INLS 888: SEMINAR IN TEACHING AND ACADEMIC LIFE

Introduction

Catalog Course Description: Examines teaching, research, publication, and service responsibilities. Provides perspective on professional graduate education and LIS educational programs. Explores changing curricula and discusses ethics, rewards, and problems of academic life.

This course is intended to prepare students for faculty positions. It fulfills the eligibility requirement for doctoral students wishing to teach at SILS (or elsewhere in the university). Through seminar discussions we will reflect on various aspects of the faculty role with a major emphasis on preparing for the teaching role.

Course Goals and Key Learning Objectives of the Course

On conclusion of this course, you will be able to:

Appreciate the role of history and context in understanding academic life today Characterize the role of professional schools in the academy and the place of LIS education in particular Examine the four fundamental questions for curriculum development: What is/are the educational purpose(s)? What experiences are likely to attain these purposes? How can these experiences be effectively organized? How can we assess whether the purposes are being attained? Apply principles of instructional design to the development of a course Demonstrate knowledge of a variety of instructional methodologies Design evaluation and assessment techniques that demonstrate attainment of course objectives Examine the political, ethical and philosophical questions that surround the life of a faculty member

Textbook and Other Readings

There are two required textbooks for the course:

Boice, Robert. Advice for new faculty members; Nihil Nimus Allyn & Bacon, 2000. ISBN-13: 978-0205281596. Paperback. Amazon cost: $46.73.

Svinivki, Marilla and Wilbert J. McKeachie. McKeachie's Teaching Tips; Strategies, Research and Theory for College and University Teachers. 13th ed. Wadsworth, 2011. ISBN-13: 978-0-495-80929-6. Paperback. Amazon cost: $80.28. Earlier editions would work.

Both books have been ordered and are or will be available in UNC Student Stores and both books are or will be on 2-hour reserve in the SILS Library. One other book has beens placed on reserve for your use: Ko, Susan and Steve Rossen. Teaching Online; A Practical Guide. 3rd ed. Routledge, 2010. A few other readings may be added.

In addition, please plan to read/skim daily/weekly issues of The Chronicle of Higher Education, Insider Higher Ed and Faculty Focus. The latter two offer a free daily email if you sign up.

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Conduct of the Class

An underlying assumption of this course is that students learn best and retain knowledge longer through active participation in the learning process. Therefore, class sessions will consist of a mixture of short leatures, student presentations and discussions of material and assignments, case discussions, active learning exercises, and possibly some lively and inspiring guest speakers.

Class policies that you should be aware of:

• We will use a Sakai class management site for course documents and other resources, for discussion forums, and a class blog. Conferencing software is available through Sakai for online sessions that and prove useful as well.

• All deadlines will be posted in advance. In the event a deadline adjustment is announced during a class session, you are responsible for it which means it's useful to have a class buddy who will take notes and handouts for you if you're unavoidably absent.

• I will ask you occasionally to respond to situations by posting your response on a designated forum on the site before class so that all responses are available to other members of the class for comment and for discussion in class. An open atmosphere in which members of the class comment in helpful ways on each other's work is encouraged. If you do not wish to post your comments or assignments to the Sakai site, you may send or give them directly to me.

• Assistance to one another is encouraged. The main assignments (designing or critiquing and improving a section of the curriculum and designing a course)may be done as a team. If you work as a team, both members of the team will receive the same grade unless there is substantial evidence to the contrary.

• Attendance at every class session is expected. If you have an unavoidable absence, please let me know, in advance if possible. (See comment about a class buddy above)

• Asssigned chapters of the text and other readings are to be completed prior to scheduled sessions.

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Graded Assignments and Other Activities

The early section of the course (first three weeks) will include introductions learning about your teaching experience and interests plus a historical orientation and background on academia. Your readings in the Chronicle and Insider Higher Ed will aid our discussion. Your first major assignment (subject to negotiation) is a curriculum design and/or critique. The outcome is a paper and class presentation. The second major assignment is a course design with a similar outcome. You will also be asked to write a philosophy of teaching. The curriculum design and course design may be done as a team of two people if you wish. Some exercises and discussion questions re the ethics and politics of academia will also form part of the course.

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Grading Policy

Graduate students may receive the following grades:

H - Clear excellence
P - Entirely satisfactory (the norm for good quality graduate work)
L - Low pass
F - Fail
IN - Work incomplete

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Revised December 17, 2012.
Evelyn Daniel, Instructor