This document provides an introduction to the College Classroom course being taught. It introduces the two instructors, Peter and Liz, and their backgrounds and interests. It then surveys the participants to understand their reasons for taking the course and teaching experiences. Several learning theories and techniques are discussed, including how people actively construct their own knowledge. The goals of the course are explained, which include learning about evidence-based teaching practices and learning theory. An overview of the course structure and expectations is also provided.

1. Week 1: Introduction
The College Classroom
January 9, 2013

2. Who Am I – Peter
2
Peter Newbury
 PhD (Univ. of British Columbia, Vancouver, Canada) 1998
in applied math
 Carl Wieman Science Education Initiative, 2008 – 2012
 Associate Director, Center for Teaching Development
since August, 2012
Teaching and learning interests:
 how people learn astronomy, physics, math
 how to convince instructors to transform the way they teach
 finding the most effective ways to implement peer instruction
(clickers)
 Establishing and maintaining an online personal learning
network
collegeclassroom.ucsd.edu #tccucsd

3. Who Am I – Liz
3
Liz Specht
 PhD candidate in Stephen Mayfield’s lab in the UCSD Division
of Biological Sciences
 The College Classroom alumnus (Fall 2012)
 @lizspecht
In addition to her research on algae, she is interested in
science education at all levels, and has been actively
involved in several teaching endeavors beyond the TA
requirements for the department. She has taught a lab
course for post-graduate adults, a summer course for high
school students, and she volunteers regularly at local
middle schools through the Salk Mobile outreach program.
collegeclassroom.ucsd.edu #tccucsd

4. Who are you?
4
Why are you taking The College Classroom?
A) I’m looking for a tenure-track academic
position and knowing about teaching will help
me get a job.
B) I have little/no teaching experience and I want
to get some.
C) I’ve taught before and I want to become a
better instructor.
D) I’m interested in the theory and pedagogy of
teaching and learning.
E) other
collegeclassroom.ucsd.edu #tccucsd

5. Turn to your neighbor:
1. Introduce yourself
Who are you? 2. Explain why you made the
5 choice you did
Why are you taking The College Classroom?
A) I’m looking for a tenure-track academic
position and knowing about teaching will help
me get a job.
B) I have little/no teaching experience and I want
to get some.
C) I’ve taught before and I want to become a
better instructor.
D) I’m interested in the theory and pedagogy of
teaching and learning.
E) other
collegeclassroom.ucsd.edu #tccucsd

6. A quick survey:
6
We have people with different backgrounds in our
audience: Raise your hand if this is you:
Who experienced undergraduate education in the US?
Who has had a teaching experience before?
Who has given a technical talk?
Who has English as a second language?
Who has been a student in a large (150+ students)
class?
collegeclassroom.ucsd.edu #tccucsd

7. Introduction to teaching and learning
in higher education

8. Clicker question
8
Which of these do you associate with a typical
university lecture?
A) listening
B) absorbing
C) note-taking
D) learning
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9. The traditional lecture is based on
9
the transmissionist learning model
collegeclassroom.ucsd.edu #tccucsd (Image by um.dentistry on flickr

10. Scientifically Outdated,
10
Culturally (in US) a Known Failure
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11. How People Learn [1]
11
People actively construct their own knowledge
 Individual
 Based in pre-existing understanding
Biologically, learning changes the brain
 Proteins form, Neurons fire
 Technology allowing us to observe learning as it
happens (fMRI)
[1] How People Learn: Brain, Mind, Experience and School Expanded Edition. Ed. Bransford
collegeclassroom.ucsd.edu #tccucsd

12. How People Learn [1]
12
Learning is not about what
professors do.
It’s about what THE LEARNER does!
Corollary:
Students do not LEARN just
by listening to the professor explain
[1] How People Learn: Brain, Mind, Experience and School Expanded Edition. Ed. Bransford
collegeclassroom.ucsd.edu #tccucsd

13. Let’s have a learning
13
experience…
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14. Here is an important new number
14
system. Please learn it.
1= 4= 7=
2= 5= 8=
3= 6= 9=
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15. Test
15
What is this number?
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16. New Number System
16
Here’s the structure of the code:
1 2 3
4 5 6
7 8 9
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17. Test
17
What is this number?
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18. Constructivist Theory of
18
Learning
New learning is based in pre-existing knowledge that you
hold.
You store things in long term memory
through a set of connections that are
made with previous existing memories.
Creating memories (aka learning) involves
having neurons fire and neurons link up in
networks or patterns.
(Images by Rebecca-Lee on
collegeclassroom.ucsd.edu #tccucsd

19. Course Information

20. What are the goals of TCC?
20
Course-level learning outcomes (that support, and
are supported by, the topic-level outcomes)
 you’ll be reflective about your teaching
 you’ll be able to explain why certain instructional
activities are successful and why others are not
 you’ll be able to identify and support student-centered
learning environments
 you’ll know how to succeed as a professional educator
in higher education
 you’ll be able to recognize and build upon the diversity
of your students
collegeclassroom.ucsd.edu #tccucsd

21. What are the goals of TCC?
21
Many topic-level learning outcomes in
1. modern theory of Constructivist learning
For example, by the end of the course, you’ll be
able to have an elevator conversation describing the
importance of metacognition in learning.
collegeclassroom.ucsd.edu #tccucsd

22. What are the goals of TCC?
22
Many topic-level learning outcomes in
2. best practices for the college classroom
For example, by the end of the course, you’ll be
able to write a peer instruction (clicker) question and
explain to a colleague the rationale behind the
question and choices and describe how it can be
incorporated into the lesson.
collegeclassroom.ucsd.edu #tccucsd

23. What are the goals of TCC?
23
Many topic-level learning outcomes in
3. how to be a successful, professional educator
For example, by the end of the course, you’ll be
able to begin to build a personal learning network
(PLN) by, for example, posting to a Wordpress blog,
interacting on Twitter and collaborating with others
using google docs.
collegeclassroom.ucsd.edu #tccucsd

24. TCC goals: Executive Summary
24
 Not (all) nuts and bolts, not:
 how to use a whiteboard
 Using Blackboard
 Significant feedback on teaching (will be some)
 Will be:
 Learn about evidence-based (research-based) practices
(for application in the classroom)
 Learning theory, as it underlies or informs effective
classroom practices
 Anything we say, unless otherwise stated, will be
 evidence based
 based on years of experience by us or colleagues
 will not be simply our opinion
collegeclassroom.ucsd.edu #tccucsd

25. What is going to happen in this
25
class
Weekly 11:00a -12:30p in Center Hall, Room 218:
 1hr 20 min “lecture” – mixture of theory and practice
 Interact in small groups (e.g. Peer Instruction)
To Prepare:
 Read research paper(s)
 Do an activity:
 Post on the class blog, leave comments on others’
posts
 Practice a technique
 Observe a class
Professional career preparation:
 write Teaching Statement,
 create Microteaching experience (details later in quarter)
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26. A Traditional Class
26
Lecture Textbook Homework Exam
First Read Hard Stuff See if You Show Knowledge
Exposure Know Hard Stuff Mastery
The first time you see a concept is during class. If
you don’t grasp a concept, there is very little
opportunity for feedback from experts or peers
(before it’s too late.)
collegeclassroom.ucsd.edu #tccucsd

27. The College Classroom
27
Homework Lecture Lab/Homework Exam
Q
U
I
Z
First Exposure: Learn Hard Stuff: Practice Show Knowledge
With resources and With teacher and Knowledge Mastery
Feedback discussion Mastery
You learn the basics before class so when you get
there, your instructor can work on the hard stuff.
You’re prepared to engage and learn. You can
give expert feedback to your peers.
“flipped classroom”
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28. collegeclassroom.ucsd.edu
28
All course information,
presentations, links to
readings, discussions, etc
will be on the class blog.
(Image by kitsu on flickr
CC)
Each of you will have a username and password
so you can post to the blog. (You don’t need to
login to access the course materials or leave
comments, though.)
collegeclassroom.ucsd.edu #tccucsd

29. Clicker question
29
Which best describes your experience with blogs?
A) I don’t have any experience with blogs.
B) I read blog occasionally
C) I read blogs often and leave comments
D) I’ve written posts on someone else’s blog
E) I have my own blog
collegeclassroom.ucsd.edu #tccucsd

30. Course blog is public so
30
 I can only provide links to copyrighted articles,
not the articles (PDF) themselves
 you may need to be on-campus so you can use
UCSD credentials to access subscriptions
 you may be able to connect from home with the
UCSD web proxy server (search Blink for “web
proxy”)
 Your posts and comments will be visible to the
public: learn to be careful about what and how
you write.
 If you include pictures in your posts, they must
collegeclassroom.ucsd.edu #tccucsd

31. Course blog is public so
31
Your posts will be part of your online identity.
Privacy options:
1. You can use your real name and UCSD
username.
2. You can use a pseudonym and username to
protect your identity. (Only Liz and I will know
your identity, though you may wish to share it
with your classmates.)
3. You may already have an online identity
because you already blog, use Google+,
Twitter, Pinterest, Linkedin, facebook. You’re
collegeclassroom.ucsd.edu #tccucsd

32. How you will be assessed
32
The College Classroom is not an official UCSD
course. You will not receive an grade on your
transcript.
To receive a completion certificate (and for
SGTSs, to be qualified to teach in the summer),
you must
 Attend all sessions
 Thoughtfully complete all assigned work.
 Contribute during class in a professional,
collegial manner.
If you need to attend a conference, job interview or
collegeclassroom.ucsd.edu
#tccucsd

33. Syllabus
33
Throughout the
Week2) How people learn classes, I’ll be
3) Development of expertise trying to model
best so try to
4) Learning outcomes watch how I teach
5) Assessment as well as what I
6) Growth and fixed mindsets teach.
7) Cooperative learning strategies
8) Diversity of learners
9) Alternatives to lecture
10) Succeeding in academia
(topics and/or order may change as the course progresses)
collegeclassroom.ucsd.edu #tccucsd

34. Homework for Week 2:
34
Visit the course blog. Contact info for Peter and
Liz is on the About page.
Find the homework for Week 2 (to be completed
before the Week 2 session on Jan 16.)
You will need the password to access certain
items. The password is ________________.
collegeclassroom.ucsd.edu #tccucsd