This course was created by Dr. Panasik as
part of the Graduate TA Training Program.
BTECH 593. Teaching and Leadership
Syllabus
2 Credit Hours.
MASTER’S PROGRAM IN BIOTECHNOLOGY
DIVISION OF NATURAL SCIENCES AND
MATHEMATICS
CLAFLIN UNIVERSITY
Instructor
Office Phone Email
Dr. Nicholas Panasik Jr.
JST 221 803.937.9600 npanasik@claflin.edu
Yahoo Messenger ID:
Protein_structure_lab
Office Hours &
Consultation
MW 10:00 a.m. – 11:30 a.m. & 1:30 p.m. – 3:00
p.m.; R 1:30 p.m. – 3:30 p.m.
We can always set an appointment for another
time via email and I am also happy to answer questions via email or
through the Blackboard Discussion board.
You can drop by at other times but I may be
busy. Feel free to send a text message to my phone to see when I am
free, or to Instant Message with me using Yahoo Messenger with screen
name: protein_structure_lab
Blackboard
There is a course module for this lab at
http://blackboard.claflin.edu
Sign in with your normal Claflin ID and
password
Expectations (of You):
1.
You are expected to attend ALL workshop sessions and be on
time.
2.
You are expected to check your email regularly (daily) for
announcements, added instructions, or discussion.
3.
You are expected to use check Blackboard regularly (biweekly)
for course announcements, etc
4.
All written assignments must be submitted electronically
through Blackboard in Microsoft Word format.
5.
You are expected to participate in all discussions in a
professional and scholarly manner and follow the Claflin Honor Code.
Expectations (of Me):
1.
I am expected to provide a rich, intellectually challenging,
and useful series of exercises to enhance your skills in teaching &
leadership.
2.
I am expected to be available and accessible to answer
questions, and facilitate your understanding of course and workshop
material.
3.
I am expected to return graded materials in a timely fashion.
4.
I am expected to be fair and equal in grading and dealing with
students.
I. COURSE DESCRIPTION BTECH
591. 2 Credit Hours.
The aim of this course is to prepare students
for leadership roles in both academic and professional settings
including quality and excellence in teaching, project management, and
facilitation of collaboration in groups. This course is run
concurrently with the graduate student’s first classroom teaching
assignment and is designed to not only familiarize students with
student-centered active learning teaching techniques and collaborative
styles of leadership, but also serves to improve presentation skills
of important biotechnology concepts and the work in the course is
leveraged to improve the undergraduate curriculum. .
Program includes:
Seminar/Workshops (2
credit hours)
1 Peer classroom
observation/evaluation
2 Faculty classroom
observation/evaluations. Film student (optional)
Improvement of
Blackboard course cartridges for TA'd class
Faculty mentored
development of supplemental class materials for TA'd class.
Creation of a
Teaching Portfolio and Graduate
Profile
Meetings with TA advisor
after each evaluation, review film, discuss
Frequent online
discussions and development of teaching community
II.
COURSE OVERVIEW
This course is taught concurrently with
the student’s first teaching assignment. The students receive hands-on
experience in one-on-one and one-on-many classroom teaching workshops,
prepare materials for the actual courses they will be teaching, and
get hands-on experience with designing student-centered,
active-learning, and problem based learning activities and assessment
strategies. The course highlights collaborative-learning teaching
techniques, familiarizes students with the scholarship of teaching and
learning, and provides instruction in collaborative styles of
leadership, and teaches leadership in both the classroom and industry
settings appropriate to the biotechnology fields. The course also
includes two invited speakers – one for a teaching workshop and
another from the pharmaceutical research industry to discuss project
structure, project management, corporate expectations and
collaboration. The course ends with the completion of a
“Teaching/Leadership Portfolio” – both a formative, self-reflective
assessment of student learning and a useful tool for gaining
employment in academia (Teaching Portfolio) or industry (Leadership
Portfolio). The course also employs multiple formative assessment
strategies. The course begins with a first-day questionnaire designed
to assess student learning styles, learning goals, and prior
experiences. Presentation of course concepts (examples, power point
presentations, etc) are tailored to the majority of learning styles
while each key concept is presented in multiple modes to accommodate
other learning styles. Students get three opportunities to give
presentations and in each are subject to faculty-mentored peer
evaluations and faculty instruction accentuating progress to stated
student and course learning goals.
A. Course Preview & Syllabus:
Below is a preview of the nature of the course:
Seminar I. First
Impressions, Professionalism, & Establishment of Expectations
Beginning
with a short teaching demonstration on professionalism and first
impressions, Seminar I invites students to brainstorm on teaching and
learning issues to develop a guiding set of principles, the basics of
a teaching philosophy. From there, the students participate in lecture
with the following learning objectives:
ndiscuss
teaching, first impressions, professionalism
nreflect
upon good & bad experiences with teachers
nbrainstorm
what makes a ‘good’ teacher
nbrainstorm
what makes a good leader
nreflect
on role of a teacher as facilitator and role model
ndiscuss
how to design a class to make use of facilitator skills
nbrainstorm
class organization, key components
nanalyze
group interaction, development of relationships, clear expectations
nconsider
roles of assessment, adaptability
nincorporate
professional development, scholastic development (study patterns)
nidentify
areas in TA preparation and development that have value and
applications for other discipline-based graduate student
responsibilities, including management, collaboration, communications,
and organizational skills that are critical for both academic and
non-academic settings
nintroduce
and discuss class syllabus
ndiscuss
graduate teaching assignments; duties, date
nprepare
for instruction on how to create a teaching portfolio.
Seminar I ends with the following class
assignments:
-
Assignment #1: research content for a class you will be teaching
(prereqs, responsibilities, obtain past exams, get syllabus for
course). Due next class period
- Minute paper: (in
class) summarize our conclusions (10 points)
Seminar II. Learning
Styles & Modes of Understanding.
Beginning
with a short overview of conclusions from last class, Seminar II
presents research and knowledge on different types of learning styles
and modes of comprehension. The following learning objectives will be
discussed:
nincrease
knowledge of your students
nunderstand
five types of learning styles/modes and eight kinds of smart, learning
objectives
ndevelop
knowledge of audience, viewpoints, learning patterns
nuse
multiple examples for learning objectives, use the
learning
style survey tool
nuse
first day questionnaires, hand out samples
Seminar II ends with the following class
assignments:
1.
Assignment #2: Identify the three most difficult
topics/sections of the course. Prepare a 15-minute lab lecture (70
points) and a five-minute exam for one of them (15 points)
2.
Prepare a first-day questionnaire (5 points) Administer it to
your class and
summarize
results (10 points)
Seminar III. Hands-on Teaching Workshops. (Workshop).
Seminar III is a workshop divided into four parts. It is
designed to give hands on experience teaching what the TAs feel will
be the most challenging labs in their course of responsibility. TAs
will be divided into groups of three or four students. During the
first phase, one will present while the other two listen, take notes
on strong and weak points and then participate in the five-minute
exam. Unbeknownst to the teaching student, each of the listening
students will have instructions to only “learn”/respond positively to
a certain type of stimuli (visual examples for example). After the
“exam,” the whole class will attempt to interpret the results to
identify learning styles. In phases two and three, the remaining
listening students take turns being the teacher with their materials
using the new knowledge gained. The final phase is a brainstorming
segment followed by lecture with the following learning objectives:
n
teaching do’s and don’ts
n
audibility/clarity of presentations
n
organization/preparation
n
notes on making/giving power point presentations
n
use of minute papers and short, end of class
three-minute quizzes
n
creation of a dedicated folder to compile a Teaching
Portfolio
Seminar III ends with a
homework assignment: (Due next class)
1.
Assignment #3: Identify a lecture from the course syllabus that
occurs mid-semester or later, and prepare a 40-minute class lecture in
power point to go with that material. (70 points)
2.
Write a lesson plan identifying learning objectives for that
material (10 points)
A.
Identify 3-5 alternate ways of explaining key objectives (25
points)
B.
Prepare a minute paper question (5 points)
3.
Discuss the giving this lecture to your class with your lecture
professor
Seminar IV. Hands on
Presentation Workshop. (Workshop).
Reactions to
and feedback on evaluations. Power-Point presentations are collected
and two students are randomly selected to give their 40-minute talk.
Class begins to listen and critique. Brainstorm as slides come up for
better presentation, multiple learning styles/examples. Challenge
speakers to give presentation with slides off. All students submit
their 40-minute lecture, powerpoint presentations for evaluation.
Seminar IV ends with two
assignments:
- In class assignment:
presentation feedback (50 points).
- Assignment: Two
papers assigned on teaching pedagogy. Begin use of online discussion
boards or pedagogy papers and current teaching experiences. Faculty
invited to participate. One paper assigned to all (Peters A., J.
Chem Ed.) and one paper assigned to each student individually. Hand
out grading criteria for facilitated discussion. Due next class.
Seminar V. The
Scholarship of Teaching and Learning. (Discussion).
Seminar V is an open,
faculty-led, discussion of the scholarship of teaching and learning
and teaching pedagogy literature. Each student is responsible for
making discussion comments that are drawn from issues raised in their
individually assigned paper (100 points). The discussion is closed
with a brainstorming session on teaching styles, methods, pedagogies,
and how to apply the scientific method to teaching.
Seminar V ends with the following
assignments:
- In class assignment:
Minute paper on conclusions (10 points)
- Write a Teaching
Philosophy (to be included in portfolio). (Due next class)
Handouts: two sample teaching philosophies (50 points)
- Readings: student
centered & problem based learning, assessment strategies
Seminar VI. Role of
Assessment & Assessment Techniques. (Lecture & Workshop)
Seminar VI begins with a recap of
the previous discussion of classroom design with a focus on student
centered teaching, problem based learning, and assessment. Assessment
& assessment techniques are presented in lecture and then students are
rotated through five breakout assessment lab stations. At each
station, students participate in an alternative assessment method to
evaluate this course (10 minutes per station). This activity also
serves as a mid-semester evaluation of this course. Finally, the
adaptability of course design and importance of good feedback is
discussed as well as the application of rubrics for student Feedback
forms and grading.
Seminar VI ends with the
following assignment:
1.
Read student teaching philosophies online, students make
comments via online discussion board. Comments due by next class
period.
Seminar VII.
Technology and collaboration. (Technical Presentation)
In seminar
VII, the use of technology in the classroom and for collaborative
projects is discussed. A technical presentation of how to use
Blackboard & Share-point is given.
Assignment: Design
improvements for the blackboard cartridge for the class they are currently teaching or a
share-point module for their current research lab (100 points)
Example of Blackboard
Development Project
Seminar VIII.
Planning Teaching & Research Goals; Syllabi/Workflow Mapping.
Seminar VIII
synthesizes all prior coursework and the concepts of overall course &
team design and organization are covered. Specifically, identification
of learning/team/research goals, syllabi & curricula design, workflow
charts, and course organization are discussed. Course redesign project
discussed (see below)
Seminar VIII ends with
the following Final Project Assignment:
-
Final Project Course Redesign.
Redesign the present course you are teaching with a focus on student
centered, active learning teaching pedagogies. Include a syllabus,
assessment strategies, and use of technology inside/outside of the
classroom. Prepare 10 min presentation discussing your redesign
proposal. (200 points)
Seminar IX.
Presentation of Course Designs & Evaluation I. (Student Led)
In seminar IX, students give 10 minute presentations on their
course redesign proposals. All students give feedback comments in
class that are faculty-evaluated. (10 points) Peer evaluations of
classroom teaching take place this week.
Seminar X.
Presentation of Course Designs & Evaluation II. (Student Led)
Presentation
of redesigned courses continued. Receive feedback comments.
Seminar XI.
Leadership in Biotechnology Industry. (invited speaker from
industry)
Seminar XI is a lecture on team
environments in biotechnology industry settings including the
pharmaceutical, diagnostic, and medical research industries. Concepts
covered are:
n
organizational structure
n
unit organization, chain of command, modern research
structures
n
team composition, responsibilities
n
effective leadership in team environments
n
delegation, sharing, writing
Faculty
Observation/Evaluation of graduate teaching assignments takes place
this week.
Seminar XII.
Leadership in Industry. (invited speaker–McKinsey Consulting)
This seminar
will discuss leadership in the sciences, specifically as it relates to
industry. Project management issues, timelines, and research goals
will be discussed.
Seminar XII ends with
the following reading assignment: (Due next class)
- Case Study for
Conflict Resolution Workshop (White & Robinson)
Seminar XIII.
Conflict Resolution. (Workshop)
Seminar XIII
is a Conflict Resolution Workshop based on materials and methods used
in the renowned conflict resolution workshops of Pan Liu. Students
will be presented with a case study and be involved in role-play to
manage the conflict. Concepts of observation and empathy, reflection
techniques, and participant management will be covered.
Seminar VIV.
Collaboration & Synthesis. (Luncheon)
To
facilitate the development of a teaching community and a collaborative
environment, one meeting/lunch with all TAs and teaching faculty and
Deans will be held. They will discuss teaching and leadership
experiences both good and bad, share pedagogies, and evaluate
effective styles of both leadership and teaching.
B. Final Project. The Teaching/Leadership
Portfolio (100 points)
- Teaching or
Leadership Philosophy
a.
Teaching/Leadership Philosophy
b.
References used compilation of portfolio??
- Descriptions of
Courses Taught/Leadership experiences
- Course Development
Samples
a.
First day questionnaire,
b.
Sample assessment tools
c.
Blackboard description & screen captures
d.
Course redesign project
- Samples from peer
email discussions on teaching pedagogy
- Evaluation of
Teaching/Leadership
a.
Peer classroom teaching evaluation
b.
Faculty classroom teaching evaluation
c.
Student evaluations (mid-semester & final)
d.
Disc with movie file of student teaching in classroom
- Samples of student
work / Products of leadership
An initial draft is due
the last day of class and will be used for grading purposes. A final
updated version is required for graduation in the Master’s Program
C. Expectations:
All written assignments and projects are due both in electronic
format (mailed) and paper format (collected in class when it is due).
Extensions may be given if requested prior to due date. All
extension dates are final. Students are expected to check email daily
and participate in email and online discussions. The instructor is
expected to be accessible via email, office hours, and by appointment,
and this syllabi serves as a contract that the instructor will require
no more than what is specified here beyond reasonable expectations.
III. Methods of Evaluation
A.
Grading Scale:
LETTER
ASSIGNMENT
|
PERCENTAGE OF AVAILABLE POINTS EARNED |
|
A |
100 - 90 |
|
B+ |
89 - 85 |
|
B |
84 - 80 |
|
C+ |
79 - 75 |
|
C |
74 - 70 |
|
D+ |
69 - 65 |
|
D |
64 - 60 |
|
F |
59 - 0 |
B. Grading:
|
Item |
% of Grade |
Points |
|
15 minute
presentations |
10% |
100 |
|
15 minutes
presentation feedback |
5% |
50 |
|
40 min presentation |
10% |
100 |
|
40 min presentation
feedback |
5% |
50 |
|
Pedagogy Discussion
Participation |
10% |
100 |
|
Teaching Philosophy |
5% |
50 |
|
Blackboard/Sharepoint
project |
10% |
100 |
|
Classroom design
project |
20% |
200 |
|
Completed Peer
Assessment |
10% |
100 |
|
Minute papers &
email discussions |
5% |
50 |
|
Teaching portfolio |
10% |
100 |
C. Rubric for Grading Peer
Feedback:
A)
An ample amount of feedback that is clear on strengths &
weaknesses & presents at least two specific methods of improvement
B)
As an A, but only suggests one route to improvement
C)
Ample feedback which includes only weaknesses and/or suggests
no clear route to improvement
D)
Very minor amount of feedback and/or vague suggestions.
IV. COMPETENCIES
A. Generic Competencies
1. Students will develop the ability to speak
clearly and present materials in a professional and organized manner
2. Students will develop understanding of and
fluency in a variety of pedagogical techniques centered on
student-centered, active and problem based learning.
3. Students will develop and practice
effective assessment strategies.
4. Students will develop leadership and
collaborative facilitation skills
5. Students will develop conflict resolution
skills
B. Biotechnology Specific Competencies
1. Students will develop leadership skills in
biotechnology project management
2. Students will develop skills in technology
based learning and collaboration
VI. ENABLING LEARNING ACTIVITIES
The following learning
activities are designed to help the students achieve the terminal
performance objectives:
A. Seminar/Workshops (2
credit hours)
B. 1 Peer classroom
observation/evaluation
C. 2 Faculty classroom
observation/evaluations. Film student!
D. Creation of a
Teaching & Leadership Portfolio
E. Meetings with TA
advisor after each evaluation, review film, discuss
F. Frequent online
discussions and development of teaching community
G. Faculty moderated
brainstorming activities on key topics
H. Hands-on peer-to-peer
teaching & learning workshops
I. Hands-on assessment
workshop
VI.
DISABILITY SERVICES
Disability services at Claflin University
exist to enable individuals with disabilities to participate in the
full range of college experiences. Claflin University recognizes an
individual with a disability as anyone who (1) has a physical or
mental impairment that substantially limits one or more major life
activities (2) has a record of such impairment, or (3) is regarded as
having such impairment.
A “qualified person with a disability” is
defined as one who meets the academic and technical standards required
for admission or participation in the education program or activity.
Individuals requesting accommodations must
provide current documentation of their disability to the Counseling
and Disability Center, located in the Student Campus Center. Office
hours are Monday through Friday, 8:00 a.m.-5:00 p.m. Information
pertaining to disability services can also be found on the Claflin
website at
www.claflin.edu.
VIII. Claflin Honor Code
CODE
OF HONOR POLICY STATEMENT
Claflin University prohibits all forms of academic or
scholarly dishonesty,
including written or oral examinations,
term and research papers or theses,
modes of creative expression,
and computer-based work.
Scholarly dishonesty includes lying,
cheating,
plagiarism,
collusion,
and the falsification or misrepresentation of experimental data. (For
social behavior,
see
Claflin
University
Student Handbook: Code of Conduct,
and Code of Ethics).
CODE
OF HONOR PLEDGE
In my enrollment at
Claflin
University,
I do hereby solemnly pledge that I will adhere to the Code of Honor.
As a
Claflin
University
Student,
I do solemnly pledge to uphold the integrity of
Claflin
University.
I will not participate in nor tolerate dishonesty in any academic
endeavor.
CODE
OF HONOR DEFINITION OF VIOLATIONS
1. Academic Dishonesty – This includes any other act (not
specifically covered in previous provisions) that compromises the
integrity of a student or intrudes on,
violates,
or disturbs the academic environment of the University Community.
Examples include attempting or agreeing to commit,
or assisting or facilitating the commission of,
any scholastic dishonesty,
failing to appear or testify without good cause when requested by the
Council for the Code of Honor, failing to keep information about cases
confidential,
supplying false information to the Council for the Code of Honor and
accusing a student of a violation of this Code in bad faith.
2. Cheating – This act implies an intent to deceive. It
includes all actions,
electronic or other devices and deceptions used in the attempt to
commit this act. Examples include,
but are not limited to,
copying answers from another student’s exam and using a cheat sheet or
crib notes in an exam.
3. Collusion – This is the act of working together on an
academic undertaking for which a student is individually responsible.
Examples include,
but are not limited to,
sharing information in labs that are to be done individually.
4. Plagiarism – Plagiarism is representing the words or ideas
of someone else as one’s own. Examples include,
but are not limited to,
failing to properly cite direct quotes, the false utilization of
copyrighted material and the failure to give credit for someone else’s
ideas.
SANCTIONS
All
proven cases of academic dishonesty shall be penalized as appropriate
under the circumstances. The imposition of any sanction will include
a statement of reasons supporting its severity. Recommendation of
sanctions for cases of proven dishonesty will be forwarded by the
Council for the Code of Honor to the Vice
President
for Academic Affairs. All proven cases of academic dishonesty will
result in a grade of “XF” which shall remain on the student’s
transcript for a minimum of two years. After two years, the student
may petition the Vice
President
for Academic Affairs to have the “X” removed; however, the “F” will
remain. Other sanctions may include but are not limited to:
·
A
defined period of probation or suspension
with or without the attachment of conditions;
·
The
withdrawal of University funding;
·
Expulsion from the University.
I
___________________________, hereby agree to and accept the terms and
conditions of the
Claflin
U.
Honor Code and pledge to follow them. Signed:
_____________________________ Date: __________
An alternate syllabi exists for participating
IRACDA Scholars
