Communication And Culture | Pedagogy in Communication and Culture
C545 | 1211 | Patricia Andrews
C545 is the foundational pedagogy course in the Department of
Communication and Culture. The course broadly introduces graduate
students to teaching,with specific applications to the AIs' common
teaching experiences in introductory courses in the department. The
course focuses on such teaching fundamentals as lecturing, leading
discussions, using presentational aids, writing examination
questions, offering feedback on oral and written work, managing
instructor-student interactions, and beginning to develop the
teaching portfolio. In addition to addressing these practical
matters, students are also exposed to theory and research on teaching
and learning in areas relevant to their early teaching assignments.
Topics engaged include: cognitive paradigms for teaching critical
thinking, diversity (race, class, and gender) in the classroom, the
place of communication and culture in a liberal arts education, and
the university as the political environment in which we teach. The
goals of C545 are to support graduate students during their first
semester as instructors, to offer constructive feedback on teaching
based on micro-teaching, in-class observations, and consultation, and
to prepare students broadly for their future teaching assignments and
for their lives as teachers/scholars.
Specifc 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,
Using office hours constructively
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
Developing a teaching portfolio
The place of communication and culture within a liberal arts education
C545 students are typically observed two times during the semester.
Course directors (from C190, C121, and C122) join the class for a
discussion of diverse teaching opportunities within the department,
as well as the philosophies that guide their conceptualizations of
each course. 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 includes articles by such scholars as Wayne Booth,
Ernest Boyer, E.D. Hirsch, Cindy Griffin, Julia Wood, Rod Hart, John
Rodden, Omar Swartz, and Jo Sprague.
C545 students work in groups to complete research projects related to
their pedagogical interests, keep teaching journals, construct a
short examination, observe and report on peer mentor observations,
develop a teaching philosophy, and write a teaching self-critique.