Introducing the Courses You Teach
Introducing You, the Instructor
Instructor: Dr. Jane Doe
Office: 321 Smith Hall
Office Hours: T-TH 9-10am in office; MWF 1-2 in Study Room #123 in Library, or by appointment
Office Phone: 989-555-5555
Instructor: Dr. Jane Doe (Please feel free to address me by first name or as “Dr. J”)
Office: 321 Smith Hall (third floor, south of the main elevator, fourth door on the right)
Office Hours and Locations:
Office Phone: 989-555-5555
Cell Phone: 989-555-4444 (call or text is okay- please make sure to identify yourself in the text). Note: Please do not call after 10 pm as you may wake me from a pleasant slumber.
About Me: I have been teaching at the college level for twenty years. Before teaching, I worked in the non-profit sector, where I had my share of successes and, yes, failures! I look forward to sharing these experiences as you think about forging your own professional paths.
Defining the Course via a Learner-Centered Lens
The course will examine the theory and research of training and development. Students will conduct and evaluate training and development programs.
A recent article described corporations as victims of “the great train robbery” where, literally, billions are spent on training and development each year, only for employees to revert to old ways (Beer, Finnstrom, & Schrader, 2016). Yikes! As prospective developers or educators yourselves, this is a dismal and expensive truth! But not all is lost. Regardless of where you come from, your current role, the climate of your organization, you are an agent of change! This course will give you the foundation to develop training that inspires change. Stay with me this semester, and I’ll show you how.
In this class, we’ll examine the theory of research on training and development (T&D). We’ll also examine why many trainings fail; specifically, we will examine common roadblocks from a limited budget, lack of buy-in, weak leadership, poor institutional or organizational mission, etc. In understanding the challenges and setbacks common in the T&D field, we’ll develop a hypothetical training program that inspires and models the elements of change leadership.
Defining Student and Instructor Expectations
Table adapted with permission from “Constructing a Learner-Centered Syllabus: One Professor’s Journey” by A.S. Richmond (2016, Sept.) IDEA Paper #60. Retrieved from https://www.ideaedu.org/Portals/0/Uploads/Documents/IDEA%20Papers/IDEA%20Papers/PaperIDEA_60.pdf
Defining Course GoalsA learner-centered syllabus enables students to form a better perception of you, your expectations, and the learning goals of the course (Palmer, Wheeler, & Aneece, 2016). In their most basic form, course learning objectives are goals that you will cover in class. How you communicate goals contributes to a positive learning environment, as evidenced in the below example; the instructor has connected the course goals with overarching learning outcomes and included a brief explanation as to how the course will be useful in future endeavors, as well as how the learning will be measured:
Course Goals and Student Learning ObjectivesThe major goal of this course is to increase students’ understanding of calculus. The information you learn here will be relevant to all students, whether as a general education requirement or studying to be an engineer or scientist or teacher. For example, the concept of chopping solids into tiny slices and piecing them together is the big idea behind 3D printers. The learning objectives cover both content standards and standards for mathematical practice. We will organize these into four main categories with the specific mathematics content falling into each. Below is a graphic that summarizes the student learning outcomes for the course. By the end of the course, students should be able to complete the following Student Learning Objectives:
- Solve problems using multiple representations.
- Communicate a conceptual knowledge of key concepts and their relationships.
- Provide logical arguments for mathematical observations.
- Evaluation expressions and values using both technology and by hand method.