SYLLABUS, Spring 2014

Instructor: Evelyn Daniel,
Room 207A Manning Hall,
Office hours by appointment.


Catalog Course Description: Examines teaching, research, publication, and service responsibilities of faculty. Provides perspective on professional graduate education and LIS educational programs. Explores changing curricula, curriculum integration, 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 and guest speakers, we will reflect on various aspects of faculty responsibilities with 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 techniques

Design evaluation and assessment methods that demonstrate attainment of course and curricular 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: $46.75. (Used and rental copies available as well)

Svinivki, Marilla and Wilbert J. McKeachie. McKeachie's Teaching Tips; Strategies, Research and Theory for College and University Teachers. 13th ed. Wadsworth, 2013. ISBN-13: 978-1133936794. Paperback. Amazon cost: $81.58.(Used and rental copies available -- if you have access to the 11th or 12th edition, it will 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 been placed on reserve for your use: Ko, Susan and Steve Rossen. Teaching Online; A Practical Guide. 3rd ed. Routledge, 2010. Other readings may be added.

In addition, please plan to read/skim current issues of Journal of Education for Library and Information Science , The Chronicle of Higher Education, Inside Higher Ed and Faculty Focus. Email summaries of the latter two journals are available.

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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 lectures, student presentations, discussions of material and assignments, case studies, active learning exercises, and 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 possibly a class blog. Conferencing software is available through Sakai for online sessions that may 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, It's useful to have a class buddy who will take notes and handouts for you if you're unavoidably absent.

  • For active learning exercises, you may be asked to post a written response on a designated forum on Sakai 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. One of the three assignments for the class -- designing or critiquing and re-designing a curriculum (e.g., a set of related courses) -- may be done as a two-person 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

After introductions in order to learn about your teaching experience and interests, the early section of the course (first three weeks) will provide a brief historical orientation to higher education and some background on academia. Your readings in the Chronicle and Inside Higher Ed will aid the discussion.

Your first major assignment (subject to negotiation) is a new curriculum design and/or critique and redesign of an existing curriculum. Curriculum here is taken to mean a 3-5 course connected set for a particular purpose (the "core" or a specialization or an advanced certificate). The outcome is a paper and class presentation. The second major assignment is a course design to include a syllabus, chronological outline of topics, major assignments, and methods of assessment. The outcome is a paper or website and a class presentation. The final assignment is your written philosophy of teaching due by the last session of the class. Some ungraded exercises and discussions 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 January 2, 2014.
Evelyn Daniel, Instructor