Graduate Studies Reports Access
Graduate Course Proposal Form Submission Detail - EDF7930
Tracking Number - 2481
Edit function not enabled for this course.
Current Status:
Approved, Permanent Archive - 2012-03-26
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only):
Comments: to GC 4/4/11. issue Lrg outcomes - suggest reptg obj -11/28/11. need catalog copy.. For C&I Conc changes already approved. GC 2/6/12. Appd to GC 2/20/12. to USF Sys 2/20/12. to SCNS 2/28/12. Appd eff 4/15/12
Detail Information
- Date & Time Submitted: 2011-02-28
- Department: Psychological and Social Foundations
- College: ED
- Budget Account Number: 172500
- Contact Person: Darlene DeMarie
- Phone: 9747209
- Email: demarie@usf.edu
- Prefix: EDF
- Number: 7930
- Full Title: Professional Seminar
- Credit Hours: 1
- Section Type: D -
Discussion (Primarily)
- 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
- Abbreviated Title (30 characters maximum): Professional Seminar
- Course Online?: C -
Face-to-face (0% online)
- Percentage Online: 0
- Grading Option:
S - S/U Only
- Prerequisites:
- Corequisites:
- Course Description: Ph.D. course fulfilling Educational Psych.concentration requirement under the Curr. & Instruc. doctoral program. It covers professional issues of working as an academic in research intensive or teaching college as well as working in non-academic settings.
- Please briefly explain why it is necessary and/or desirable to add this course: Needed for new program/concentration/certificate
- 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? We hope to begin a new concentration under the Curriculum and Instruction Doctoral Program, and we want students to learn the professional aspects of being an academic. We have supervised students under the Interdisciplinary Educational Psychology program, and we saw the need for them to share a common course that teaches these skills more deliberately.
- Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? Yes, 1 time
- What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) Educational Psychology Faculty member or one who has affiliated status with that program.
- Objectives: 1 – Learn about the demands of academic positions and what is involved in getting tenure and promotion at different types of academic institutions.
2 – Know how to review academic material (e.g., conference abstracts, manuscripts, grants, etc.).
3 – Give a paper or poster presentation and answer colleague’s questions thoughtfully.
4 – Know how to write a grant or a post-doc application and know the appropriate agencies that fund his or her type of research.
5 – Know appropriate journals in the field and how to evaluate the quality statistics of professional journals.
6– Know the differences between small, medium, and large college/university schools and the differences between research-intensive, comprehensive, and teaching schools.
7- Know how to apply for an academic or non-academic position and what is involved in getting one: writing a cover letter that addresses the requirements of the position, answering questions, whom you will meet, what questions you should ask, how to present your research, what you should request when you’re offered the position, and the psychology of getting a position in tough budget times.
8- Explore non-academic positions one can obtain with a degree in educational psychology.
9- Be actively engaged in a national professional organization through membership or through other means.
- Learning Outcomes: 1 – Learn about the demands of academic positions and what is involved in getting tenure and promotion at different types of academic institutions.
2 – Know how to review academic material (e.g., conference abstracts, manuscripts, grants, etc.).
3 – Give a paper or poster presentation and answer colleague’s questions thoughtfully.
4 – Know how to write a grant or a post-doc application and know the appropriate agencies that fund his or her type of research.
5 – Know appropriate journals in the field and how to evaluate the quality statistics of professional journals.
6– Know the differences between small, medium, and large college/university schools and the differences between research-intensive, comprehensive, and teaching schools.
7- Know how to apply for an academic or non-academic position and what is involved in getting one: writing a cover letter that addresses the requirements of the position, answering questions, whom you will meet, what questions you should ask, how to present your research, what you should request when you’re offered the position, and the psychology of getting a position in tough budget times.
8- Explore non-academic positions one can obtain with a degree in educational psychology.
9- Be actively engaged in a national professional organization through membership or through other means.
- Major Topics: The schedule of weekly topics will depend on the level of the students and the calendar of events for that semester. For example, if we are interviewing candidates for a position, it would be a good opportunity to talk about academic interviews, how to prepare a job talk, how to write job letters, and how candidates are evaluated. If faculty members have received manuscript reviews, it would afford a good opportunity to talk about the journal review process and how to address the reviewers’ concerns in a revised manuscript and cover letter. If a faculty member is writing a grant, it would be a good time to talk about how to write grants. The topics that are listed on this syllabus actually will be covered across the four semester sequence, but the order can vary from year to year. Students’ annual portfolios and the goals they set for the following year will tell the program faculty members which experiences are needed during the next semester.
- Textbooks: none
- Course Readings, Online Resources, and Other Purchases: The reading list will depend on the topics that are covered each semester. The American Psychologist, the Chronicle, Monitor, SRCDs Social Policy Bulletin, and other professional journals have articles on professional issues. We will make current issues available for students and will make recommendations of readings before each class.
- Student Expectations/Requirements and Grading Policy: Grading System: Pass (“S”) or Fail (“U”). Students who earn a “U” will need to retake the class during another semester. Four successful completions of this one-credit course will be required for all doctoral students in the future Educational Psychology concentration (currently in review).
Blackboard Site: When you register for a course, you automatically are given access to the Blackboard site for that class. We will be using our Blackboard site actively. Please log onto the site every week to see what the next class’s content will be. You will be able to access most of the readings and any relevant material for reviewing etc. from our site.
- Assignments, Exams and Tests: Students are expected to be prepared for every class. If they are to review a paper, they should have that review when they come to class. If they are to prepare a poster, it should be ready when expected. Students who miss or who are not prepared for more than 2 class meetings will automatically receive a "U" for the class.
- 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,
http://usfweb2.usf.edu/usfgc/ogc%20web/currentreg.htm)
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.
- Policy on Make-up Work: No late work will be accepted. If students will miss a class, they should email the instructor the weekly assignment.
- Program This Course Supports: Future Educational Psychology Doctoral Program
- Course Concurrence Information: Any other doctoral program in the College of Education. If there are available spaces, we also will accept doctoral students from other colleges.
- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.