Mary Rose O'Reilly, Radical Presence: Teaching as Contemplative Practice (Boyton Cook, 1998)
Sheridan D. Blau, The Literature Workshop: Teaching Texts and their Readers (Heinneman, 2003)
Rebekah Nathan, My Freshman Year: What a Professor Learned by Becoming a Student (Cornell, 2005)
Robert Scholes, The Crafty Reader (Yale UP 2001) [Note: this is not available at the bookstore. There are many used hardcovers available on Amazon.com
and there are a couple of electronic versions.]
Elaine Showalter, Teaching Literature (Blackwell, 2003)
Selected readings from the teaching journals such as Pedagogy, available through Project Muse or course documents
Wilbert J. McKeachie and Marilla Svinicki, Teaching Tips: Strategies, Research, and Theory for College and University Teachers 13th edition (Houghton Mifflin, 2010)
NB: if you can purchase or acquire these texts by less expensive means, please do so. Many used copies are sold via the internet;
there are also some e-book versions available. You can also check these out of the library.
For a general introduction to electronic formats for teaching/learning, see USF Academic Computing Home Page.
Electronic Discussion We will be using the USF Canvas lms and the discussion board I have created for this class: LAE6389.001U13.
You can gain access to it through My USF. You are automatically registered by virtue of being registered for this course.
My website: information on class, assignments and links to other important sites on literature, etc.
Other important websites are listed following the assignments.
Notes for each class will be updated throughout the term
May 14 Class 1: Introductions, syllabus review, anthologies
May 16 Class 2: Contemplative Pedagogy; training teachers; sign-ups
May 21 Class 3: Getting Started, class descriptions, course objectives, leading discussion
Showalter, ch 8
Due: Practical on Editions
Eble, chapter 16 The Craft of Teaching in course docs.
Mary Rose O'Reilly, Radical Presence
May 23 Class 4: Teaching Methods: Literature Workshop
Rebekah Nathan, My Freshman Year
Marshall Gregory, "Do We Teach Disciplines or Do We Teach Students? What Difference Does It Make?" in Profession 2008: 117-129.
Showalter, chapters 1-7
Guest Panel: What I Wanted to Know Before I Started Teaching Poetry (or Fiction, Drama...)
Due: draft course description, objectives
Blau, chapters 1-5
May 28 Class 5: Work Day
Conduct literature workshops
Due: Post #3
Online syllabus workshop
May 30 Class 6: Teaching Methods: Active learning Strategies
Due: Post #4
Guest Teacher: Paul Corrigan
Scholes, Introduction, Reading Poetry, Sacred Reading and
Conclusion (pp. xi-75, 212-243) and a chapter of your choice on a genre that interests you
McKeachie, chapters 4,5, and 6, in course docs
Due: Mid-term eval survey; sample assignment
Jun 4 Class 7: Work Day
Online syllabus workshop
Due: Post #6
June 6 Class 8: Literature Workshop: Writing Assignments
Jun 11 Class 9: Work Day
Online syllabus workshop
Due: Post #8
Jun 13 Class 10: Eval and assessment: matching objectives and outcomes
June 18 Class 11: Practice Teaching
Due: In class teaching
June 20 Class 12: Problems and Pitfalls
Deadline for posting portfolio -- Tuesday July 12
** Students who anticipate the necessity of being absent from class due to the observation of a major
religious observance must provide notice of the date(s) to the instructor, in writing, by the second class meeting.
** In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time,
USF may opt to continue delivery of instruction through methods that include but are not limited to: Canvas, Elluminate,
Skype, and email messaging and/or an alternate schedule. It is the responsibility of the student to monitor Blackboard
site for each class for course specific communication, and the main USF, College, and department websites, emails, and
MoBull messages for important general information.
Attendance/Participation in class assignments and discussion - 25%
Weekly Posts (10) - 15%
Weekly Tweets on blog reading - 10%
Technology Bibliography - 15%
Teaching Presentation - 10%
Online Portfolio - 25%
Description of graded assignments
Attendance and Participation
Students are expected to be present for the entire class, every class and to participate in group activities,
homework assignments, discussion and evaluation of peers. We will be exploring a variety of teaching and learning techniques, including
contemplative pedagogy, and it is important that all students enter into this with open minds and a willingness to try.
Success in the class is dependent upon this. If
students anticipate missing a class, they should prepare and submit work in advance of the class.
Diligence in the remaining classes may offset the failure in attendance.
Weekly Writings - Class Discussion Board
All members are required to participate in the electronic discussion board maintained through Canvas. Writing assignments may vary from week to week, depending on
the topic and activity for each class. In general, each student will be expected to write a 200-300 word, original document in response to the readings or
topics for the week. These are due to be posted by 8 am on the day of class. Students are expected to engage in a class conversation rather than to submit isolated essays;
therefore it is also expected that students read each of the posts before class.
Posts are graded on a scale of 1 to 3 for effort, not rightness or wrongness. This class is organized around the themes of engagement, self-reflection and the use of technology in teaching, and these
weekly writings on the lms offer the opportunity for introspection and discussion through the digital medium. If I do not respond to your post, then you can assume it received full credit.
Please devote some thought to these posts, because they may constitute a large part of our discussion material.
** In case of server malfunction, bring a hardcopy of your post to my office by noon before class.
The Weekly Tweet(s)
As Sean Michael Morris and Jesse Strommel
explain in their essay in Hybrid Pedagogy,
authentic class discussion can take place online outside of a traditional LMS. Even though we will be
using the Canvas discussion thread for our weekly posts, and the Ether Pad for our Mind the Gap discussions,
I want to introduce Twitter as another forum for our interactions about teaching. Morris and Strommel
write: "Twitter can be used both synchronously (in hashtag chats) and asynchronously to engage learners,
instructors, and others outside the classroom. It can be used creatively to analyze literature, build community,
and even do collaborative work. Twitter encourages sharing of links and dynamic exchanges of ideas.
While some might argue that the 140-character limit doesn't allow for deep inquiry, we disagree.
Twitter, rather, becomes a tool for a collective inquiry, creating depth through the metonymic relationship
between tweets and between tweets and what they link to."
For our class, we will use the hashtag #teachinglit in
our tweets so that we can follow the discussion throughout the term. I am choosing a hashtag that is deliberately
topical so that other folks interested in Teaching Literature might follow us and add to our conversation. Your
assignment is to send our class a link to a blog or online article related to teaching literature at least once a week.
Below in the syllabus I have listed a few blogs on teaching and higher education that I follow and encourage you
to start there. We can build a bibliography of teaching blogs through our tweets. You can further curate the
discussion by following #teachinglit either in the Discover section of Twitter or by using Tweetdeck to manage your
information flow. As you become more skillful with Twitter, you can also engage in conversations about
teaching by referencing the blogs or perhaps even starting and tweeting your own. Minimum requirements
will be one blog citation tweeted with the class hashtag per week. Full credit will involve reading and
replying or interacting with each other through the forum. The course is six weeks long, which means
you need six weekly tweets and some follow up. Explore! Read! Play! Engage! [If you are new to Twitter,
visit the website and create an account: https://twitter.com/. Then follow
me @laura_runge and I'll return the favor!]
In keeping with our course theme of "Engagement, Reflection and Technology," students will prepare
a 15 item annotated bibliography of technology tools for use in the literature classroom. You can
explore the different tools available through Canvas or seek open-source software for use in the classroom.
Anything from a YouTube Video for class instruction to a collaborative writing space online is game on
this assignment. In fact, video games might also be appropriate! Throughout the semester, keep
track of references to different teaching tools (Twitter and the online blogs listed below are a
good source of information) and imagine creative ways to use them to teach and learn in the
literature classroom. See, for example, this
Getting Smart on using Pinterest in your classroom.
Your bibliography should
include titles of specific works or tools that you will use and a description of how you
will use it (as a teaching module, as a student assignment, as an in-class activity, etc.).
To get you started, visit the Concordance of Tools on Hybrid Pedagogy.
You may want to try one of these tools in your practice teaching on the second to last class.
On the last day of class, we will share our findings and plans. You will be expected to present your
bibliography and perhaps demonstrate one tool. You can work on this project during our three work days; I
encourage you to explore and play and be creative. The final assignment should be a formal
writing, properly documented and formatted according to MLA standards. We can discuss possible formats for the document.
Early in the term, the class will choose one literary work as our teaching text. During the penultimate class, each student will be given time to teach the text to the remaining
members of the class, who will offer written feedback. We will video record the teaching presentations for student use. Details of time and materials will be determined and posted
Throughout the semester, students will be asked to draft different materials as homework for planning and teaching a course, and these will be submitted for peer review in class.
After review, students are expected to revise and submit the materials in their portfolios. This online portfolio will
demonstrate the progress the student makes in preparing to teach literature, and it will also serve as a resource
for the student as he or she begins to teach his or her own literature classes. Minimum contents of the portfolio are:
Each student will be responsible for constructing a workable syllabus as part of the online portfolio. Because the syllabus is
the backbone of a course, it is the most significant element in the course portfolio. Each student will be allowed the opportunity
to workshop the syllabus-in-progress online to get feedback on its development and to solicit ideas for improvement.
Your syllabus should contain the following minimum elements:
Course information, title and description
Instructor contact information
Required and recommended texts and materials
Schedule of readings and assignments
Description of course assignments and grading weight
Other elements in the portfolio include:
Statement of teaching methodology (including use of innovative technologies)
Grading policies-methods; assessment rubric
This syllabus is subject to change.
On learning Styles: From the Georgia State Master Teacher Program,
this site offers information on how temperaments inform different learning styles and strategies for adopting teaching methods to meet these different styles.
Jungian Typology test: an online test from a site entitled Humanmetrics
Kiersey Temperament Sorter: Commercial website that provides updates Kiersey's Please Understand Me, including "A Modern Guide to Temperaments"
Some teaching blogs of interest:
Faculty Focus: Higher Ed strategies for teaching
There are numerous other resources available. Please contact me with additional information.
Insider Higher Ed
HASTAC Humanities, Arts, Science, Technology Advanced Collaboratory
Hybrid Pedagogy A Digital Journal of Learning, Teaching and Technology
Teaching and Learning in Higher Ed developed by Paul Corrigan