Graduate Course Proposal Form Submission Detail - PSY6850
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Approved by SCNS
Campus: St Petersburg
Submission Type: New
Course Change Information (for course changes only):
Comments: St. Pete approved. To USF Sys 1/18/12. to SCNS 1/26/12; SCNS appd 2/17/12. Put back in queue for edits 5/24/12. SCNS appr eff 7/1/12. Sub 6922; appd 6850
- Department and Contact Information
Tracking Number Date & Time Submitted 2711 2012-01-12 Department College Budget Account Number Psychology AP 125500 Contact Person Phone James McHale 7278734969 firstname.lastname@example.org
- Course Information
Prefix Number Full Title PSY 6850 Teaching of Psychology 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 3 C - Class Lecture (Primarily) - Abbreviated Title (30 characters maximum) Teaching of Psychology Course Online? Percentage Online C - Face-to-face (0% online) 0
Application of psychological principles to the educational process. Learner-centered model of instruction. Focus on development, behavioral, cognitive, social learning, effective instruction, educ assesment, student motivation and classroom management.
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?
Elective course for the proposed masters program in Psychology at USFSP.
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.)
Ph.D. or equivalent in Psychology.
- Other Course Information
To promote preparation for community college teaching.
B. Learning Outcomes
1. Students will understand best practices in teaching.
2. Students will articulate their teaching philosophy.
3. Students will use course concepts to guide and justify the delivery of instruction.
4. Students wil deliver an instructional lesson to peers.
5. Students will become familiar with Div 2 of APA: Society for the Teaching of Psychology and explore the resources available on the APA site.
C. Major Topics
Module 1: Introduction; Ethics Case: Instructor's Classroom Policies, Ethics Case: Course Descriptions vs. Actual Course Content; Countdown for Course Preparation; Meeting a Clas for the First Time; motivation in the College Classroom.
Module 2: Development; The Ethics of Teaching and the Teaching of Ethics; Dealing with Student Problems and Problem Students; Ethics Case: Student Deportment in the Classroom; Ethics Case: Academic Dishonesty; Teaching Culturally Diverse Students; Ethics Case: Stifling Multicultural Perspectives; Ethics Case: Handling Prejudicial Statements Made by Students Outside of Class; Ethics Case: Discrimination
Module 3: Behavioral Learning Theories; Facilitating Discussion: Posing Problem, Listening, Questioning; How to Make Lecures More Effective; Ethics Case: Instructor's Presentation, Style and Content.
Module 4: Cognitive Learning Theories; Promoting Independent Learning; Helping Students Take Charge of Their Learning; Helping Students Recognize What They Know, Don't Know, and Misunderstand; Teaching Students How to Become Strategic and Self-Regulated Learners; Teaching Thinking; Ethics Case: Biased Treatment of Students.
Module 5: Optimizing Students' Learning: Why Students Resist Learner-Centered Teaching; Putting Student Learning into the Context of Current Learning Theory; Ethics Case: Supervising, Advising, and Collaboration with Students.
Module 7: Effective Lesson Planning; Reading as Active Learning; Using High-Stakes and Low-Stakes; Writing to Enhance Learning; Ethics Case: Responsibility to the Institution.
Module 8: Test Construction; Assessing, Testing, & Evaluating: Grading is Noth the Most Important Function; Testing: The Details; Presentations and Performance; Assessments; Research Report Writing and Reading; Assignments Report Writing; Problem-Solving Process; Sample Ruric; Ethics Case: Testing and Other Academic Evaluations.
Module 9: Test Validity and Reliability; Feedback Rubric; Good Designs for Written Feedback for Students; The ABCs of Assigning Grades; Ethics Case: Grading Methods; Ethics Case: Feedback to Students.
Module 10: Vitality and Growth Throughout Your Teaching Career; Ethics Case: Instructor Competency
Doyle, T. & Tagg, J. (2008) Helping students learn in a learner-centered enviroment: A guide to facilitating learning in higher eduation. Stylus Pub.
Keith-Spiegel, P. et al. (2002), The ethics of teaching: A casebook, (2nd ed.) Mahwah, JH: Lawrence Earlbaum, Assoc. Inc.
Slavin, R.E. (2009). Educational psychology: Thory and pracitce, (8th ed.) Boston, MA: Allyn & Bacon, Inc.
Svinicki, M & McKeachie W.J. (2011). McKeachie's teaching tips: Strategies, research, and theory for college and university teachers, (13th Ed.) Belmont, CA: Wadsworth.
E. Course Readings, Online Resources, and Other Purchases
Additional online course materials may be assigned and online resources shared.
F. Student Expectations/Requirements and Grading Policy
Students are expected to attend class and read all assigned readings prior to class. Grade is based on quizzes (18%), exams (38%), teaching lesson (6%), teaching portfolio (25%), and in-class participation (13%). All work must be submitted by posted due dates.
G. Assignments, Exams and Tests
Exams (300 points): Students will take 3 exams throughout the semester. The content of the exams will come from both the readings and the class lessons. The third and final exam will be comprehensive. The first two exams will be worth 90 points each and the final will be worth 120 points.
Quizzes (140 points): Students will take 10-question multiple-choice quizzes after the completion of each chapter. There will be seven quizzes. Each quiz will be worth 20 points for a total of 150 points.
In-Class Participation (100 Points): At least one article will be assigned for reaching each lesson. Students will be responsible for reading the entire article and preparing a verbal response to the article involving a summary of the introduction, methods, results, and discussion. In addition, students will critique the article for methodological flaws, flaws in the interpretation by the author or hypotheses, alternative explanations for the findings, suggestions for future research, and any questions or other comments they would like to post to the class. Students will be required to produce responses at least 10 times through the semester and each response will be worth 10 points.
Teaching Lesson (50 Points): From a list of content options, students will design a lesson plan and present the dry run for lesson to the class on a topic that students will present in the follow up Teaching Practicum.
Teaching Portfolio is a one inch binder containing the following chapters (200 points): Chapter 1 Teaching Philosophy (with references) This philosophical paper should contain three or more verifiable sources that help support students through online learning and instruction. This chapter should run approximately 2-3 pages in length plus a separate reference. Chapter 2 Syllabus Construct a syllabus of a class students would like to teach. The syllabus should contain all elements of a traditional syllabus including student learning outcomes and be at least four pages long. Chapter 3. Lesson Plan. Submit all supporting documents student used to prepare for the teaching lesson to the class. This should include a formal lesson construction with objectives, instructional activities, and assessment. It should also include all presentation materials and handouts presented to the class if these were used. Chapter 4 Assessment of Lesson Submit an examination over the lesson. Use supporting evidence to justify why students thought this form of assessment was appropriate for their lesson. Explain what methods students will use to verify the validity and reliability of the assessment.
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
Students are expected to have completed all readings and written work by their assigned date, and be prepared to participate in class discussion and activities. Late submissions for any assignment will be penalized 5% for each day late.
J. Program This Course Supports
Proposed MA in Psychology, USFSP
- Course Concurrence Information