CITL compiled and analyzed the common components found in 31 syllabi for pedagogy courses taught at Indiana University-Bloomington. These course spanned various disciplines and levels of expertise. The following handouts synthesize the results of this study:
- Profile for Introductory Pedagogy Course. The following profile is a summation of the most commonly used readings, activities, and learning objectives across all courses studied. This profile will be presented as a sample syllabus. For details on specific readings, activities, and learning objectives please see the other resources found on this page. The intended audience for this syllabus are Associate Instructors and/or anyone new to college teaching.This syllabus is designed to support those who are in “survival mode” and need guidance in the tips and tricks needed to get through college teaching in one piece, thereby resulting in a greater focus on classroom management and in preparing for difficult situations that may arise. For those interested in a more advanced pedagogical model, please see the “Profile for advanced pedagogy course.”
- Profile for pedagogy course designed for more advanced Associate Instructors (focused on "teaching on purpose" by aligning classroom teaching practices with empirical research on teaching and learning).
- Learning objectives. A list of learning objectives listed in the 31 pedagogy courses surveyed. Learning objectives cover ideas including: common training as well as training for specific classes, the design of activities, development of personal theories of instruction, overviewing professional teaching opportunities, exposing AIs to varied teaching techniques, supporting them in actual teaching experiences, and addressing their practical concerns. Finally, some potential learning objectives regarding SoTL and classroom research are addressed.
- Recommended reading list. Data from study show that nearly half (13/31, 42%) used or recommended McKeachie’s Teaching Tips, while eight courses (26%) used or recommended Angelo & Cross’s Classroom Assessment Techniques, and five courses (16%) used or recommended Bain’s What the Best College Teachers do. Dozens of others books and articles were used but no others were used in more than three of the courses surveyed. The attached PDF is a complete reading list (both general and discipline-specific) from the books and articles assigned or recommended in these courses.
- Recommended assignments list. The study shows that most pedagogy courses had 3-4 assignments due during the course of the semester. Of those 45% used some form of microteaching and 42% assigned some sort of research project or paper. Additionally 16% assigned a book or article review, 26% assigned classroom observations, 16% assigned oral presentations, 19% assigned the regular maintenance of a teaching journal, and 16% assigned the writing of a teaching statement. The attached PDF gives details on the most often assigned activities and list other potential assignments.