Last fall (16'), I taught two sections of Introduction to Psychology at a nearby liberal arts college and one online masters course Advanced Organizational Psychology. This spring will be a nice lightening of the load, just two Intro Psych courses at the same college. Teaching starts back up January 30, but I'm trying to keep my nose to the grindstone over January in order to complete the data analyses for my dissertation and other contract work.
One task for today was revamping my syllabi for Intro Psych. I had to take my husband's grandmother to the dentist office, so I thought this would be a great time to pull out the book I couldn't had been waiting all last semester to have time to read, Walford and Anderson's "Effective Grading, a Tool for Learning and Assessment". Sitting in the waiting room, the office staff appeared to have used Nickleback or Creed for their Pandora feed, aka, my own personal hell of music. Luckily, a few Format (or was it Fun?) songs showed up every now and then...oh well, I'm resilient and I survived.
I didn’t get that far into my reading, but one take-away thus far, "The strongest single source of influence on cognitive and affective development [in college] is the student's peer group." Ergo, I am rethinking my current methods of assessing and assigning group work. My plan is to also consider what really worked and what did not last semester, and ultimately, to eventually share a before and after of my syllabus as I work to integrate some of the new ideas from the book and my reflections. I don't know if I can get around to drafting a click-bait syllabus in enough time, but check out #clickbatesyllabus for many laughs!