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Graduate Course Proposal Form Submission Detail - EEX7428

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Current Status: Approved by SCNS - 2012-05-14
Campus: Tampa
Submission Type: Change
Course Change Information (for course changes only): Previously this was a 2 hour course. Previously students completed 3-2 hour courses on Special Education teacher preparation. The revised concentration consists of 2-3 hour courses to address an increased emphasis on the pedagogy of teaching and program development.
Comments: to GC 4/2/12; to USF Syst 4/5/12; to GC 4/16/12; to SCNS 4/16/12. SCNS apprd eff 6/1/12


  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    2651 2011-10-31
     
    Department College Budget Account Number
    Special Education ED 172800
     
    Contact Person Phone Email
    Ann Cranston-Gingras 8139741387 cranston@usf.edu

  2. Course Information

    Prefix Number Full Title
    EEX 7428 Special Education Teacher Education: Pedagogy

    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)
    SPED Teacher Ed.: Pedagogy
     
    Course Online? Percentage Online
    C - Face-to-face (0% online) 0

    Prerequisites

    None

    Corequisites

    None

    Course Description

    This course is designed to help PhD students engage in college teaching and/or SPED professional development integrate their teaching experiences with the current research and theory about teacher ed. in special education and professional development.


  3. Justification

    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?

    This course reflects our new C & I concentration. It is required to increase understanding of pedagogy. This course does not service other programs.

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

    No

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

    Doctorate


  4. Other Course Information

    A. Objectives

    Upon completion of this course:

    1. Students will become familiar with university culture and the relationship between teaching and teacher education.

    2. Students will gain an awareness of the CEC Standards for Beginning Teachers.

    3. Students will develop and demonstrate skill in presenting new material, leading discussions, and implementing active learning strategies using both online and face-to-face formats.

    4. Students will develop a syllabus for at least one basic special education course.

    5. Students will discuss various approaches for assessing student performance.

    6. Students will demonstrate skills in understanding the backgrounds of their students,developing relationships with them and facilitating their learning as special education teachers.

    7. Students will be able to articulate their personal standards and philosophy for excellence in teaching.

    8. Students will gain an awareness of the roles and responsibilities of special education teacher educators and become familiar with guidelines for excellence in teaching related to promotion standards.

    B. Learning Outcomes

    Upon completion of this course students will be familiar with, and be able to critique:

    1. Students will become familiar with university culture and the relationship between teaching and teacher education.

    2. Students will gain an awareness of the CEC Standards for Beginning Teachers.

    3. Students will develop and demonstrate skill in presenting new material, leading discussions, and implementing active learning strategies using both online and face-to-face formats.

    4. Students will develop a syllabus for at least one basic special education course.

    5. Students will discuss various approaches for assessing student performance.

    6. Students will demonstrate skills in understanding the backgrounds of their students,developing relationships with them and facilitating their learning as special education teachers.

    7. Students will be able to articulate their personal standards and philosophy for excellence in teaching.

    8. Students will gain an awareness of the roles and responsibilities of special education teacher educators and become familiar with guidelines for excellence in teaching related to promotion standards.

    C. Major Topics

    Content Outline:

    A.Introduction to class

    a) Personal journeys.

    B. College or University Culture

    a) Teaching about teaching

    b) Journal guidelines

    C. Examining explicit and implicit aspects of teacher education.

    a) Intro to teaching philosophy

    D. Understanding the self as teacher educator/reflective practice

    E. CEC Standards

    a) Course Preparation and First Class Meeting

    b) Syllabus construction

    F. Leading Discussions

    a) Active Learning

    b) Lecturing

    c) Teaching Large Classes

    G. Action Research

    a) Service learning

    b) Teaching cases

    H. Grading and Grade inflation

    I. Cheating

    a) Motivation

    J. Cultural Diversity in the undergraduate classroom

    K. Class Management

    a) Students with disabilities

    L. Getting Students to Read

    M. Promotion Standards

    a) Continuous Professional Development in Teaching

    D. Textbooks

    E. Course Readings, Online Resources, and Other Purchases

    F. Student Expectations/Requirements and Grading Policy

    Evaluation of Student Outcomes

    Grades will be based on the following:

    1. Attendance and Participation (40%).

    2. Critiques (25%).

    3. Pedagogy Article Prospectus/Presentation (10%).

    4. Professor Observation/interview (10%).

    5. Teaching Philosophy (5%).

    6. Course Syllabus and Rationale (10%).

    Grading Criteria

    Grades will be assigned in the following way

    A = 90-100 points

    B = 80-89 points

    C = 70-79 points

    G. Assignments, Exams and Tests

    Content Outline

    a) Introduction to class

    a. Personal journeys.

    b) College or University Culture

    a. Teaching about teaching

    b. Journal guidelines

    c) Examining explicit and implicit aspects of teacher education.

    a. Intro to teaching philosophy

    d) Understanding the self as teacher educator/reflective practice

    e) CEC Standards

    a. Course Preparation and First Class Meeting

    b. Syllabus construction

    f) Leading Discussions

    a. Active Learning

    b. Lecturing

    c. Teaching Large Classes

    g) Action Research

    a. Service learning

    b. Teaching cases

    h) Grading and Grade inflation

    i) Cheating

    a. Motivation

    j) Cultural Diversity in the undergraduate classroom

    k) Class Management

    a. Students with disabilities

    l) Getting Students to Read

    m) Promotion Standards

    a. Continuous Professional Development in Teaching

    Assignments, exams, and tests:

    1. Attendance and Participation (40%).

    2. Critiques (25%).

    3. Pedagogy Article Prospectus/Presentation (10%).

    4. Professor Observation/interview (10%).

    5. Teaching Philosophy (5%).

    6. Course Syllabus and Rationale (10%).

    H. Attendance Policy

    Course Attendance at First Class Meeting Ė 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 Ė 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. Itís 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

    All assignments are expected to be completed by the assigned due date. In cases of emergency, it is the studentís responsibility to contact the instructor to see if alternative arrangements may be made.

    Academic Dishonesty:

    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 known 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 ones own, segments or the total of another persons 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" of "FF" (the latter indicating dishonesty) in the course.

    Detection of plagiarism: It is very important to state in your syllabus that you plan to submit student assignments to SafeAssignment.com in order to detect plagiarism. This will give you the legal right to submit student assignments to SafeAssignment.com. If you plan to submit to Safe Assignment, use the statement below:

    The University of South Florida has an account with an automated plagiarism detection service which allows instructors to submit student assignments to be checked for plagiarism. I reserve the right to 1) request that assignments be submitted to me as electronic files and 2) electronically submit to SafeAssignment.com, or 3) ask students to submit their assignments to SafeAssignment.com through myUSF. Assignments are compared automatically with a database of journal articles, web articles, and previously submitted papers. The instructor receives a report showing exactly how a studentís paper was plagiarized.

    J. Program This Course Supports

    PH.D. Program Curriculum and Instruction-Special Education


  5. Course Concurrence Information

    This course would not service other programs.



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