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Graduate Course Proposal Form Submission Detail - EDH7325

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Current Status: Approved, Permanent Archive - 2011-09-01
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only):
Comments: to GC 5/10/11; question on title vs EDG 7627? Lrng Outcomes need corr. Emailed 6/28/11. GC appd 7/19/11, to USF Sys 7/19; to SCNS 7/27/11. Approved (Eff 10/1/11) Submt as EDG 7626, appd as EDH 7325


  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    2541 2011-04-07
     
    Department College Budget Account Number
    Childhood Education & Literacy Studies ED 172100
     
    Contact Person Phone Email
    Danielle Dennis 9740597 dennis@usf.edu

  2. Course Information

    Prefix Number Full Title
    EDH 7325 Supervised Teaching in Childhood Ed & Literacy Studies I

    Is the course title variable? N
    Is a permit required for registration? N
    Are the credit hours variable? N
    Is this course repeatable?
    If repeatable, how many times? 0

    Credit Hours Section Type Grading Option
    3 D - Discussion (Primarily) R - Regular
     
    Abbreviated Title (30 characters maximum)
    Supervised Teaching I
     
    Course Online? Percentage Online
    - 0

    Prerequisites

    N/A

    Corequisites

    N/A

    Course Description

    The purpose of this course is for graduate assistants to consider challenges and issues involved in preservice education. Students will reflect on their instruction, survey preservice teacher literature and develop an inquiry plan to study their teaching.


  3. Justification

    A. Please briefly explain why it is necessary and/or desirable to add this course.

    Needed for new program/concentration/certificate

    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?

    It is essential for doctoral students to have opportunities to learn about the courses they are teaching within our undergraduate programs, and to consider ways in which they will study their teaching and engage in inquiry and professional development.

    C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?

    Yes, 3 or more times

    D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)

    PhD; Faculty in Early Childhood, Elementary, and /or Reading/Language Arts graduate programs


  4. Other Course Information

    A. Objectives

    1. Understand the roles of Graduate Teaching Assistants and Graduate Research Assistants.

    2. Explore College and Department Guidelines and Policies.

    3. Develop a course syllabus in the assigned area of instruction.

    4. Explore digital course warehouses (Blackboard, Chalk & Wire, etc) and post pertinent course materials to sites.

    5. Read seminal and current research relating to teacher education.

    6. Develop an Individual Professional Development Plan that includes both a teaching and research focus.

    B. Learning Outcomes

    1. Understand the roles of Graduate Teaching Assistants and Graduate Research Assistants.

    2. Explore College and Department Guidelines and Policies.

    3. Develop a course syllabus in the assigned area of instruction.

    4. Explore digital course warehouses (Blackboard, Chalk & Wire, etc) and post pertinent course materials to sites.

    5. Read seminal and current research relating to teacher education.

    6. Develop an Individual Professional Development Plan that includes both a teaching and research focus.

    C. Major Topics

    Module 1

    Getting to know your role as a GTA/GRA

    -College structure

    -Department structure

    -Deparment guidelines/policies

    -Your course

    -Objectives

    -Syllabus template

    -Organizing and writing a syllabus

    -Setting up your course

    -Blackboard

    -Chalk & Wire

    -Course policies

    -Department contacts

    -Course leads

    -Field Experiences

    -Individual coaching sessions for GAs by faculty involved with courses

    Module 2

    Getting to know the field of pre-service teacher education

    -What do we know about "best practices" for pre-service teacher instruction?

    -Role of field experiences in pre-service teacher education

    -Changing nature of pre-service teacher education

    Researching our practice

    -Review of research relating to pre-service teacher education

    -Including examples of pre-service teacher educators studying their own practice & the impact on pre-service teachers

    -GAs will select topic/research question to study their own teaching practice(s) in the spring & develop individual professional development plan that they share with peers

    -Navigating the IRB process when studying your practice

    D. Textbooks

    Cochran-Smith, M., Feiman-Nemser, S., McIntyre, D. J., & Demers, K. E. (Eds.) (2008). Handbook of Research on Teacher Education, Third Ed. New York: Routledge/Taylor Francis Group and The Association of Teacher Educators.

    E. Course Readings, Online Resources, and Other Purchases

    Students will be responsible for collecting materials related to the undergraduate courses they will be teaching. Textbooks will be available at no charge through the publisher.

    F. Student Expectations/Requirements and Grading Policy

    A+ = 98-100

    A = 94-97

    A- = 90-93

    B+ = 87-89

    B = 84-86

    B- = 80-83

    C+ = 77-79

    C = 74-76

    C- = 70-73

    D+ = 67-69

    D = 64-66

    D- = 60-63

    F = 59 and Below

    Syllabus 25%

    Blackboard 15%

    Teacher Education Reading Journal 25%

    Individual Professional Development Plan (IPDP) 35%

    G. Assignments, Exams and Tests

    The purpose of teacher education - Cochran-Smith, M., Feiman-Nemser, S., McIntyre, D. J., & Demers, K. E., Chapters 1-7

    Building Teacher Capacity - Cochran-Smith, M., Feiman-Nemser, S., McIntyre, D. J., & Demers, K. E., Chapters 8-15

    Settings and roles in teacher education, Cochran-Smith, M., Feiman-Nemser, S., McIntyre, D. J., & Demers, K. E., Chapters 16-22

    Teacher recruitment and retention, Cochran-Smith, M., Feiman-Nemser, S., McIntyre, D. J., & Demers, K. E., Chapters 23-30

    Diversity and teacher education, Cochran-Smith, M., Feiman-Nemser, S., McIntyre, D. J., & Demers, K. E., Chapters 31-37

    Teacher learning over time, Cochran-Smith, M., Feiman-Nemser, S., McIntyre, D. J., & Demers, K. E., Chapters 38-44

    Authority and policy, Cochran-Smith, M., Feiman-Nemser, S., McIntyre, D. J., & Demers, K. E., Chapters 51-57

    The place of teacher education, Cochran-Smith, M., Feiman-Nemser, S., McIntyre, D. J., & Demers, K. E., Chapters 58-64

    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,

    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. Its 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

    Unexcused late work will lose 10% of the total points each day it is late. An assignment turned in 5 or more days late will not be accepted.

    J. Program This Course Supports

    Elementary, and Literacy Studies,


  5. Course Concurrence Information

    Programs in Secondary Education, Psychological and Social Foundations, and Educational Measurement.



- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.