Graduate Course Proposal Form Submission Detail - ESE7346
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Approved by SCNS
Submission Type: New
Course Change Information (for course changes only):
Comments: To GC 1/13/12. ok. To GC 1/23/12. to USF Sys 1/24/12. to SCNS 2/1/12. App eff 3/15/12. Subm as ESE 7944; Appd as ESE 7346
- Department and Contact Information
Tracking Number Date & Time Submitted 2597 2011-08-22 Department College Budget Account Number Secondary Education ED 172400 Contact Person Phone Cheryl R. rock 8139741632 firstname.lastname@example.org
- Course Information
Prefix Number Full Title ESE 7346 Collegiate Teaching in Secondary Education 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) Collegiate Teaching SECED Course Online? Percentage Online C - Face-to-face (0% online) 0
This course prepares new PhD students for successful teaching in Secondary Education. Special attention will be given to the state of collegiate teaching, understanding how people learn, facilitating student learning,and becoming a reflective educator.
A. Please briefly explain why it is necessary and/or desirable to add this course.
Needed for program/concentration/certificate change
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 imperative for new doctoral students to gain the understanding and experience necessary to become successful collegiate instructors. Additionally, it is important for students to learn how to study their own teaching.
C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?
D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)
Successful collegiate teaching experience as determined by the chair/co-chair.
- Other Course Information
1. Explore various course-related skills necessary to effectively teach at the collegiate level.
2. Demonstrate an understanding of how adult students learn.
3. Demonstrate an understanding of exemplary secondary best teaching practices at the collegiate level.
4. Develop a commitment to active learning and remaining open to new teaching methods.
5. Demonstrate the ability to think strategically about Secondary Education teaching and reflect on one’s own teaching at the secondary level .
6. Develop a research-based framework for teaching at the secondary level and apply that framework to teaching practice.
7. Develop a self-directed assignment that reflects continued understanding of effective collegiate teaching at the secondary level based on how adult students learn.
8. Integrate technology tools into the teaching and learning process to empower secondary students to direct and support their own learning by researching, creating, producing, innovating, communicating, collaborating, thinking critically, and making sound educational decisions.
B. Learning Outcomes
Skills Assignment (100 points)
In consultation with the instructor, you will determine four skills that will help improve your collegiate-level teaching. You will independently seek out assistance on advancing your understanding in the areas selected and email the instructor proof of task completion. Aspects of this assignment may help inform the Self-directed Assignment.
How Adult Students Learn Self-directed Project (800 points total)
This assignment is divided into 5 sub-assignments that will culminate in the final showcase and reflection/defense:
1. Classroom Observation Report (100 points)
For this assignment, you will observe at least four different collegiate classrooms taught by various instructors (professors and other graduate teaching assistants). You must observe at least two professors and at least three observations must be from the College of Education. You will write a 1-2 page reflection of the experience (typed, double-spaced pages in length, size 12 Times New Roman font). You are to make your own arrangements for all observations.
2. Framework for Teaching Adult Student Learners (250 points)
In this paper provide a scholarly and persuasive rationale for why you have chosen to teach at the post secondary level; how your discipline should be taught; how your program, students, and yourself should be evaluated and concrete examples of your efforts to accomplish this during your teaching assignment this semester (or will accomplish this if not teaching this semester). Be sure to include a section that outlines your teaching philosophy. All ideas on how adult students learn and the decisions you will make as a teacher to ensure that your students will learn must be carefully linked and extensively supported with citations from relevant literature, and antidotal evidence (e.g., classroom observations). This paper should be approximately 8-10 typed, double-spaced pages in length, size 12 Times New Roman font, and contain at least 8 relevant references listed internally and externally using APA format.
3. Analysis of Teaching Practice (250 points)
For this assignment, you will develop and/or draw from the research base a method of analyzing your teaching practice. This is intended to be a method of self-reflection that you take with you into practice. Often called action research, this should be a systematic investigation on a well-defined aspect of teaching (in action) relevant to your practice (e.g. questioning strategies; cooperative learning) and how this impacted student learning and performance. You will submit a narrative explaining your investigation that includes:
A detailed description of this aspect of teaching and how it is relevant to your practice (e.g. questioning strategies; cooperative learning)
What is the desired state of this aspect of teaching based on research;
How you propose to investigate this aspect of teaching;
Your results from this investigation (including how this aspect of teaching impacted student learning and performance);
An action plan for moving this aspect of practice more toward the desired state of teaching;
How moving toward this desired state will improve student learning and performance.
This is a multi stage assignment. First, you will submit a written proposal that includes items 1-3. This is meant to be a draft proposal that will eventually be transformed into your final narrative. You must submit this proposal and have approval by the instructor prior to data collection. Once you have approval, you will submit your application to the eIRB for a waiver of documented informed consent for conducting the research, if necessary, and then you will carry out your investigation, create an action plan for moving this aspect of practice more toward the desired state of teaching, and how it will improve student learning and performance (items 4-6).
* Students who are currently teaching must be willing to be observed, willing to co-teach with a peer, and willing to discuss ongoing classroom practices and problems. Students who do not have a current teaching assignment must be willing to co-teach with a peer who has a teaching assignment. Accommodations will be made during the first weeks of the course.
4. Showcase of Analysis of Teaching Practice (100
For this assignment, you will create a visual that covers all aspects of the analysis of teaching practice assignment along with a short speech that highlights key aspects of your investigation. Using a walk-about poster session format, you will share your How Adult Students Learn Self-directed Project with fellow classmates and other invited guests.
5. Final Reflection/Defense (100 points)
After the showcase, you will write a final reflection of what you learned throughout the course. Be sure to focus on various aspects of course assignments, concepts presented in the course, your level of understanding of course curriculum, and the course has informed your collegiate teaching. This paper should be approximately 5-8 typed, double-spaced pages in length, size 12 Times New Roman font, and contain at least 8 relevant references listed internally and externally using APA format. Be prepared to engage in a conversation that focuses on all aspects of the course and the final reflection paper.
Professional Disposition (100 points)
A disposition is developed over a lifetime and includes the temperament, aptitudes, beliefs, values, etc. that students exhibit. Overall, you are expected to have regular and prompt attendance, satisfactory completion of all class assignments and satisfactory contribution to the improvement of class climate in a knowledgeable manner. You are expected to respectfully and enthusiastically contemplate and discuss the ideas addressed in and out of class. You are also expected to respectfully consider alternate interpretations knowing that not all opinions carry equal weight. Take notes, ask questions, think, consider what others contribute, and behave like a professional post secondary teacher. Because this course is directed at preparing effective collegiate instructors, you must be actively engaged—mentally, verbally, and physically—in class discussions and activities.
C. Major Topics
Unit 1: Current State of Collegiate Teaching & Goals of Effective Education
The nature and current state of teaching and teacher education, goals of effective collegiate education, and the need for conceptual change.
Unit 2: How People Learn
Adult development and motivation, traditional learning theories, contemporary adult learning theories
Unit 3: Facilitating Secondary Student Learning
Characteristics of exemplary collegiate educators, Collegiate Learning Environment, collegiate classroom management teacher decision making, course preparation & meeting your class for the first time, diversity in teacher education, student-centered teaching and learning, and evaluation and feedback.
Unit 4: Ethics & Professional Development
The ethics of teaching and the teaching of ethics, lifelong learning, and mentorship.
E. Course Readings, Online Resources, and Other Purchases
Clough, M. P. (2008). Professional development: The need to assess yourself. Iowa Science Teacher Journal, 35 (3), 3-6.
Clough, M. P., Berg, C. A., & Olson, J. K (2009). Promoting effective science teacher education and science teaching: A framework for teacher decision-making. International Journal of Science and mathematics Education, 7, 821-847
Cochran-Smith, M. (2000). Blind vision: Unlearning racism in teacher education. Harvard Educational Review, 70(2), 157-191.
Cochran-Smith, M. (2002). Inquiry and outcomes: Learning to teach in an age of accountability. Teacher Education and Practice, 15(4), 12-34.
Felder R. M. & Brent, R. (2005). Understanding student differences. Journal of Engineering Education, 94(1), 57-72. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.167.8072&rep=rep1&type=pdf
Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2). 106-116.
Gay, G., & Kirland, K. (2003). Developing cultural critical consciousness and self-reflection in preservice teacher education. Theory Into Practice, 42(3), 181-187.
Henning (2005). Leading discussions: Opening up the conversation. College Teaching, 53(5), 90-94.
Jenkins, C. R. & Speack, B. W. (2007). “I’m in their corner”: Caring as a foundation to effective teaching. Journal of excellence in College Teaching, 18(2), 41-60. Retrieved from
Johnson, D. W., Johnson, R. T., & Smith, K. A., (1998). Cooperative learning returns to college: What evidence is there that it works? Change, 30(4), 26-35.
Labaree, D. F. (2000). On the nature of teaching and teacher education: Difficult practices that look easy. Journal of Teacher Education, 51(3), 228-233.
Levine, A. (2010). Teacher education must respond to changes in America. Kappan, 92(2), 19-24.
Lowman, J. (1996). Characteristics of exemplary teachers. New Directions for Teaching and Learning, 65, 33-40.
Kruse, J. (2009). Learning theories: Pillars of teacher decision-making, Iowa Science Teachers Journal, 36(2), 2-7.
McKinney, J. P., McKinnery, K. G., Franiuk, R., & Schweitzer, J. (2006). The college classroom as community. College Teaching, 54(3), 281-284.
Pew, S. (2007). Andragogy and pedagogy as foundational theory for student motivation in higher education. Student Motivation, 2, 14-25.
Filene, P. (2005). The joy of teaching: A practical guide for new college instructors. Chapel Hill, NC: The University of North Carolina Press.
Lang, J, M. (2008). A week-by-week guide to your first semester of college teaching. Cambridge, MA: Harvard University Press.
F. Student Expectations/Requirements and Grading Policy
Evaluation of Student Outcomes
Skills Assignment (10% of course grade, 100 points total)
How Adult Students Learn Self-directed Assignment (80% of course grade, 800 points total)
Classroom Observations (10%)
Framework for Teaching Adult Student Learners (25%)
Analysis of Teaching Practices (25%)
Final Showcase (10%)
Final Reflection/Defense (10%)
Professional Disposition (10% of course grade, 100 points total)
Total: (100% 1000 points total)
A+ 968-1000 4.00
A 933-967 4.00
A- 900-932 3.67
B+ 868-899 3.33
B 833-867 3.00
B- 800-832 2.67
C+ 768-799 2.33
C 733-767 2.00
C- 700-732 1.67
D+ 668-699 1.33
D 633-667 1.00
D- 600-632 .67
F 599 or less 0
G. Assignments, Exams and Tests
Week 1 Introduction to Course
• Community Building
• Nature of Course
• Major assignments
Week 2-3 Unit 1: Current State of Collegiate Teaching & Goals of Effective Education
• The Nature and Current State of Teaching and Teacher Education
• Goals of Effective Collegiate Education & The Need for Conceptual Change Skills Assignment Plan Due
Merriam (2007) Ch. 3
Week 4-5 Unit 2: How People Learn-Adult Development and Learning Theories
• Adult Development & Motivation
• Traditional Learning Theories
Analysis of Teaching Practice Written Proposal Due
Merriam (2007) Ch. 11-16
McKeachie (2011) Ch. 11
Week 6 Unit 2: How People Learn-Adult Learning Theories
• Contemporary Adult Learning Theories
Merriam (2007) Ch. 4-7, 10
Week 7-8 Unit 3: Facilitating Student Learning-The Basics
• Characteristics of Exemplary Collegiate Educators
• Collegiate Learning Environments
• Collegiate Classroom Management
• Teacher Decision Making
• Course Preparation & Meeting Your Class for the First Time
• Diversity in Teacher Education
Classroom Observation Report Due
Bain (2004) Ch. 1-6, Epilogue
Merriam (2007) Ch. 1-2
Clough et al., (2009)
Jenkins & Speack (2007)
McKeachie (2011) Ch. 2, 3, 13
McKinney et al. (2006)
Gay & Kirland (2003)
Felder & Brent (2005)
Week 9 Unit 3: Facilitating Student Learning-Student-centered Teaching and Learning
• Facilitating a Student-centered Discussion
• Making Lectures More Effective
• Active Learning
• Experiential Learning
Framework for Teaching Adult Student Learners Due
McKeachie (2011) Ch. 5, 6,14, 15
Johnson, et al. (1998)
Week 10 Unit 3: Facilitating Student Learning-Evaluation and Feedback
• Evaluating Student Understanding
• Evaluating Interaction Patterns
• Providing Constructive Feedback
Skills Assignment Due
Bain (2004) Ch. 7
McKeachie (2011) Ch. 7, 8, 9, 10
Week 11 Unit 4: Ethics & Professional Development
• The Ethics of Teaching and The Teaching of Ethics
• Lifelong Learning
McKeachie (2011) Ch. 22, 23
Week 12 Analysis of Teaching Practices
Week 13 Analysis of Teaching Practice Showcase Analysis of Teaching Practice Due
Analysis of Teaching Practice Showcase Due
Week 14 Course Closure
Final Reflection & Defense Due
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
Unexcused late work will lose 10% of total points each day it is late and will not be accepted after two weeks.
Plagiarism is defined as “literary theft” and consists of the unattributed quotation of the exact words of a published text, or the unattributed borrowing of original ideas by paraphrase from a published text. On written papers for which the student employs information gathered from books, articles, or oral sources, each direct quotation, as well as ideas and facts that are not generally know to the public at large must be attributed to its author by means of the appropriate citation procedure. Citations may be made in footnotes or within the body of the text. Plagiarism also consists of passing off as one’s own, segments or the total of another person’s work.
Punishment for Academic Dishonesty will depend on the seriousness of the offense and may include receipt of an “F” with a numerical value of zero on the item submitted, and the “F” shall be used to determine the final course grade. It is the option of the instructor to assign the student a grade of F or FF (the latter indicating dishonesty) in the course.
J. Program This Course Supports
English Education, Social Science Education, Science Education, Mathematics Education, and Instructional Technology
- Course Concurrence Information
While this course will be designed specifically to meet the needs of PhD students in the Secondary Curriculum and Instruction program, this course could service any program that seeks to provide new doctoral students with a course on collegiate teaching.