Graduate Course Proposal Form Submission Detail - HSC7260
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Approved, Permanent Archive
Submission Type: New
Course Change Information (for course changes only):
Comments: to GC 5/10/11; reviewed 6/6/11; pending desc revision, qual for faculty. Emailed 6/29/11. corrected 6/30/11; GC approved 7/5/11. To USF Syst 7/5/11; to SCNS 7/13/11. Approved effective 8/2/11 as HSC 7260. Subm as PHC 7xxx
- Department and Contact Information
Tracking Number Date & Time Submitted 2392 2010-10-24 Department College Budget Account Number Community and Family Health PH Contact Person Phone Rita DeBate 46683 firstname.lastname@example.org
- Course Information
Prefix Number Full Title HSC 7260 Professional Foundations II: Teaching Methods Is the course title variable? N Is a permit required for registration? Y Are the credit hours variable? N Is this course repeatable? If repeatable, how many times? 0 Credit Hours Section Type Grading Option 1 C - Class Lecture (Primarily) S - S/U Only Abbreviated Title (30 characters maximum) Teaching Methods Course Online? Percentage Online C - Face-to-face (0% online) 0
Prepares public health students for teaching in the college and university setting. Overview of knowledge, strategies, and skills including but not limited to: learning styles, teaching methods, motivational strategies.
A. Please briefly explain why it is necessary and/or desirable to add this course.
Needed for accreditation
B. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?
10-15 Doctoral Students each year
C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?
Yes, 1 time
D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)
Faculty must have a terminal degree.
- Other Course Information
1. Demonstrate ability to teach a university a university level course using current pedagogical techniques
2. Demonstrate communication skills that facilitate learning by others in formal and informal settings
CFH specific PhD:
1. Align Teaching methods to learner needs
2. Demonstrate skills that facilitate learning in both formal and informal settings
B. Learning Outcomes
By the end of the course, students will:
1. Describe the three domains of learning.
2. State Bloom’s Taxonomy of learning domains
3. Construct learning objectives using Bloom’s Taxonomy of learning
4. Distinguish learning activities appropriate for learning objectives based on Bloom’s Taxonomy of learning
5. Describe the Multiple Intelligences learning theory.
6. Identify learning activities appropriate for various learning styles.
7. State the components of a functional lesson plan
8. Create a lesson plan matching learning objectives based on Bloom’s Taxonomy of learning to appropriate learning activities addressing at least 2 learning styles.
9. Formulate methods for facilitating class discussions
10. Distinguish between various assessment strategies
11. Create an evaluation rubric for a subjective evaluation
12. Examine the contents of a course syllabus
13. Discuss methods for lecturing more effectively
14. Propose a teaching philosophy
15. Examine the tasks for preparing for and teaching the first day of class
C. Major Topics
1. McKeachie, WJ and Svinicki M. 2006. McKeachie’s Teaching Tips: Strategies, Research, and Theory for College and University Teachers. NY: Houghton Mifflin Company. ISBN: 0-618-51556-9
2. Silberman M. 1996. Active Learning: 101 Strategies to Teach any Subject. Boston: Allyn and Bacon. ISBN: 0-205-17866-9.
3. Silberman M. 2006. Teaching Actively: Eight Steps and Strategies to Spark Learning in Any Classroom. Boston: Pearson. ISBN:0-205-45537-9.
E. Course Readings, Online Resources, and Other Purchases
1. Ross Johnson, G. 1995. First Steps to Excellence in College Teaching. Madison, WI: Magna Publications, Inc. ISBN: 0-912150-42-4
2. Filene, P. 2005. The Joy of Teaching: A practical guide for new college instructors. Chapel Hill, NC: The University of North Carolina Press. ISBN: 0-8078-5603-7
3. Svinicki, MD. 2004. Learning and Motivation in the Postsecondary Classroom. Bolton, MA: Anker Publishing Company, Inc. ISBN: 1-882982-59-2
4. Stevens, DD and Levi, AJ. 2005. Introduction to Rubrics: An assessment tool to save grading time, convey effective feedback, and promote student learning. Sterling, VA: Stylus Publishing, LLC. ISBN: 1-57922-115-7
F. Student Expectations/Requirements and Grading Policy
1. Class participation= 80 pts (44%)
2. Experiential lesson plan=100 pts (56%)
G. Assignments, Exams and Tests
1. Class participation: Consists of class attendance, completing course readings prior to class, participation in class discussions, and participation in class activities.
2. Experiential lesson plan: Each student will be assigned a day to facilitate an experiential learning activity. Each experiential learning activity (based on Blooms Taxonomy and Multiple Intelligences conceptual framework) should take no longer than 20 minutes. All experiential lesson plans should be written on the lesson plan form (to be distributed by the instructor). After facilitation of the icebreaker the student will share his/her experiential lesson plan with fellow students via blackboard.
H. Attendance Policy
Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,
Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)
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: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s 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.
I. Policy on Make-up Work
Attendance is expected at all class meetings. This is the ONLY way in which to meet the class participation requirement.
IF YOU DO CHOOSE TO MISS CLASS, YOU ARE RESPONSIBLE FOR ALL WORK AND ASSIGNMENTS DUE ON DUE DATE.
J. Program This Course Supports
PhD Public Health
- Course Concurrence Information