Communication And Culture | PEDAGOGY IN COMMUNICATION & CULTURE
C545 | 1195 | Andrews


Professor Patricia Hayes Andrews

C545 is the foundation of the Associate Instructor training program of the
Department of Communication and Culture. The course broadly introduces
graduate students to teaching, with specific applications to the AIs'
common teaching experience in the public speaking course. C545 is intended
primarily for inexperienced instructors, or for those whose teaching
experience has been limited in some way (e.g., those who have taught only
in other disciplines). The course focuses on the fundamentals of pedagogy
(as listed below). Although the course is practical, students are exposed
to theory and research on teaching and learning in areas relevant to their
early teaching assignments.

The goals of C545 are to support graduate students during their first
semester as instructors, to offer constructive feedback on teaching, based
on in-class observations and consultation, and to prepare students broadly
for their future teaching assignments and for their lives as
teacher/scholars.

Specific topics addressed include:

Lesson planning, developing learning objectives
Teaching strategies, especially lecturing and discussion leadership
Using presentational aids to support instruction
Constructing examinations--test planning and question writing
Assessing student performance (speech criticism, evaluating outlines, etc.)
Using office hours constructively
Dealing with communication apprehension
Procedures for handling cheating and plagiarism
Handling challenges to authority (power in the classroom)
Honoring diversity in the classroom (race and gender)
Teaching assessment: student evaluations, supervisor assessment, and
self-critique
Developing a teaching portfolio
The place of communication and culture within a liberal arts education

C545 students are observed by the instructor and by personnel from the
Teaching Resources Center). The TRC Director meets with C545 and
introduces students to teaching support services throughout the College.
TRC also co-leads the session on teaching portfolio development. Course
directors from other courses (e.g., C122 and C190)  join the class for a
discussion of diverse teaching opportunities within the department. The
C121 course director meets with C545 to introduce major assignments and
share teaching ideas. Peer mentors give mini-lectures, offer practical
teaching advice, and serve as teaching role models (e.g., they are
observed by C545 students while they teach).

A reading packet addresses the issues listed above. In addition to several
written assignments, including a teaching self-critique, C545 students are
assessed by the instructor on their first-semester development as a
teacher