
be practiced
educate, motivate, perplex your students
involve all students
teach one or a few key points
be assessed to see if students are learning what is intended

50. Where Can You Find Active Learning Exercises?
Your own experiences
Teaching of Psychology journal
Activity books (see my website)
Teaching conferences and symposia
On the Web (particularly STP website)

51. Active Learning
Some Examples

52. Learning to
Read

64. Active Learning Examples in…
History
Statistics
Biopsychology
Sleep and Dreaming
Sensation and Perception
Learning
Memory
Motivation
Developmental Psychology
Gender
Diversity
Psychological Testing
Personality
Social Psychology
Abnormal Psychology
I/O Psychology

65. VII. Discussion Methods
When measures of knowledge are used, the lecture is as efficient as other teaching methods. However, when the dependent variables are “measures of retention of information after the end of a course, measures of transfer of knowledge to new situations, or measures of problem solving, thinking, or attitude change, or motivation for further learning, the results show differences favoring discussion methods over lecture.” McKeachie (1999)

66. Discussion Methods -- Overview
What is the optimum class size for discussion?
What discussion does
Problems in using discussion
Other issues in using discussion
Examples

67. What is the optimum class size for discussion?

68. What Discussion Does Helps students articulate what they have learned
Gives instructor a good idea of student understanding
Gives students opportunities to apply what they have learned
Helps students learn to evaluate the logic of and evidence for their own and others’ positions
McKeachie (1999)

69. Problems in Using Discussion
Getting a discussion started
Identifying a clear objective(s) for the discussion
Dealing with a discussion monopolizer
Getting reluctant students to participate
Students revealing too much
Students attacking the ideas, beliefs, attitudes, of other students

70. Discussions – Other Issues
Class size
Making smaller groups (buzz groups, jigsaw groups)
Time required
Willingness to give up class control
Providing a focus
Problem solving
Structured questionnaire (example)

71. What is Aggression?
See Handout

72. May Wednesday
9:00 – 10:15 Evaluation Methods 10:35 – 11:50 Grading Class Management Advising, Mentoring

73. VIII. Evaluation Methods - Overview
Types of assignments and tests
Functions of tests
Types of tests
Construction dos and don’ts

74. Types of Assignments and Tests
abstract
advertisement
annotated bibliography
biography
briefing paper
brochure, poster
budget, with rationale
case analysis
chart, graph, visual aid
cognitive map
court brief
debate
definition
diagram, table
dialogue
diary
essay
executive summary
fill-in-the-blank
flowchart

75. Classroom Debates
Assign students to teams (N=4) and to pro or con sides
Breast-fed babies are physically and psychologically healthier than bottle-fed babies.
The earlier a child starts school the better.
There should be a national child-rearing licensing law that requires parents to take parenting classes.

76. A Debate Format (75-min class)
Moderator and two panels
Opening Statements
Pro Side (3 mins.)
Con Side (3 mins.)
Closed Panel Discussion (35 mins.)
Open Discussion – Class asks questions (20 mins.)
Final Arguments
Con Side (5 mins.)
Pro Side (5 mins.)

77. Assignments & Tests (continued)
group discussion
instructional manual
introduction
inventory
laboratory or field notes
letter to the editor
matching test
mathematical problem
memo
multimedia presentation
narrative
news story, newspaper
oral report
outline
personal letter
poem, play
project plan
question
regulations, laws, rules
research proposal
review of book, article
review of literature

78. Newspaper Assignment in Undergraduate History of Psychology
Years are randomly assigned
4-pages of content
Psychology in context
Graded on content
Poster session (I bring treats)

81. And More … rough draft statement of assumptions summary taxonomy
technical or scientific report
term paper
thesis sentence
word problem
from Walvoord & Anderson (1998)
grant proposal
oral exam
lab practical
true-false exam
two-minute paper
journal
reaction paper
personality test
psychology “Jeopardy”
class participation
extra credit

82. Personality Test in PSYC 107: Two Classes
Honesty Friendliness Loyalty Self-esteem Tolerance Aggressiveness Independence Optimism
Confidence Friendliness Creativity Caring Responsibility Aggressiveness Sense of Humor Ambition

83. Student Generated Items
I would not betray a friend under any circumstances.
I enjoy associating with people who are different than me.
When I am working on a project, I would prefer to work by myself.
My friendliness is greatly dependent upon what happens to me.
My future will be a happy one.

84. Functions of Tests Evaluate students and assess their learning
Help instructor assess how well he/she is presenting the material
Communicate to students what they have and have not mastered
Motivate students to read and study assigned material
Assess whether goals are met, and how well
(from Davis, 1993; McKeachie, 1999; Benjamin)

85. Types of Tests True-false Fill-in-the-blank Matching Multiple choice
Essays

86. True-False Tests Items seem easy to write (but aren’t)
Typically too much ambiguity
Guessing is a problem. What correction formula do you use?
Psychometricians say AVOID THIS KIND OF TEST ITEM
If you use them, have students write out their reasons
And don’t get cute!

87. Fill-in-the-Blank Tests
I call these “Guess what the professor is thinking” tests
Difficult to write items that are not ambiguous
Avoid them – there are far better kinds of tests

88. Matching Tests
Allows many questions to be asked in a limited amount of time
Don’t make them too long items is about right
Have the set of alternatives (column 2) longer than the items in column 1
Problem with this test is that students may make correct associations from memorization but not know meaning, e.g. Darwin-natural selection

89. Sample Matching Test ___ Ludy Benjamin ___ Dick Cheney
___ Lamont Cranston
___ Aretha Franklin
___ Fred Rogers
1. A clown
2. Champion marksman
3. Governor of Texas
4. Liked us the way we are
5. Old guy
6. Queen of Soul
7. The Shadow
8. Ben Franklin’s mother

90. Multiple-Choice Tests
The cornerstone of most standardized tests – FOR A REASON
Educational Testing Service (ETS)
5 alternatives
they never use all of the above or none of the above
they have impressive statistics on any item that makes its way into one of their tests
they order their items from least to most difficult

91. Good Multiple-Choice Items
Essence of the question should be in the stem
Avoid negative statements
Alternatives should be roughly the same length
Avoid words in the alternatives that might be keyed from the stem
Distractors should all be plausible
Distractors should include common knowledge and thinking errors

92. Good Multiple-Choice Items
Are time-consuming to write
You should get better over time in eliminating the confusion and ambiguity in your items, especially if you reuse items
Are in scarce supply in publishers’ test manuals – BE VERY CAREFUL

93. M-C Items – Other Issues
How many? Some people use the rule of thumb of one per minute.
Correction formula?
M-C tests allow you to sample the content domain quite broadly
If you reuse items, do item-total correlations to evaluate your items (is an item that was answered correctly by 10% of the students a good item?)
Consider letting students write on their exams for items they find ambiguous

94. Answer Changing
One of your students asks you, “Should I ever change my answers on a test?”
How would you respond?
Benjamin, L. T., Jr., Cavell, T. A., & Shallenberger, W. R. (1984). Staying with initial answers on objective tests: Is it a myth? Teaching of Psychology, 11, 133‑141.

95. Essay Questions Measures retention by recall as opposed to recognition
Less objective scoring when compared to most other test types
Ways to mask student identity
Use a rubric for scoring (greater consistency, faster grading)
Score same question for all exams before scoring second essay
Do not give choices on essays (comparability issues)

96. Sample Essay Question
Dr. Ramirez believes that first-year college students who are assigned a senior mentor for the year will perform better academically and feel more positively about their college experience than those students who go through the first year without a mentor. Design an experiment to test this claim. Operationally define the key terms. Describe the controls that you would use and a method that you would use to evaluate the outcome of your study. In your answer you should include a description of each of the following: subject selection and sample size, independent variable(s), dependent variable(s), experimental group, control group, potential confounding variables (at least two), method of reducing experimenter bias, and method for analyzing the data. Be sure to label independent and dependent variables and control and experimental groups. (20 points)

97. Scoring Rubric
1 Subject selection (randomization, sample characteristics, at least 20 per group)
1 Independent variable label: senior mentor program
2 Independent variable definition
1 Dependent variable 1 label: academic performance
2 Dependent variable 1 definition
1 Dependent variable 2 label: attitudes about school
2 Dependent variable 2 definition
2 Experimental group(s)
2 Control group(s)
2 Confounding variables: name at least 2
2 Reducing experimenter bias: blind control, computer scoring, etc.
2 Evaluation of results: statistically significant differences, use of inferential statistics

98. Essay Questions Can Measure…
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation

99. Make-Up Exams Obey the university rules
Do not penalize students who have university recognized absences
What about students who do not have legitimate excuses for missing an assignment?

100. IX. Grading - Overview Where to begin Functions of grades
Grading issues
The mechanics of grading

101. Where to Begin Know the official rules at your university/college
Know the (informal) unofficial rules in your department
Grading practices should be tied to the goals for your course
Communicate your grading criteria clearly, ideally in your syllabus (see TAMU rules)

102. Grades According to TAMU Rules
Rule 10.3 – The five passing grades at the undergraduate level are, A, B, C, D and S, representing varying degrees of achievement; these letters carry grade points and significance as follows:
Assigned by the instructor:
A: Excellent, 4 grade points per semester hour
B: Good, 3 grade points per semester hour
C: Satisfactory, 2 grade points per semester hour
D: Passing, 1 grade point per semester hour
F: Failing, no grade points, hours included in GPR

103. Functions of Grades As communication devices (currency)
As indicators of student performance
As indicator of student’s potential in your field
As rewards (punishers?)
Grades are important to students, admission committees, professors, employers, etc.

104. Issues in Grading Grade inflation Mastery grading Contract grading
Grading on the curve
Satisfactory/Unsatisfactory grading
Extra credit
First-year grade exclusion of up to 3 courses with D or F (TAMU)

105. The Mechanics of Grading
Objectivity
Scores versus grades
Scaling exams
Cut-off scores (revealing cut-off scores)
Incomplete grades
Checking your final calculations, rechecking
Posting grades
Changing grades
Deadlines and penalties

106. Grades in PSYC 107 (Fall 1990)
A B C D F GPA

107. Grading Situation #1
Your syllabus indicates that an A is earned for students who score 450 points or better out of a possible A student comes to visit you after the final exam who has earned 444 points. The student argues that the percentile score is 88.8 and that is so close to a 90 that it should be an A. What would you do?

108. Grading Situation #2
A senior is taking a summer course from you who is planning to graduate in August and her parents have bought their plane tickets for graduation. But the student is making a D in your class and has no hope numerically of scoring high enough on the final exam to make a C which she needs to graduate. She pleads with you for a C. What would you do?

109. Grading Situation #3
A student recently made a grade of “F” on your exam. The student was quite sick the morning of the exam but decided to take the exam anyway. Now he thinks that strategy was a bad idea. He comes to you and explains the situation and asks for a grade adjustment or a make-up exam. What would you do?

110. Grading Situation #4
A student in her first semester at Texas A&M earns a grade of C in your PSYC 107 course. She comes to see you after the grades are filed with the registrar asking you to change her grade to a D so that she can use it as one of the courses she is going to drop under the first-year grade exclusion rule. What would you do?

111. Hypothetical Score Distribution
400 possible points

112. X. Class Management - Overview
Some sample cases
Rules and procedures
Prevention is the best strategy
Common problems

113. Case #1
A distraught student tells Professor Johnson that her boyfriend since 8th grade broke up with her two days ago. She has been crying steadily and cannot concentrate on her studies. She begs to postpone taking tomorrow’s exam and for an extension on the written assignment. Professor Johnson grants both, adding, “Don’t tell anyone that I’m letting you do this.” (Perlman, et al, 1999)

114. Case #2
Joshua comes to class each days and sits at the back of the room. He brings a copy of The Battalion with him each day that he reads during most of the class.

115. Case #3
Carrie also comes to class each day. On most days she falls asleep at the beginning of the class and sleeps throughout the class. Note that she is not a snorer.

116. Case #4
Professor Gonzales arrives at his classroom on exam day a few minutes before the exam is scheduled. He notices that fewer than half of his students are there and that someone has written on the board, “Dr. Gonzales’ exam today has been cancelled.” (example from Donald McBurney)

117. Case #5
Carla likes to wear her earbuds to class on days she is taking an exam. She says the music reduces her test anxiety.

118. Case #6
In your syllabus description of the required paper for your class you have indicated that points will be deducted for the use of sexist language. A student informs you that she has no intention of avoiding the use of such language and that she considers your practice nothing more than political correctness. She says that if you penalize her for such language that she will take her case to the University Academic Review Board.

119. Rules and Procedures Know the university rules
Decide what classroom rules are important to you (reading a newspaper, studying for another class, cell phones)
Communicate those rules on Day 1 orally, and include them in your syllabus
Enforce them
Be clear, fair, and consistent (and keep student embarrassment in public to a minimum)

120. Prevention is best but…
No matter how hard you try, you will not anticipate all the problems that will come up in your class.
Experience will help.

121. Common Problems: SI Students talking in class (when they shouldn’t)
Students sleeping
Students challenging your authority
Eating or drinking noisily (smelly foods)
Cell phones, texting, playing on computers
Arriving late, packing up early
Cutting class
Acting bored
Cheating on exams, plagiarism

122. Cheating Is a Biggie
Students seem ever creative in their cheating strategies (foot signals, writing on body parts)
Accusation of cheating can have far-reaching consequences for the student and for you
Know the university rules
It is sometimes difficult to prove (extra proctor)
If problems arise, alert your Dept. Head and seek her/his support
Work hard to prevent it!
If it happens, pursue the charges

123. Other Course Management Issues
Distributing exams in large classes
Proctoring exams in large classes
Meeting with students from large classes
Posting exam scores (know the rules)
Students’ review of their exams
Taking attendance
Student questions in large classes
Student appeals for exceptions
Evaluating excuses

124. Excuses (from Doug Bernstein)
I can’t take the test Friday because my mother is having a vasectomy.
I can’t be at the exam because my cat is having kittens and I’m her coach.
I’m late for the test because I hit a toilet in the middle of the road.
I’m too happy to give my presentation tomorrow. (The instructor noted that this problem was easily fixed.)
I can’t take the exam on Monday because my mom is getting married on Sunday and I’ll be too drunk to drive back to school.
I can’t finish my paper because I just found out that my girlfriend is a nymphomaniac.
Two students sitting next to each other in an exam were asked why they had identical answer sheets even though they had different forms of the exam. Their answer: “We studied together.”

125. XI. Advising, Mentoring Academic advising Career advising
Personal advising (counseling?)
Know what is available at your university (handouts)
Research mentoring
Teaching mentoring
Clinical supervision

126. May 17 – Thursday
9:00 – 10:15 Writing Computers in teaching Media 10:35 – 11:50 Large Classes Team Teaching Course Evaluation

127. XII. Writing - Overview Learning to write Writing to learn
The need to write well
The problem at large universities
The solutions?
Writing to learn
Low stakes writing
High stakes writing
Two-minute papers

128. The Need to Write Well Most jobs require some writing
Good writing is correlated with good thinking
Good writing is correlated with good speaking
Good writing is about clear communication

129. The Problem of Large Classes
In large classes, students typically don’t write
No papers, no essay exams, no essay questions on exams
The public complains – Jack and Jill can’t write
Solutions
The English Department can’t do it all
Writing across the curriculum movement
“W” courses
Calibrated Peer Review (CPR) is both WTL and LTW

130. Writing to Learn Mostly short papers
Some are peer examined but not graded
Good way for instructor to get feedback about student understanding
Instructor can grade them or simply score them as “turned in” – “not turned in”
Low stakes writing is often not graded, assignments are short (e.g., journals)
High stakes writing is graded, figures prominently in grade calculation, more involved and longer writing assignments

131. Writing to Learn, Learning to Write
See Bibliography on My Website

132. XIII. Computer Technologies -- Overview
Classroom Presentations
Student Note-taking in Class
Communication with Students
Course Data Management

133. How Do I Plan to Use the Technology,
First Question to Ask
How Do I Plan to Use the Technology,
and Do I need It?

134. Classroom Presentations
PowerPoint
Are there better systems for creation of presentations? –Adobe Acrobat, Macromedia Flash, SkunkLabs Liquid Media
Use of the Internet (research, a million demos)
Graphics programs (SmartDraw)
Electronic databases
Streaming audio and video

135. Communication with Students
(distribution list)
Bulletin board, listserv, E-learning
Web conferencing
Website
Lecture notes (PowerPoint slides)
FAQ bulletin board
Links to websites students might need
Documents related to the course, previous exams?
Advising notes (e.g., TAMU Counseling Center)
Course syllabi

136. Course Data Management
Systems: Gradebook, WebCT, Blackboard
Grades
Attendance
Research participant hours

137. XIV. Media
The computer has eliminated most other forms of media in the classroom.
Media outside the classroom: the television assignment (data collection, writing assignments, observational skills, common experience activities)
Video – brief is better
Audio – provide a transcript

138. XV. Large Classes There’s even an acronym – LGI
Depersonalization of students
Greater course management problems
Instructor gets to know mostly the students who do poorly on the exams
Research shows that students enjoy these classes more when they are tested at higher cognitive levels
Most student questions in class are procedural

139. Large Classes (continued)
Students and professors prefer smaller classes (no achievement differences between small and large but…)
On measures of long-term retention, critical thinking, student motivation, and application of learning, smaller is better
Create small discussion groups staffed by graduate or undergraduate students
Use active learning exercises to involve students and break up the lecture

140. Large Classes (continued)
Some instructors prefer large classes – theatrical types, e.g., James Maas, Henry Pronko
Some students prefer large classes – can be anonymous, likely won’t have to write

141. Large Class: A Model PSYC 107 – 240 Students
Meets Mon and Wed 9:10 to 10:00
Instructor and Two Graduate Teaching Assts.
Each graduate student has four 50-minute sections of 30 students each (good apprentice program)
Instructor meets weekly with the GTAs to plan the small group classes
Guiding principle is to take advantage of the small class size – NOTHING should be done there that could be done in the large class

142. XVI. Team Teaching -- Overview
Co-teaching
Collaborative teaching
What team teaching usually means
What our team teaching is like – problems and solutions

143. What Team Teaching Usually Means
Faculty members from different disciplines
More rarely - faculty members in the same discipline from different areas
Typical model
Shared planning
Shared instruction (both are always present)
Shared assessment

144. Team Teaching in Psychology at Texas A&M
Two graduate students, often first-time teachers, usually in PSYC 107
Idea is that it amounts to assigning half a course to each graduate student instructor
Sometimes the two instructors offer different expertise (e.g., clinical, cognitive), sometimes not
Too often the instructors get only a few weeks notice of their teaching assignment

145. Successful Team Teaching of the TAMU Variety
Instructors should bring different areas of expertise to the class
Instructors should have good chemistry between them
Instructors should both be present in every class, even though one may have full instructional responsibility
Instructors should have similar teaching and assessment styles
Instructors should alternate, but not usually on an every-other-day basis

146. Potential Problems
Students will like one instructor more than the other (sometimes there is competition for student approval)
Testing styles can be too different
Students are confused about expectations because of two teachers
Instructor absence sends wrong message about importance of the class

147. Preventing Problems Offer rather full disclosure the first day
We are new at this and will be working hard to do a good job as teachers
We know you may have some problems with our different styles but that can be a plus, because it reflects our personalities and our interests
We will collaborate on preparation of all exams so that each exam should be similar in style and level of difficulty

148. We will be here together each day, even though one of us will be the primary instructor on any given day. We do that because we are committed to this course, not just half of it.
After the first 4 weeks we will ask for anonymous evaluations of how the course is going so that we can make whatever course corrections are necessary.

149. Planning the Team-Taught Course
Agree on your goals for the course, how you will implement them, and how you will assess them
Agree on class management issues
Divide topics according to strengths
Set the schedule so that you change primary instructors every 3 to 4 class meetings

150. New Teachers, in a Team or Not
Show your draft syllabus to an experienced teacher, ideally someone who has taught the course to which you are assigned
When preparing your first exam, show some or all of it to that same individual for her/his opinion
If you have a problem you can’t seem to fix or don’t know how, seek help immediately – don’t let it go on
Be willing to learn from others. There is no shame in seeking help.

151. XVII. Evaluation of Teaching
It’s always about getting better!
Feedback from students
Feedback from student performance
Feedback from faculty peers (peer teams)
Feedback from teaching specialists (CTE)

152. Teaching Workshop 2012
Teaching of Psych books bibliography Goals article (2005) Goals questionnaire Lecture chapter (2002) Active learning lecture Active learning chapter (1993) Aggression article (1985)
Aggression questionnaire Personality exercise (1983) Answer changing article (1984) Writing exercises in psychology bibliography Teaching large classes bibliography PowerPoints for this workshop