Learning & Teaching

 We take great pride in the fact that all of our faculty are engaged in teaching as their primary commitment at Towson University.  

teaching
Creativity in teaching, learning, and discovery that leads to individual and collective transformation is considered one of the Towson University academic community's core values.

Professional Expectations of Faculty

At Towson University, we believe that teaching is not a routine function. In fact, the mission directs that faculty engage learners in disciplines and subjects in which faculty members have expertise. Faculty are charged with ensuring that learning occurs using methods that stimulate active minds and stimulating critical and creative thinkers who are then encouraged to pursue life-long learning. Faculty must keep up-to-date in their own scholarly disciplines and must continually work towards the goal of helping students learn. The learning process occurs in all student- teacher interactions. The nature of these interactions consist of teacher and/or student activities which lead to development on the part of the student.

Types of Instruction

Because of the complexity of the University's programs, course instruction can be delivered in a number of ways:

  • lecture/seminar
  • laboratory and studio instruction
  • thesis supervision and independent study
  • clinical and other field experiences
  • internship supervision
  • PDS/student teaching supervision and other PreK-12 field experiences
  • music instruction

Read about the course unit equivalencies for these approaches in the Towson University Comprehensive Faculty Workload Guidelines.

Preparing for Classes

The following are expectations of faculty in regards to preparing for classes:

  • Regularly meet their classes
  • Produce a syllabus stating the general and specific objectives of each course
  • List required readings and assignments
  • State their policies, including classroom conduct and grading policies
  • Provide coverage for class by another professor or by assigning an out-of-class activity when absent for professional meetings

Objectives, forms, and standards must be explicit so that they will serve as guides for both teacher and student. An expectation of the faculty workload for teaching courses typically includes spending two to three hours preparing and grading for each hour spent in class.

Preparation time includes time to:

  • Read new material
  • Prepare class session plans
  • Prepare studios, laboratories and ordering appropriate materials
  • Re-read literature and supporting documents
  • Design visual aids and handouts
  • Preview audio-visual materials/presentations
  • Prepare and grading exams and papers
  • Order equipment and instructional materials
  • Integrate new instructional technologies into the curriculum
  • Invite guest speakers
  • Design evaluative criteria
  • Order textbooks and library materials
  • Revise old material
  • Update the syllabi
  • Collect classroom research on learning
  • Assist students, including mentoring and advising