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The Self and Syllabus

Teaching in Higher Ed

The Question of Control in a Classroom

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Episode notes

"I tend, throughout my time teaching, to have felt pretty joyous while i'm doing it," he says. "The best thing that happens is when you can't really recognize who's the teacher and who's the learner." He thinks most instructors' concerns for control are bred out of insecurities.

Christopher Richmann talks about the self and syllabus project on episode 418 of the Teaching in Higher Ed podcast.

Quotes from the episode

Not all knowledge can be assessed or expressed in the same way.

There is growing interest in the issue of the self that we bring into the classroom.
-Christopher Richmann

We are embedded selves and we bring ourselves and all of the artifacts that go along with our teaching into the classroom and into the task of teaching.
-Christopher Richmann

Am I coming across on my syllabus? Do students meet me in my syllabus?
-Christopher Richmann

Not all knowledge can be assessed or expressed in the same way.
-Christopher Richmann

Resources

The Self and Syllabus
Richmann, Christopher; Kurinec, Courtney; and Millsap, Matthew (2020) “Syllabus Language, Teaching Style, and Instructor Self-Perception: Toward Congruence,” International Journal for the Scholarship of Teaching and Learning: Vol. 14: No. 2, Article 4.
Joshua Been, Assistant Librarian and Director of Data and Digital Scholarship
Grasha-Riechmann Teaching-Styles Inventory
Death to the Syllabus! Mano Singham
Dunning-Kruger effect
The Promising Syllabus, by James Lang for The Chronicle of Higher Education
Ken Bain
Jessamyn Neuhaus
Professors Talk Pedagogy Podcast

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