I have had the opportunity to teach ten undergraduate courses and for each I have personally developed the course syllabus. I have attached the syllabi for the two courses I have taught - Cultural and World Regional Geography - below (there are two World Regional Geography syllabi, one for each institution). The various syllabi have been reviewed by my peers to ensure that my goals are clearly developed and stated and that my students have clear expectations for themselves and the course. When developing a course syllabus I strive to present clear learning objectives that can be met by each student and an agenda that allows for clear learning, but also flexibility so that each session can be molded by student participation and activity. In addition, as I continue to further develop my syllabi for better clarity and presentation I ensure that students also understand what responsibilities I am undertaking as their educator and what they can expect of me.
In addition to syllabi for courses I have taught, attached is a course syllabus that I personally developed to teach at the School of Public Policy and Administration (SPPA) at the University of Delaware. The development of this course was an exercise to create a 'dream course' that I would want to teach as a future academic. The course I chose to create, entitled Cultural Policy, is a one semester graduate level course that links my personal interests in cultural and policy studies. The document contains the reasoning for the introduction and development of this course into SPPA curriculum and a course syllabus. In addition, I have included an example of what one lecture will specifically include (lecture topics, readings, assignments), an in-class activity, and an example of an exam question that may be used from this lecture.
I am also in the process of developing several other syllabi for courses that I may be able to teach in the future. The development of these course syllabi represent my interest in a wide range of studies and could be used by varyious university departments. Those course syllabi in development include:
Finally, I have also included examples of exams, projects, and lecture slides that were previously used in my course with success. The exam for G203 found below is entirely a written-response exam including short, medium, and long essay responses. This type of exam is often quite foreign to the students but many enjoy the different style as it allows them to openly express their ideas and knowledge gained through the course. Although the exams take a great deal of time to grade they provide the best measure of student learning for this course. Also included below is a semester project for my Cultural Geography course (G203). This project is adapted from one developed by Dr. Edmunds Bunkse, for whom I was a teaching assistant. The project requires that students observe the course material in the real world and then respond and reflect about their experiences. The lecture slides are from a multi-lecture presentation about mapping and mental/cognitive understanding of maps and their use and function. I have not taught World Regional Geography again since this presentation was made and look forward to updating the slides to a more modern format and including notes from its original use to improve its learning outcomes.