ssci 693, practicum in teaching the liberal...

SSCI693,PracticuminTeachingtheLiberalArtsSyllabusUnits:2Term—Day—Time:Fall2017–TBA–TBALocation:TBAInstructor:RobertO.Vos,PhD,GISPOffice:AHF57BRegularOfficeHours:MonandWed10a.m.-11a.m.PT.Alsoavailablebyappointmentviaemail.

ContactInfo:[email protected],213-821-1311,www.bluejeans.com/2418690355LibraryHelp:SherryMoselyOffice:VKCB40COfficeHours:ByappointmentContactInfo:[email protected],213-740-8810ITHelp:RichardTsungOffice:AHF146OfficeHours:ByappointmentContactInfo:[email protected],213-821-4415(office)

SSCI693Syllabus,Page2of12

CourseScopeandPurposeThiscourseisdesignedtobetakenconcurrentlywiththefirstsemesterthatagraduatestudentservesasateachingassistant.Assuch,itfocusesonreadingsandpracticalexercisesthatoftendo“double-duty”withpreparationoflabsordiscussionsectionsandgradingtasksthatmustbeaccomplishedinthenormalflowofasemester.Thefirsthalfofthecoursefocusesonquickpreparationofkeyskillsneededtorunsuccessfuldiscussionsectionsandlabs.

Althoughthefirsthalfofthecoursesfocusesonpracticalskillsforteachingassistants,theoverarchinggoalofthecourseistoprovideaspringboardforstudentstobecomethoughtfulscholar-teacherswhowillsoonmeetwithsuccessasprimaryinstructors.Thus,thesecond-halfofthesemesterbeginsbyreflectingontherelationshipbetweenteachingandresearch.Itfocusesfurtheroncoursedesign,syllabuspreparation,assignmentdesign,anddiscussionofhowthepracticeofgradingconnectswithassignmentdesign.ThefinalprojectforthecourseistoproduceasyllabusthateitherrevisesanexistingSSCIcourseorproposesanewcourseinalignmentwiththestudent’sresearchandteachinginterests.

LearningOutcomes

Oncompletionofthiscourse,studentsshouldbeableto:• Comfortablyandsuccessfullyrelatetoundergraduatestudentsfromdiverse

backgrounds.• Keepalabsectionontracktocompletealabusingrequiredsoftwareandproduce

laboratoryreportsthatshowmasteryoflearningobjectives.• Demonstratearepertoireoftechniquesforleadingandadvancingclassroomdiscussion.• Confidentlyassistwithhandlingissuesoflearningdisabilities,academicintegrity,and

theundergraduatestudent’ssocialandintellectualdevelopmentthatmayariseinatypicalGeneralEducation(GE)courseorupperdivisiondepartmentalcourse.

• DevelopasyllabusandsampleassignmentsforanundergraduatecourseinthedomainofPopulation,Health,andPlacethatcanbeusedaspartofateachingportfolioonthejobmarketandinearlyteachingexperiences.

Prerequisite(s):NoneCo-Requisite(s):NoneConcurrentEnrollment:NoneRecommendedPreparation:None

CourseStructureThiscourseencompassesboththegeneralskillsneededtoteachsuccessfullyinundergraduateliberalartssettingsandreflectsonthespecialopportunities,challenges,andtechnologiesthatareengagedinlearningspatialthinkingandbuildingspatialcitizenship.Manydisciplines,evengeographyforexample,havetakena“spatialturn”inthepasttwodecades,drivenbynew


conceptsorientedaroundspaceandplace,powerfulnewanalyticaltools,andaburgeoningmultitudeofspatialdatasetswithrapidlyincreasingprecisionandaccuracy.

Inadditiontospecificindividualworkonthefinalprojects,allstudentsinthisclasswillparticipateinseveralcommoncomponentsincludingleadingdiscussionsofcoursereadingsandpracticalactivitieslikecarefullyguidedobservationoflectures,discussionsections,andlabs.Also,studentswillpracticeteachingskillsduringclassmeetings,likerunningfirstclassmeetings,givinglectures,andgradingaccordingtorubrics.

Workload–Thisisatwocredit,onesemestercourse.Studentsshouldexpecttospend2hoursintheclassroomandfourhoursoutsideofclass.Everyeffortwillbemadetoensurethatthehoursspentoutsideofclassarerelevanttoaccomplishingcoterminousteachingassistanttasks.

TechnologicalandCommunicationRequirementsAllcoursematerialswillbeorganizedthroughBlackboard.Themaintheoreticalconceptswillbeprovidedthroughassignedreadings.Studentsinthiscourseshouldhaveatminimumabasic,workingknowledgeoftheArcGISsoftwaresuite.ThecomputertechnologiesrequiredforthisclasscanbefoundintheSSIlabsandcomputersormaybeaccessedthroughtheSSIserveratthestudent’sowndesktoporlaptopcomputer,providedthatafastInternetconnectionisavailable(DSLataminimum).RelativetoothercoursesinyourPh.D.program,workonArcGISisnotexpectedtobeamajorcomponentofactivityinthiscourse.However,whenitisrequired,youcanaccesstheSpatialSciencesInstituteserverat:https://gistonline.usc.edu/.Ifyouareunabletoconnecttotheserverorexperienceanytypeoftechnicalissuesandneedsupportincarryingoutyourteachingassistantduties,sendanemailtoRichardTsung([email protected])andmakesuretocopy(cc)meandtheleadinstructorforyourcourseontheemail.Pleasebesuretobespecificwithrespecttotheproblemyouareexperiencingastechnicalissuesoftenvary.RichardTsungisresponsibleformakingsurethehardwareandsoftwareisoperatingproperly,butquestionsabouthowtousethesoftwareareansweredbySSIfaculty.

RequiredReadingsandSupplementaryMaterialsTherequiredtextbooksforthiscourseare:

• Curzan,Anne,andLisaDamour.2011.FirstDaytoFinalGrade:AGraduateStudent’sGuidetoTeaching.3rded.AnnArbor,MI:TheUniversityofMichiganPress.(~$20-30paper;ISBN978-0-472-03451-2)

• Nilson,LindaB.2016.TeachingatItsBest:AResearch-BasedResourceforCollegeInstructors.4thed.SanFrancisco,CA:Jossey-Bass.(~$30-40paper;ISBN978-1-119-10780-4)

• Solari,OsvaldoMuniz,AliDemirci,andJoopvanderSchee,eds.2015.GeospatialTechnologiesandGeographyEducationinaChangingWorld:GeospatialPracticesandLessonsLearned.NewYork,NY:Springer.(~$60-70hardcover,ISBN978-4-431-55518-6,


andasane-bookattheUSClibrary:https://libproxy.usc.edu/login?url=http://link.springer.com/10.1007/978-4-431-55519-3

Supplementaryreadingswillbeassignedfromvarioussourcesincluding:

• Carroll,DavidW.2012.“EthicalConsiderationsinProvidingAccommodationsforStudentswithDisabilities.”InTeachingEthically:ChallengesandOpportunities,editedbyEricLandrumandMaureenA.McCarthy,125-135.Washington,D.C.:AmericanPsychologicalAssociation.

• Harrell,Maralee.2005.“GradingAccordingtoaRubric.”TeachingPhilosophy28,no.1:3-15.

• Domenech-Rodriguez,MelanieM.andScottC.Bates.2012.“AspiringtoEthicalTreatmentofDiverseStudentPopulations.”InTeachingEthically:ChallengesandOpportunities,editedbyEricLandrumandMaureenA.McCarthy,101-123.Washington,D.C.:AmericanPsychologicalAssociation.

• Johns,AnnM.,andMaurrenKellySipp.2004.DiversityinCollegeClassrooms:PracticesforToday’sCampuses.AnnArbor,MI:UniversityofMichiganPress.

• Longcore,Travis.2016(Forthcoming).“GISTinUndergraduateCapstoneResearchProjectsinEnvironmentalScience.”InSTEMandGISinHigherEducation,editedbyDavidJ.Cowan,##-##.Redlands,CA:EsriPress.

• Prokosha,Vincent.2012.“StrategiesforEncouragingEthicalStudentBehavior.”InTeachingEthically:ChallengesandOpportunities,editedbyEricLandrumandMaureenA.McCarthy,79-88.Washington,D.C.:AmericanPsychologicalAssociation.

• Ruscio,KennethP.2013.“WhatDoesItMeantoBeaTeacher-Scholar?”PeerReview15,no.3(Summer):27-28.

• Warshawsky,Daniel.2016(Forthcoming).“TeachingGISintheClassroom:StoryMapsasaCaseStudy.”InSTEMandGISinHigherEducation,editedbyDavidJ.Cowan,Chapter10.Redlands,CA:EsriPress.

DescriptionandAssessmentofAssignments

WeeklyAssignments

Thefollowingassignmentsinthiscoursewillbeassessedquicklyandthoroughlytoensureprogressandconfidenceintheclassroom.

DiscussionLeadership–4worthatotalof12points.Fromweeks2-12,eachstudentwillleaddiscussionsonreadingsassignedforfouroftheweeks.Theseweeksandspecificreadingswillbeidentifiedatthefirstmeetingoftheclass.

LessonPlans–2worthatotalof10points.Inthesetwoassignments,studentwillprepareonelectureandonelab.FortheLessonPlan#1assignment,studentsmustcreatethelessonplanforeitherthediscussionorlabtheywillleadduringWeek2ofthesemester.FortheLessonPlan#2assignment,studentsmustpreparealessonplanforwhichevertypeofclasssection,lectureorlab,theydidnotprepareforthefirstassignment.


ShortLecturePresentation–1worth5points.Inthisassignment,studentswillpreparea10-minutelecturesuitableforanundergraduateaudience.Thetopicisopentoeachstudent’schoice,butsomesynergymaybeachievedbypickingaconceptwhichwillneedtobecoveredinadiscussion,lab,orexamreviewsessionlaterinthesemesterinalectureformat.

GradingRubric–1worth5points.Studentswillprepareagradingrubricforasampleundergraduatewritingassignment.Therubricswillbediscussedinclass,andthenasinglefinalrubricwillbeconstructed.Duringourclassmeeting,sampleundergraduateresponseswillbegradedaccordingtothefinalrubricforcomparison.

Scholar-TeacherCareerMap–1worth5points.Studentswillidentifyanexemplary,seniorscholar-teacherintheirfieldandwillmakeaconceptualmapofthisindividual’scareerpath.Themapswillbebasedonreviewofcurriculumvita,biographicalstatements,personalwebsites,syllabi,andpublicationstoconveyanunderstandingofanywaysinwhichtheexemplar’sresearchhasinformedhisorherteachingandviceversa

ObservationReport–1worth5points.StudentswillwriteashortreportbasedonvisitingaUSCundergraduateclassthatreflectsontheteachingmodesandmethodsemployedbytheinstructorandthatreflectsonsuccessesandareasforimprovement.

TeachingPortfolioOutline–1worth5points.Studentswillprovideanoutlineforateachingportfoliotouseonthejobmarket.Theoutlinewillincludebothpreviousteachingexperienceandevidenceofteachingsuccess(ifany),aswellasanticipatedexperienceanddocumentationofclassroomperformance.Themajorobjectiveistoorganizestudentstodevelopandgatherdocumentstheywillneedfortheacademicjobmarket.

ClassParticipation–1worth8points.Studentsareexpectedtocarefullyreflectoneachweek’sreadingandarriveatclasspreparedtocriticallydiscusskeyconceptsinrelationtotheirworkasteachingassistantsandtheassignmentsinthiscourse

FinalProject

Thefinalprojectinthiscoursewillconsistofaplanninganewcoursethatyouwouldliketoteachearlyinyourcareer.ThefourcomponentsoftheProjectare:

SketchofSyllabus–5points.Studentswillproduceasketchoftheundergraduatecoursetheywilldevelopfortheirfinalproject.Studentswillwriteadraftofthecoursedescription,learningobjectives,andanabbreviatedbulletlistofweeklytopics.Studentswillalsogiveanoralpresentationofthissketchduringclassintheweekinwhichitisdueforseminardiscussion.

GeospatialTechnologySampleAssignment-5points.Studentswilloutlineasampleassignment,suchasalaborfieldexercise,thatusesgeospatialtechnology.Theexacttypeofsampleassignmentisflexible,butthesampleassignmentshouldplayawell-definedroleinoneofthelearningobjectivesfortheproposedcourseinthefinalproject.Theassignmentshouldidentifyeither“canneddatasets”thatcouldbepreparedforthestudentsfromexistingdataresourcesorclearlyreferencethestepsstudentswouldtaketoaccessanduseexistingdataresources.


AlternativeSampleAssignment–5pts.Studentswillproduceasampleassignmentortestthatdoesnotdirectlyusegeospatialtechnology.Atthispointinthecourse,studentswillhavebeenintroducedtoavarietyoftypesofteachingmethodsandassociatedassignments.Theexacttypeofsampleassignmentisflexible,butthesampleassignmentshouldplayawell-definedroleinoneofthelearningobjectivesfortheproposedcourseinthefinalproject.Thealternativesampleassignmentwillalsoincludeaproposedgradingrubric.

AlternativeTeachingMethodDemonstration-5points.Studentswillpreparealessonusingalearner-centeredteachingmethodoftheirchoiceotherthandiscussionorlab.Thelessonshouldplayawell-definedroleinoneofthelearningobjectivesfortheproposedcourseinthefinalproject.Thestudentshouldprovideabriefwrittendocumentofthelearningobjectivesandteachingmodesinvoked.Thelessonwillbetaughtduringourclassmeetingandwhateverwrittenmaterials(ifany)arerequiredtoexecutethelessonshouldbesubmittedatclass.

FinalProjectWritten-15points.Thisdocumentwillconsistofafullydevelopedsyllabusandrevisionsofwrittencomponentsofthegeospatialtechnologysampleassignment,thealternativeteachingmethodpresentation,andthealternativesampleassignment.ThesyllabusshouldsuitabletoenterthecurriculumreviewprocessatUSCoranotherinstitution,anditmustbepreparedaccordingtoUSCandSpatialScienceInstituteformattingrequirements.Itwillbeevaluatedforoverallqualityandinnovationincoursedesign.

FinalProjectPresentation-10points.Studentswillgiveabrieforalpresentationoftheircourseandhowitconnectswiththeirresearchinterestsaspreparationforjobinterviews.Thepresentationwillbeevaluatedbyhowcompellingacasestudentcanmakethattheproposedcourseiscoherentlylinkedtohisorherresearchinterests.


GradingBreakdownAssessment Number PointsEach TotalPoints

WeeklyAssignmentsDiscussionLeadership 4 3 12LessonPlans 2 5 10ShortLecturePresentation 1 5 5GradingRubric 1 5 5Scholar-TeacherCareerMap 1 5 5ObservationReport 1 5 5TeachingPortfolioOutline 1 5 5ClassParticipation 1 8 8

ProjectComponentsSketchofSyllabus 1 5 5GeospatialTechnologySampleAssignment 1 5 5

AlternativeTeachingMethodDemonstration 1 5 5

AlternativeSampleAssignment 1 5 5FinalProject(Presentation) 1 10 10FinalProject(Written) 1 15 15

Total 18 - 100points

AdditionalPoliciesAsuccessfulpracticumdependsonthepreparationandparticipationofstudentsateachclassmeeting.Forleadingdiscussionsofcoursereadings,studentsshouldstrivetoconsiderthefollowing:

• Centraltheme–organizeyourpresentationintermsofcentralthemesormainpointsinthereadingsyouarecovering.Pleaserelatethereadingtothethemeofthatweek’sclass,yourongoingexperiencesasateachingassistants,andwithassignmentsinthiscourse.

• Connectionstoteachinginourdiscipline–thinkofthecentralthemesintermsofwhattheymeanforteachinggenerallyinthespatialsciencesandspecificallyinthedomainofPopulation,Health,andPlace.

• CriticalEvaluation–carefullyassessthepracticalimplicationsoftheteachingmethodsandideasinthereading.

• Questions–raisequestionsandideasneedingclarification.


CourseSchedule

Topic ReadingsandAssignments Deliverables/DueDates

Week1

8/21

Introduction:Introductiontothecourseandtolessonplanning.Preparationforintroducingyourselftoyourstudents.Initialsurveyofspatialthinkingineducation.

CurzanandDamor(2011),Ch.1-3

Nilson(2016)Ch.7

Solarietal.(2015)Ch.3

Week2

8/28

LeadingDiscussionsandLabs:Discussionofcommonprinciplestosuccessfullyplanandleaddiscussionandlabsectionsthatcomplementlecturesections.

CurzanandDamor(2011),Ch.4-5&pages107-113

Solarietal.(2015),Ch.7

Nilson(2016)Ch.9&13

LessonPlan#1

Week3

9/5*

*Monday,9/4isauniversityholiday

EngagingStudents:Reflectiononteachingtodate,includinghowtodrawouttaciturnstudents.Activity:Shortlecturepresentationswithfacultyfeedback.

Nilson(2016)Ch.1,12,&23

LessonPlan#2

ShortLecturePresentation

Week4

9/11

Grading:Keyprinciplesofstudentfeedbackandgrading.Theuseofgradingrubricsforconsistencyandefficiency.Activity:Parallelgradingusingarubricwithcomparison.

CurzanandDamor(2011),Ch.6-7

Nilson(2016)Ch.27

Harrell(2005)GradingAccordingtoaRubric

GradingRubric

Week5

9/18

TheScholar-Teacher:Therelationshipbetweenresearchandteachinginthespatialsciences,strategiesfortimemanagement,andcoursedesign/syllabuspreparation.Activity:Brainstormforthefinalproject.

Nilson(2016)Ch.2-3&5

CurzanandDamour(2011)Ch.11


Ruscio(2013)WhatDoesitMeantoBeaTeacher-Scholar?

Scholar-TeacherCareerPathMap



Week6

9/25

UsingInstructionalTechnology:Technologyacrossmodesofinstructionandtheroleoftechnologyinthe“flippedclassroom.”

GuestSpeaker:USCCenterforScholarlyTechnology

Nilson(2016)Ch.4

SketchofFinalProjectSyllabus

Week7

10/2

UsingGeospatialTechnologyinInstruction:Asurveyemergingopportunitiesandchallengesgeospatialtechnologiesandtwopracticalexamplesofuseoftechnologywithundergraduates

Solarietal.(2015)Ch.15&17

Warshawsky(2016)TeachingGISintheClassroom:StoryMapsasaCaseStudy

Longcore(2016)GISTinUndergraduateCapstoneProjectsinEnvironmentalSciences

GeospatialTechnologySample

Assignment

Week8

10/9

AlternativeTypesofTeachingModesandMethods:Thisweekwediscussarangeofmodesofandmethodsofinstructionotherthandiscussion,lecture,orlabs(e.g.,inquiry-guidedlearning,casemethods,problem-basedlearning,andthesisadvising.)Activity:Studentswilldesignandateachashortlessonusinganalternativeteachingmethod.

Nilson(2016)Ch.16-19,25,&22

AlternativeTeachingMethodDemonstration

Week9

10/16

TypesofAssignments:Thisweekwillconnectassignmentstoteachingmethodsandstudentfeedback.Wewillcoverexams,experientialassignments,andteamprojects.

Nilson(2016)Ch.14,15,20,21&26

AlternativeSample

Assignment



Week10

10/23

AcademicIntegrity:Keytoolsandapproachesforreducingacademicintegrityviolations,USC’sSJACSprocess

GuestSpeaker:DonnaTurner,USCSJACS

Nilson(2016)Ch.10

Prohaska(2012)StrategiesforEncouragingEthicalBehavior

Week11

10/30

TeachingInclusivelyforDiverseStudentPopulations:Wewillconsiderthechallengesandhowtoleveragethevirtuesofdiversitytoenhanceleaning.Herewillconsiderdiversityinitsbroadestpossiblesensetoincluderace,class,culture,religion,language,gender,sexualorientation,anddisability

GuestSpeaker:TBDUSC’sDisabilityServicesandPrograms

CurzanandDamor(2011),

Ch.8

JohnsandSipp(2004)DiversityinCollegeClassrooms,PrefaceandCh.1-3

Domenechetal.(2012)AspiringtoEthicalTreatmentofDiverseStudentPopulations

Carroll(2012)EthicalConsiderationsinProvidingAccommodationsforStudentswithDisabilities

Week12

11/6

ClassroomObservations(NoClassMeeting)

ObservationReport

Week13

11/13

TeachingAssessments:Discussionofstrategiesandtoolstoassessandimprovequalityofteaching.

CurzanandDamour(2011)

Ch.9


Nilson(2016)Ch.28

Week14

11/20*

*11/22-11/26isauniversityholiday

TeachingPortfolios:Discussionoftheroleofteachingportfoliosandtheyourownplanstodevelopthem.

CurzanandDamour(2011)Ch.10

PortfolioOutline

Week15

11/27Classesend12/1

TheScholar-TeacherRevisited:Howwillteachingcomplementresearchandresearchcomplementteachinginyourcareerpath?

PresentationofFinalProjects



StudyDays

12/2-5

Meetingswithleadinstructorstodiscusspolicies,procedures,andtimelineforsubmittingfinalgrades.

ExamWeek

12/6-12/13

Meetingswithleadinstructorstodeterminefinalgrades.

StatementonAcademicConductandSupportSystems

AcademicConduct

Plagiarism–presentingsomeoneelse’sideasasyourown,eitherverbatimorrecastinyourownwords–isaseriousacademicoffensewithseriousconsequences.PleasefamiliarizeyourselfwiththediscussionofplagiarisminSCampusinSection11,BehaviorViolatingUniversityStandardshttps://policy.usc.edu/student/scampus/part-b/.Otherformsofacademicdishonestyareequallyunacceptable.SeeadditionalinformationinSCampusanduniversitypoliciesonscientificmisconduct,http://policy.usc.edu/scientific-misconduct.

Discrimination,sexualassault,andharassmentarenottoleratedbytheuniversity.YouareencouragedtoreportanyincidentstotheOfficeofEquityandDiversityhttp://equity.usc.eduortotheDepartmentofPublicSafetyhttp://adminopsnet.usc.edu/department/department-public-safety.ThisisimportantforthesafetyofthewholeUSCcommunity.Anothermemberoftheuniversitycommunity–suchasafriend,classmate,advisor,orfacultymember–canhelpinitiatethereport,orcaninitiatethereportonbehalfofanotherperson.TheRelationshipandSexualViolencePreventionServiceshttp://engemannshc.usc.edu/rsvp/provides24/7confidentialsupport,andthesexualassaultresourcecenterwebpagehttp://sarc.usc.edudescribesreportingoptionsandotherresources.

SupportSystems

AnumberofUSC’sschoolsprovidesupportforstudentswhoneedhelpwithscholarlywriting.Checkwithyouradvisororprogramstafftofindoutmore.StudentswhoseprimarylanguageisnotEnglishshouldcheckwiththeAmericanLanguageInstitutehttp://dornsife.usc.edu/ali,whichsponsorscoursesandworkshopsspecificallyforinternationalgraduatestudents.TheOfficeofDisabilityServicesandProgramshttp://sait.usc.edu/academicsupport/centerprograms/dsp/home_index.htmlprovidescertificationforstudentswithdisabilitiesandhelpsarrangetherelevantaccommodations.Ifanofficiallydeclaredemergencymakestraveltocampusinfeasible,USCEmergencyInformationhttp://emergency.usc.eduwillprovidesafetyandotherupdates,includingwaysinwhichinstructionwillbecontinuedbymeansofblackboard,teleconferencing,andothertechnology.


ResourcesforOnlineStudents

TheCourseBlackboardpageandtheGISTCommunityBlackboardpagehavemanyresourcesavailablefordistancestudentsenrolledinourgraduateprograms.Inaddition,allregisteredstudentscanaccesselectroniclibraryresourcesthroughthelinkhttps://libraries.usc.edu/.Also,theUSCLibrarieshavemanyimportantresourcesavailablefordistancestudentsthroughthelink:https://libraries.usc.edu/faculty-students/distance-learners.Thisincludesinstructionalvideos,remoteaccesstouniversityresources,andotherkeycontactinformationfordistancestudents.

ssci 693, practicum in teaching the liberal...

Documents