Graduate Course Proposal Form Submission Detail - HSC6261
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Approved by SCNS
Submission Type: New
Course Change Information (for course changes only):
Comments: Elective for Pharm D. To GC 5/18/16. Approved 5/23/16. Emailed to confirm repeat as 0 To USF Sys 5/23/16. to SCNS after 5/31/16. Appd eff 8/1/16
- Department and Contact Information
Tracking Number Date & Time Submitted 5465 2016-05-09 Department College Budget Account Number Pharmacy - PharmD RX 84020 Contact Person Phone Gwendolyn Wantuch 8139744852 firstname.lastname@example.org
- Course Information
Prefix Number Full Title HSC 6261 Teaching Essentials Is the course title variable? N Is a permit required for registration? N Are the credit hours variable? N Is this course repeatable? N If repeatable, how many times? 0 Credit Hours Section Type Grading Option 2 D - Discussion (Primarily) R - Regular Abbreviated Title (30 characters maximum) Teaching Essentials Course Online? Percentage Online C - Face-to-face (0% online) 0
Focuses on the fundamental concepts of teaching and learning within a Health Professions Education context. It seeks to provide students research-based models of teaching in an environment designed to allow practice, feedback, and achievement.
A. Please briefly explain why it is necessary and/or desirable to add this course.
Offered as enrichment course (not part of 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?
This course is offers an opportunity for students to explore the theory of teaching and learning; especially for those involved in tutoring/supplemental instruction and interested in academia. Will support future plans for creation of an academic/teaching concentration within the PharmD curriculum.
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.)
PharmD currently employed within an academic institution, or a terminal educational degree.
- Other Course Information
1. Understand the research-based theories of teaching and how they can be used to enhance student learning
2. Explain how cognitive development impacts student learning and teaching practice
3. Articulate the value of inclusive learning environments as a means to enhance student learning and development of respect for human dignity
4. Apply cognitive and motivational theories in the classroom environment to enhance student learning
5. Evaluate effective and ineffective learning strategies through the process of teaching observation
6. Recommend changes in teaching practice based on observation and analysis of both formal and informal student feedback
7. Discover teaching methodologies relevant in supporting development of lifelong learning in oneself and students
8. Utilize self-reflection as a platform for personal and professional growth
B. Learning Outcomes
Be able to evaluate research-based theories of teaching and implement such strategies in a small group facilitation to enhance student learning
Discuss how learning environments impact student learning
Evaluate teaching strategies utilized in current courses and describe how these strategies are being utilized to enhance learning outcomes
Effectively provide feedback to peer facilitators to support student development
Participate in self-reflection to promote personal and professional growth
C. Major Topics
Cognitive development and motivational strategies in student learning and teaching practice
Environmental impact on student learning
Educational research impact on teaching practice
Ambrose, S.A., et al. (2010). How Learning Works: Seven Research-Based Principles for Smart Teaching, 1st ed. Jossey-Bass, San Francisco, CA. ISBN-13: 978-0470484104
E. Course Readings, Online Resources, and Other Purchases
F. Student Expectations/Requirements and Grading Policy
Course Facilitation 200
Reflections (3@50 points each) 150
Teaching Philosophy 100
Teaching Observations (2@100 points each) 200
Experiential Log (15h@10pts each) 150
Peer Evaluation (2@25 pts) 50
Experiential Self Evaluation & Reflection (3@50 pt each) 150
A 900-1000 points
B 800-899 points
C 700-799 points
F < 700 points
G. Assignments, Exams and Tests
The assessment methods for this course are separated into a didactic component and an experiential lab component.
As this is a learning community, all members are expected to support the learning of the class. The course instructor will lead the Introduction and Conclusion chapters of the text. Members of the class will each choose a chapter of the text (1-7) to facilitate. You may choose to do this as an individual or pair with another. If you choose to pair with another, each must show equal effort during the facilitation. As there are likely more students than learning community meetings some will have to pair with another. All sessions of Chapter 1-7 must be covered by the group. If there are any gaps the class must decide on an appropriate allocation.
Each Chapter Learning Community is scheduled for 1.5 hours. The discussion should be sufficient enough to run for at least 60 minutes. The rest of the time will be used for further discussion if warranted, facilitation feedback, and class administration. While the baseline for this assignment is the text chapter discussed in a round-table format, each student or pair may modify their session to incorporate external sources related to the topic, teaching style, and teaching support (handouts, slides, etc). In other words, your creativity is desired. Regardless of your choice of method, your goal is to encourage whole-class participation in each learning community session. The Key…Plan Carefully, but be Flexible.
Reflective writing helps us review what we have learned and how it impacts us personally and professionally. You will choose three of the topics from the learning community sessions and write a 1.5 - 2-page reflection. As there are eight learning community sessions you have the ability to choose which ones based on your learning desire and/or your professional schedule. Reflections will be typed in 12-point, Calibri Font and Double-Spaced. You should include a brief summary of the session, your thoughts on the discussion, and how it impacts your development as a future teacher. Further, they should reference specific concepts related to teaching research and theory found in your text or other scholarly sources.
You will complete two teaching observations. These are designed to help you assess teaching skills displayed by others and compare them to your own skill set.
Teaching Observation 1: The first observation will be of your class peers during their class facilitation. You will use the form included in Grading Rubrics to complete the evaluation. You will provide one copy to the Instructor and one copy to the peer you observed.
Teaching Observation 2: The second observation will be with a Pharmacy Faculty member of your choice. You must arrange to meet with Faculty Member and schedule a class lesson that you can observe. The class you observe may NOT be in a course you are currently enrolled. You will use the form included in Grading Rubrics to complete the evaluation. You will provide one copy to the instructor and one copy to the faculty member you observed.
When applying for faculty positions it is common that you are asked to provide a Teaching Philosophy or Statement of Teaching. To help you prepare for this, you will write one for this class. This philosophical paper should contain some verifiable sources that help support your thoughts on learning and tie them to your experiences. Although this is a personalized manuscript, it will be evaluated on the basis of external validation in the form of scholarly sources. It is reasonable to expect three sources to support your philosophy. This should run approximately 2-3 pages in length, typed in 12-point Calibri and Double-Spaced.
Students are to provide 15 hours of instruction to peers as an experiential component. Here you will be able to implement teaching and learning theory as described in the classroom. Students are encouraged to utilize supplemental instruction as a method to satisfy these 15 hours of experience, but students are welcome to seek other opportunities with course-coordinator approval. All materials and assignments related to the experiential lab must be uploaded within 10 days of the encounter for which they pertained.
Pharmacists, along with other professional careers, must document their work, interventions, and other work-related activities and achievements. This is often necessary to demonstrate a need for more assistance, document activities for job requirements, or for promotion purposes. Students will be expected to document their experiential experiences in a similar manner. Experiential hours as well as details of each encounter must be documented within 10 days of the occurrence. If hours are not logged, they will not be counted towards the laboratory experiential section.
As an educator, one learns from self-evaluation and reflection as well as peer-evaluation. You are encouraged to handout peer evaluations at every experiential session and provide the course with at least two (2) evaluations from two (2) different sessions.
Self-Evaluation and Reflection
As mentioned above, self-evaluation and reflection help us review what we have learned, how we performed when implementing things we have learned, and how it impacts us personally and professionally. You will provide a self-reflection after each of three experiential opportunities that briefly describes the opportunity as well as what
1. Learning strategies you employed (or tried to employ) during the experiential session
2. Went well during your session
3. Did not go so well during your session or what was difficult (any obstacles)
4. You might try during your next session
5. You will do or not do to address comments provided on your peer evaluations
Reflections will be typed in 12-point, Calibri Font and Double-Spaced. The reflection should reference specific concepts related to teaching research and theory found in your text or other scholarly sources.
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.
A great deal of research reveals a correlation between class attendance and learning achievement (Street, 1975; Jones, 1984; Levine, 1992; Van Blerkom, 1992; Gunn, 1993; Budig, 1995). As such attendance is required in this class. Furthermore, you are participating in a professional learning community. Your learning is supported as much by each other as it is from your faculty facilitators.
Please notify the course coordinator by email, prior to class, of any absence or planned tardiness. This helps us plan class learning activities effectively. Please also complete the necessary documentation for absence request per the Office of Student Academic Affairs.
All students have a right to expect that the University will reasonably accommodate their religious observances, practices, and beliefs. If you observe religious holidays, please coordinate this need within the first week of class to help us support your personal needs.
Timeliness and punctuality are important to your future as a healthcare professional. Thus, all students are expected to be on-time for all class periods.
I. Policy on Make-up Work
Assignment due dates may vary based on student choice. However, once a deadline is established it must be held unless the student coordinates with the course coordinator. All assignments are to be uploaded to the current USF COP supported LMS platform.
Timeliness and punctuality are important to your future as a healthcare professional. As timeliness is evidence of professionalism, late assignments will not be accepted unless previously arranged with the course coordinator.
All didactic assignments are due at 4:00PM if due on non-class days and at the beginning of class if due on a class day. All experiential assignments are due at 4:00PM 10 days (including weekends) after the experiential activity took place.
The student must compete all 15 hours of experiential activity to pass the course.
You are entering a profession in which the patient and community rely on your personal and professional integrity. The behaviors you display now will impact your future as a Health Professional.
To that end, academic dishonesty in any form will not be tolerated. If you are uncertain as to what constitutes academic dishonesty, please consult the University of South Florida Student Handbook for further details.
Academic freedom is key to a successful learning environment. Discussions in class related to personal experiences, an organization or personal acquaintances are not to be shared beyond the classroom. Furthermore, students are expected to treat each other and each other’s opinions with dignity and respect.
USF is committed to providing an environment free from sex discrimination, including sexual harassment and sexual violence (USF System Policy 0-004). The USF Center for Victim Advocacy and Violence Prevention is a confidential resource where you can talk about incidents of sexual harassment and gender-based crimes including sexual assault, stalking, and domestic/relationship violence. This confidential resource can help you without having to report your situation to either the Office of Student Rights and Responsibilities (OSSR) or the Office of Diversity, Inclusion, and Equal Opportunity (DIEO), unless you request that they make a report. Please be aware that in compliance with Title IX and under the USF System Policy, educators must report incidents of sexual harassment and gender-based crimes including sexual assault, stalking, and domestic/relationship violence. If you disclose any of these situations in class, in papers, or to me personally, I am required to report it to OSSR or DIEO for investigation. Contact the USF Center for Victim Advocacy and Violence Prevention: (813) 974-5757.
J. Program This Course Supports
- Course Concurrence Information
Pharmacy only at this time; plans to investigate inter-professional opportunities as possible