Syllabus

 

PDEV 79401: Teaching Strategies | Fall 2023

Friday 9:30 AM – 11:30 AM Via ZOOM

Class Meeting Link: https://gc-cuny-edu.zoom.us/j/83053514978?pwd=T2dRd05FdGpVWlpKcWRSTUtsc21VQT09 

Meeting ID: 830 5351 4978

Passcode: 726231

Instructor: Şule Aksoy, Ph.D.

Office: Teaching and Learning Center at the GC, Room 3300.18

Email: saksoy at gc.cuny.edu 

Office Hours: Tuesdays 10-12 PM in-person or online. Other times are also available by appointment, so please feel free to call or email me to set up a convenient time to meet. 

Course Description

This course provides Graduate Center students with community and structure to help them prepare for and reflect upon their development as teachers. Work in the course proceeds from an understanding of the social contexts of teaching and the positionalities of graduate student instructors and adjuncts. Short theoretical readings will help participants explore and develop their teaching philosophies and materials.

The course curriculum and structure will be responsive to the group’s needs and the realities of the social and political contexts we teach. We will explore how these realities impact teaching and learning at CUNY and beyond. We will explore effective teaching and learning methods in our disciplinary contexts for learners in higher education settings. The course is intended to support GC students who are 1) interested in participating in a small, reflective community to explore teaching and learning methods, 2) pursuing plans to teach in academia after graduation, 3) want to enhance their instructional practices, and/or 4) interested in outreach and education initiatives.

This course will require an analysis of the complex dynamics impacting higher education to understand core practices and evaluate pedagogical artifacts. Foundational topics explored in the course will include classroom community, student-centered and active learning approaches, accessibility, course design and policies, lesson planning, assignment design, assessment and evaluation, educational technology, culturally responsive pedagogy, and overall policy and reform agenda in undergraduate education.

Course Objectives (Learning Goals)

By the end of this course, students will be better able to: 

  • engage in relevant discussions about pedagogy in higher education;

  • navigate common issues that arise in the classroom and at CUNY;

  • develop teaching and learning strategies that are responsive to different needs and contexts; 

  • articulate their own teaching philosophy;

  • develop activities and assignments that correspond to desired learning goals;

  • employ multiple modes of instruction to facilitate student learning;

  • critically reflect on their evaluation practices and clearly assess students’ work and progress;

  • formulate achievable, appropriate, clear, and measurable learning objectives;

  • design syllabi that appropriately structure student engagement with a discipline and/or topic;

  • purposefully and ethically select and deploy educational technology tools in their teaching;

  • design and facilitate equitable learning spaces and assessment and grading practices.

Course Structure

The course consists of short readings and other materials designed to introduce you to the scholarship of teaching and learning. Readings will prepare you for class discussion. You can engage with them prior to attending class so that you have a sense of the concepts we will cover and can start reflecting on your practice. Suggested readings are optional. I organized them thematically for those interested in exploring more or wanting to see discipline-specific work. 

Classroom activities will include self-reflection, discussion, and group work around theoretical ideas. The second half of each session will address practical issues related to the weekly theme. This might include working on your classroom artifacts/projects/assignments or samples I will provide. You can also find opportunities to reflect on your teaching, develop a teaching philosophy (often a job application requirement), discuss and practice inclusive strategies, and critique your instructional techniques. 

Attendance & Commitment

Students are not expected to attend every class or read all the materials. At the same time, a thriving educational community benefits from a mutually shared commitment to explore ideas together and support one another in that inquiry. Let us all commit to that work to the best of our ability.

Please contact me if any technical or personal reasons prevent you from engaging with the class.

Assessment & Grading

This is a zero-credit course, and no grades will be given.

Readings & Technology

All readings will be made available free of charge in this course folder. We will regularly use Zoom and Google Docs.

Accessibility

Making sure that this class is fully inclusive and accessible to every student is an absolute priority. If you require OR DESIRE any accommodation to facilitate your participation, let me know. It is the policy of CUNY and the GC to grant accommodations for any student with a disability. Please get in touch with Student Disability Services or call 212-817-7400 as early in the semester as possible. All discussions will remain confidential. Students are welcome but not required to speak with me privately to discuss specific needs for the class. Students are not required to disclose their specific disability to their instructors or anyone else.