Art Education 911A
(Proposed Course Number: Art Education 707)
(Call number: 22628-0)

Introduction to Teaching Arts Education at the College Level
12:30-3:18, 362 Hopkins 
Autumn 2007

Dr. Jennifer Eisenhauer 

The Ohio State University 
Department of Art Education

Office Hours: Friday 10:30-12:30 and 3:15-4:00 (and by appointment)
Office: 343 Hopkins Hall
Mailbox: 258 Hopkins Hall, 128 N. Oval Mall

E-mail: eisenhauer.9@osu.edu
Phone: 292-5355

Course Description:

This course explores effective teaching strategies grounded in contemporary art education theory and the department’s mission. The course surveys Ohio State policies and resources related to teaching as well as current literature related to effective higher education teaching. This student centered course is designed to respond to the needs of new and recently reassigned GTAs in the Art Education Department by creating an atmosphere in which students can discuss issues related to their own teaching situations, support their peer teachers, and brainstorm possible approaches to challenges faced in the classroom. Issues related to diversity are explored through multiple course themes. Through reading, research, discussion, written and oral assignments, guest speakers and field trips, this course is designed to facilitate students’ learning by providing opportunities to:

•	Develop an understanding of the diversity of Ohio State’s students including demographics, prior preparation, learning styles, motivation, and student culture.

•	Become familiar with the Art Education Department’s guiding mission and policies related to effective teaching.

•	Build an understanding of university policies and resources across campus that can support overall teaching, students’ individual needs, and other classroom issues.

•	Recognize challenges particular to different teaching situations and develop effective strategies that include research and collaboration to strengthen teaching.

•	Establish an understanding of diverse teaching practices that promote quality learning that motivates students to relate course material to their own lives.

•	Create a community of GTAs for the purposes of offering peer support. 

What is Critical Thinking?

Effective teaching involves strengthening our abilities to engage our own ways of thinking. Self-reflection challenges us to explore the construction of our own perspectives and practices for the purposes of fostering tolerance and compassion. Through this development of self-reflection we aim to construct our own teaching practice, classroom spaces, and curriculum that value diverse people and perspectives both globally and locally. 
 
Linda Elder and Richard Paul describe the following traits of a critical thinker:

•	Intellectual Humility
o	Self-Reflexivity about one’s own biases, limitations and prejudices
•	Intellectual Courage
o	Courage to face ideas that challenge us or to which we feel we will strongly disagree.
•	Intellectual Empathy
o	While we never can actually experience another person’s experience, intellectual empathy refers to thinking about yourself in another person’s position for the purposes of temporarily thinking outside of your own experiences, position, and beliefs. 
•	Intellectual Autonomy
o	Intellectual autonomy entails a “commitment to analyzing and evaluating beliefs on the basis of reason and evidence.”
•	Intellectual Integrity
o	Holding ourselves to the same standards to which we hold others and approaching all of our own work with dedication and truthfulness. 
•	Intellectual Perseverance
o	Recognizing that in working towards particular goals that we will face obstacles and that as frustrating as obstacles can be they are ultimately the best teachers.  
•	Confidence in reason
o	A confidence that this moment is not the finish line and that others and we will continue to grow and that growth does not mean that everyone arrives at the same place that we do.
•	Fair-mindedness
o	Recognizing the need to entertain all viewpoints. Remembering to hear people out.

Course Readings and Resources:

•	Course Readings: PDF files for all course readings are available on our class Carmen Site (for free). Please follow the recommendations listed on the Carmen site in regards to what web browsers and what version of Adobe Acrobat Reader are the best to use. 

•	OSU Teaching Handbook (free)***
(***We do not discuss readings from the OSU Teaching Handbook because students have typically already received one of these handbooks prior to class at the University GTA Orientation. It is suggested that you use this handbook as a reference and familiarize yourself with what information is in the handbook.)

•	GTA Art Education Community Website
The GTA Community Website is a Carmen site for all current GTAs, course supervisors, and faculty in the Art Education Department. This site includes useful resources related to teaching arts education at the college level as well as opportunities for students to connect with fellow GTAs and contribute useful materials to the website.

Requirements:

1.	Weekly Reading Assignments and Written Responses:
a.	Reading responses include both a summary of the authors’ main points (synopses) and a personal reflection on your own teaching context and practice. Please read the calendar for information about what readings will be included in a reading response for that day.

b.	Reading responses are graded using the normal class grading scale (A-E). Reading responses are evaluated in regards to the quality and content of the synopses. Does the response adequately represent the author’s ideas? In addition, the reflection component of the response is graded in regards to the quality of the application of the ideas to your own teaching context and a demonstration of the critical thinking skills listed in our course syllabus (see “What is Critical Thinking?”)

c.	A reading response for one or two readings should not exceed three pages. Reading responses for an assignment that includes more than two readings can exceed three pages. 

2.	Faculty and GTA Development Seminar Assignment
a.	You will select and attend one Faculty and GTA Development seminar or one OSU Technology workshop. These workshops and seminars can require pre-registration. Information on the Faculty and GTA Development seminars can be viewed at: http://ftad.osu.edu/events.html. Technology related workshops offered by the Office of Information Technology can be viewed at: http://oit.osu.edu/compcourses.html. These links can also be found on our course Carmen site. If you find another workshop or presentation that you think would be applicable to this assignment that is not listed above, please first discuss your alternative idea with your instructor.

b.	On the class period following your attendance at one of these seminars or workshops you will submit a synopses of the workshop content and a reflection upon how the content informs your own teaching practice.

c.	This written assignment should be three to five pages in length.

3.	Final College Teaching Paper including a mid-term research assessment.
a.	Your final term paper is a 10-15 page paper in which you will focus upon an aspect of your own teaching practice that you feel would be beneficial for you to explore in more depth. Your topic might relate to  something that we explored in class such as teaching writing, diversity in the classroom, active and/or service learning, incorporating technology etc. Your topic might also be something that we didn’t discuss directly in class, but that you feel is important to your current GTA teaching assignment.
b.	The basic underlying conceptual structure of this research project involves 
i.	Identifying an issue important to your own teaching practice, 
ii.	Communicating a rationale for your topic (i.e., Why is this topic important?).
iii.	Researching current literature on teaching and learning in higher education.
iv.	Reflecting upon your research in relation to your own teaching practice.
v.	Proposing recommendations, strategies, etc. for how you and other college instructors could address the issue you present in your and their own teaching practice.
c.	Mid-term Research Assessment: This assignment is intended to assess the strength of the research completed so far and to provide you with support and recommendations for the final stages of writing your papers.
i.	This assignment should include an explanation of the topic you have selected 1) a rationale for why you have selected this topic 2) a summary of the key ideas presented in the research completed thus far 3) a narrative about how you will continue to from this point with your research project and 4) a bibliography in APA style. You may opt to address these points in a single narrative or in separate sections with subject headings. This assignment should be typed and double-spaced. 

ii.	This assignment should be four to seven pages in length.

d.	Class Presentation: The final class presentation is a brief overview (10-15 minutes) of the important points of your research. Each student will give a short presentation that will be followed with a class discussion. The presentations are intended to be a way of discussing ideas that emerge from your research with the class. While a PowerPoint presentation is not required, some students find that this is a helpful way to assist in organizing and presenting ideas. The final presentation is not graded, but is considered in the class participation score. Please be attentive to the time limits so that we can have all of the class complete their presentations during our regular class time.
Grading:

	Weekly Reading Responses:	40%
	Class Participation: 10%
	Faculty and GTA Development Seminar Assignment: 10%
	Mid-Term Research Assessment: 10%
	Final College Teaching Paper: 30%

	A        (93%-100%)	A-     (90% - 92%)	
B+    (87%-89%)	B        (83% - 86%)	B-     (80% - 82%)	
C+    (77 % - 79%)	C        (73% - 76%)	C-     (70% - 72%)	
D+    (67% - 69%)	D        (63% - 66%)	E       (62% - 0%)	

Important Student Responsibilities and Course Policies

1.	Attendance: As the course involves in-class writing, discussions and presentations, regular and timely attendance is required. All absences require an email to the instructor explaining the reason for the absence, preferably before the class meeting. In order for an absence to be excused, a student must have the instructor’s approval (i.e., illness, family emergencies, funerals.) After one unexcused absence, a student’s final course grade will be reduced by half a letter grade for each additional unexcused absence. A student can fail this course due to poor attendance. It is the student’s responsibility to meet with the course instructor to discuss extended periods of absence due to medical problems. Three (3) incidents of unexcused tardiness and/or leaving class early equals one unexcused absence.

2.	Late Assignments: Assignment grades are reduced by one letter grade for every class period that the assignment is late. Late assignments can be handed in at the beginning of class on scheduled class days, during office hours, or as email attachments. Late assignments cannot be handed in at the instructor’s mailbox without the instructor’s prior approval.
 
3.	Academic Integrity

a.	It is the responsibility of the Committee on Academic Misconduct to investigate or establish procedures for the investigation of all reported cases of student academic misconduct. The term “academic misconduct” includes all forms of student academic misconduct wherever committed; illustrated by, but not limited to, cases of plagiarism and dishonest practices in connection with examinations. Instructors shall report all instances of alleged academic misconduct to the committee (Faculty Rule 3335-5-487). For additional information, see the Code of Student Conduct (http://studentaffairs.osu.edu/resource_csc.asp).

b.	Plagiarism: The Ohio State University defines plagiarism as “the representation of another’s work or ideas as one’s own; it includes the unacknowledged, word-for-word use and/or paraphrasing of another person’s work, and/or the inappropriate unacknowledged use of another person’s ideas” (Prohibited conduct 3335-23-04). A proper reference style should be used when using words or ideas of other people. Suspected cases of plagiarism will be reported immediately to the Committee on Academic Misconduct. The Committee regards academic misconduct as an extremely serious matter, with serious consequences that range from probation to expulsion. If in doubt, credit your source. Be sure to consult the course instructor, if you have questions about plagiarism, paraphrasing, quoting, or collaboration. 

c.	Academic Dishonesty also includes 1) providing and/or receiving unauthorized information/materials during examinations. 2) Providing or using assistance for assignments not approved by your instructor 3) submitting substantially the same work done in a previous course to satisfy the requirements for a current course without the permission of your current instructor. (Prohibited conduct 3335-23-04).

d.	Further information: Please visit the Committee of Academic Misconduct website for additional information on academic integrity including suggestions for ways you can preserve academic integrity at your university. http://oaa.osu.edu/coam/faq.html .

4.	Students with Special Needs/Disabilities: Students with disabilities that have been certified by the Office for Disability Services will be appropriately accommodated, and should inform the instructor as soon as possible of their needs. The Office for Disability Services is located in 150 Pomerene Hall, 1760 Neil Avenue; telephone 292-3307, TDD 292-0901; http://www.ods.ohio-state.edu/. 

COURSE CALENDAR
	
September 21:	An Introduction to Ohio State
	
Themes	The university’s history, vision, and mission; academic plan; diversity action plan; student profile
	
	Readings  
	Chapters 1 and 8 of the Teaching at OSU Handbook.

				
September 28: 

	Facilitating Students Critical Engagement with Visual Culture and Diverse Points of View
	
Themes	Transformational learning; critical pedagogy; facilitating discussions and supporting students in voicing and accepting diverse points of view; representations of race and ethnicity in the media; teaching students approaches to critically engaging visual culture
	
In Class 	We will watch selections from the documentary, The Color of Fear
	
Readings 	Read both of the readings below and write a reading response for at least one reading.

Carolyn Nelson and Victoria Harper (2000) “Transformational Learning: A Pedagogy of Critical Conversation” In Journal on Excellence in College Teaching

Ladi Semali (1998) “Still Crazy After All of These Years: Teaching Critical Media Literacy” In Unauthorized Methods: Strategies for Critical Teaching (Eds. Kincheloe and Steinberg)	
		
October 5:	Art Education: Pedagogies, Practices, and Teaching Philosophies
	
Themes	Departmental mission; defining course objectives and goals; teaching philosophies, diverse pedagogies; important departmental policies
	
Guest Speakers	GTA Course Supervisor Panel
and Kirsten Thomas, Department of Art Education
	
Readings	TBA: The guest speakers will select readings for this class.

		
October 12:	Incorporating Instructional Technology
	
Themes	Incorporating and effectively teaching with technology; diverse learning styles 
	
Readings	Read and write a reading response for the following reading:

Angela Farris Watkins (2005) “Using Learning Styles in College Teaching: The Value of Educational Technology” In Journal on Excellence in College Teaching

Visit the Ohio State Office of Information Technology Website and review the information in the “Faculty and Learning” section. A direct link is available on our Carmen site. No written response is required for this reading.

http://oit.osu.edu/

October 19
	Active Learning and Strategies for Community Involvement in Higher Education Classrooms
	
Themes	Service learning; community-based education; incorporating guest speakers as a way of representing diverse points of view; active learning
	
Guest Speaker	Dr. Karen Hutzel, Assistant Professor, Department of Art Education
	
Readings	Read both of the readings below and write a reading response for at least one:

Jennifer Faust and Donald Paulson (1998) “Active Learning in the College Classroom” In Journal on Excellence in College Teaching

Leo R. Sandy (1998) “The Permeable Classroom” In Journal on Excellence in College Teaching

October 26	Identity and Teaching: Coming Out in the Classroom
	
Themes	Identity politics; instructor identity; coming out; sexuality; disability
	
Guest Speaker	Katie Wirthlin will discuss her research project from last year’s GTA course related to sexual identity, coming out, and college teaching.
	
Readings

	Read two of the following readings and write a reading response for at least one reading.

 Alan Skelton (2000) “Camping it up to make them laugh: Gay men teaching in higher education” In Teaching Higher Education

 Nancy Evans (2000) “Creating a Positive Learning Environment for Gay, Lesbian, and Bisexual Students” In New Directions for Teaching and Learning

Brenda Brueggemann (2002) “Coming-Out Pedagogy: Identity in Language and Literature Classrooms” In Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture 

November 2	Student Writing in the College Classroom
	
Themes	Writing pedagogy; assessment; language diversity; adult learners; reflective journals
	
Guest Speakers	The OSU Writing Center
	
Readings
	Read two of the following readings and write a reading response for at least one: 

Angelica Risquez, Sarah Moore, and Michael (2008) “Welcome to College? Developing a Richer Understanding of the Transition Process for Adult First Year Students Using Reflective Written Journals” In Journal of Student Retention: Research, Theory, and Practice

Gail Overbey and Shawn Guiling (1999) “Student Perceptions of Plagiarism and the Evaluation of Assignments” In Journal on Excellence in College Teaching

Ginny Mehlert (2002) “An Examination of Faculty Grading Practices and Beliefs about Grade Inflation” In Journal on Excellence in College Teaching

November 9	Disability, Universal Design, and Higher Education
	
Themes	Universal design, disability rights, disability culture, appropriate accommodations, representing disability in visual culture, challenging ableist perspectives
	
Guest Speakers	Representatives from the OSU Office of Disability Services 
	
Readings	Read both of the following readings and write a reading response for one: 

Robbin Zeff (2007) “Universal Design Across the Curriculum” In New Directions for Higher Education

Jennifer Eisenhauer (2007) “Just Looking and Staring Back: Challenging Ableism Through Disability Performance Art” In Studies in Art Education

Read the following information on the FTAD website page:
 
“Fast Facts for Faculty on Disability” The link is available on our course Carmen site. No written response is required for this reading.

http://telr.osu.edu/dpg/fastfact/index.html

November 16

	Suicide Prevention and Higher Education	
Themes	Recognizing warning signs and risk factors for suicide; Locating available campus and community resources and support	
Guest Speaker	A representative from the Ohio State Suicide Prevention Program will offer “gateway” training during this class.
	
Readings	Please visit and read the information on The Ohio State Suicide Prevention Program Website. A direct link is available on our Carmen site. No written response is required for this reading.

http://ehe.osu.edu/paes/campussuicideprevention	
November 23: No Class, University Holiday 		
			
November 30	In Class Presentations 	
Final Papers are due at the start of class.