Mentored Teaching in Engineering
Learning Objective:-Think critically about the relationships between your teaching experiences and the readings in this course and in the prerequisite courses
-Use reflection, mentoring, and student feedback to learn from teaching experiences
-Assemble a teaching portfolio that shows the quality and scholarship of your teaching in a public form, for possible peer review
-Explain the reasons for your choices of teaching methods
-Analyze evidence of student learning
-Identify and address ethical issues in teaching situations
This course enables graduate students enrolled in any engineering program to deepen their understanding of college teaching and learning through a semester-long teaching experience with mentoring, feedback, and reflection. Most course topics complement topics in the prerequisite courses. The mentoring component could be structured to meet a requirement for the Certificate of Practice in College Teaching (CPCT) offered by the campus???s Center for Instructional Excellence. This course fulfills a requirement of the Teaching & Learning in Engineering graduate certificate program.
Spring 2019 Syllabus
Topics Covered:1. Classroom assessment
2. Discussion and laboratory
3. Student motivation
4. Classroom incivility
6. Teaching portfolios
7. Student diversity and inclusion
9. Ethical issues in teaching
10. Teaching evaluations
Prerequisites:Registration in or completion of ENE 50600 (Content, Assessment and Pedagogy) or ENE 68500 (Educational Methods in Engineering); or permission of the instructor. Significant concurrent responsibility for teaching an engineering course (e.g., instructor of record, assigned teaching assistant).
Applied / Theory:90 / 10
Homework:Each week, you will write an informal individual reflection of about 300 words on your current teaching experiences. Writing prompts will be provided. Some prompts will invite you to connect your actual experiences in the classroom with the academic readings in ENE 687 and in the prerequisite courses. Two reflections will respond to the feedback that you will receive from your mentor after your mentor observes your teaching. One reflection will respond to early feedback that you will collect from students. One reflection can result from observing an experienced instructor conduct a class session. Each reflection should take no longer than one hour to complete. You will post each weekly reflection in the Discussions area in Blackboard, and you will then comment substantively on the postings of at least two other students.
Projects:You will assemble a benchmark course portfolio, a short version of a teaching portfolio. This portfolio should show the quality and scholarship of your teaching. Your course portfolio will include copies of a syllabus, assignments, quizzes, other assessments, or lesson plans that you develop; examples of student work with your feedback (grading); and two essays that
-Justify the choices of teaching methods and activities, with references to the readings
-Analyze evidence of student learning.
Each essay is expected to run from 1,000 to 1,500 words.