College Teaching Seminar Summer 2016

Transcription

1 1 College Teaching Seminar Summer 2016 Professor: Raymond G. Miltenberger, Ph.D., BCBA-D Office location: MHC 2332 Office phone: (813) Office hours: Wednesday 11:00 12:00 Class time: Tuesday 11:00 1:00 Class location: ABA Conference Room Prerequisites: Readings: Enrollment in the Doctoral Program in Applied Behavior Analysis or permission of the instructor. Research articles and chapters to be distributed Course Description: This course is designed to teach the knowledge and skills needed to become effective college teachers. The course is designed to discuss all aspects of college teaching including syllabus development, lecture development and delivery, test development and grading, active learning strategies, and classroom management. Doctoral student in the ABA program take this class as they are teaching a class under supervision. Course Objectives Describe the important aspects of teacher behavior in and outside the classroom. Describe the expectations for student behavior in and out of the classroom. Develop a syllabus that includes all essential components. Read and critique articles on issues related to effective college teaching Develop a rubric for evaluating teaching Observe a classmate s teaching session and provide feedback Successfully teach an undergraduate class in the ABA minor Student Learning Outcomes Develop the syllabus for an undergraduate course Develop and effectively deliver lectures for the course Successfully develop and grade tests and quizzes Successfully develop and implement class activities Successfully manage the course including all relevant aspects of Canvas Course Assignments Syllabus

2 2 The students will develop a syllabus that includes all essential syllabus components as per university policy. Students will critique each other s syllabi in class. PowerPoint Slides PowerPoint slides will be developed for each lecture to be delivered in the undergraduate classes throughout the semester. The PWP slides will be reviewed in class and students will provide feedback. Observation and Critique Students will develop a rubric for evaluating each other s teaching performance and will observe a classmate teaching while using the rubric to provide feedback. The results will be reviewed in class. Class presentation Each student will provide class presentations on research articles related to college teaching. Class participation All students are expected to attend class, read articles, participate in class discussions, lead class discussions, and review their undergraduate course materials and receive feedback from classmates. Course Grade Your grade for the course will be calculated according to the following: Syllabus 20% PowerPoint slides 20% Observation and Critique 20% Class Presentation 20% Class Participation 20% A = % B = % C = % D = % F = < 60% Attendance and Participation Your attendance in class is expected. As a doctoral student you will actively participate in class discussions and activities. This class is graded based on class participation and completion of assignments to be reviewed in class. Therefore attendance at all classes is mandatory. Right to Change Syllabus

3 3 Adjustments to the content, timeline, and due dates for assignments may be required during the semester. If this is necessary, some components of this syllabus may change. However, any such changes will be announced to the students in class and posted on Canvas. The students are responsible for any such announced changes. Canvas Canvas will be used during the course. All course materials, handouts, and PowerPoint presentations will be posted on Canvas. Students grades will also be recorded on Canvas. Students should check Canvas regularly for announcements related to the class. Course Calendar Week/ date Readings Week 1 (5/17) Topic syllabus development; instructor and student expectations University website Week 2 (5/24) instructor and student expectations Handout Week 3 (6/7) article review, PWP slide review Michael, J. (2004). A behavioral perspective on college teaching. Skinner, B. F. (1984). The shame of American education Week 4 (6/14) article review, PWP slide review Burmilla (2010). Graduate Students as Independent Instructors: Seven Things to Know about Teaching Your Own Course while in Graduate School. Twenge, J. M. (2013). Teaching Generation Me. Week 5 (6/21) article review, PWP slide review Hogan et al. (2007). Working With and Training Undergraduates as Teaching Assistants Gregory (2013). Lecture is Not a Dirty Word: How to Use Active lecture to Increase Student Engagement. Week 6 (6/28) Wilson, J. H., & Ryan, R. G. (2013). Professor Student Rapport Scale: Six Items Predict Student Outcomes. McGinley, J. J., & Jones, B. D. (2014). A Brief Instructional Intervention to Increase Students Motivation on the First Day of Class Week 7 (7/5)

4 4 Poling, D. A., & LoSchiavo, F. M. (2014). Ten Timeless Tips for Keeping on Top of Teaching Technology Gingerich, A., & Lineweaver, T. (2014). OMG! Texting in Class ¼ U Fail :( Empirical Evidence That Text Messaging During Class Disrupts Comprehension Week 8 (7/12) Boysen (2012). Teacher Responses to Classroom Incivility: Students Perceptions of Effectiveness. Zayak et al. (2016) A Comparison of Active Student Responding Modalities in a General psychology Course. Week 9 (7/19) TBA (student choice) Week 10 (7/26) TBA (student choice)

5 5 Institutional Policies The most recent version of the Institutional Policies information can be found on the Office of Academic and Student Affairs webpage at: 1. Student Handbook: May be found at: 2. Student Conduct: USF Student Rights/Responsibilities: USF Student Code of Conduct: 3. Academic Integrity: Disruption of the academic process and violations of the policies regarding academic integrity will not be tolerated. Review USF policies on Disruption of the Academic Process and the Academic Integrity of Students at: 4. Academic Dishonesty/Plagiarism: Plagiarism will not be tolerated and is grounds for failure. Review USF Academic Dishonesty and Disruption of Academic Process Policy at: Plagiarism tutorial: USF uses an automated plagiarism detection service that allows instructors and students to submit student assignments to be checked for plagiarism. See the policy on the system Turnitin: 5. Cheating USF expects students to maintain academic honesty in all courses. By virtue of being registered in this course, students agree to refrain from cheating. If cheating in any form (academic dishonesty) is detected, appropriate action will be taken. (Refer to USF Academic Dishonesty Policy). Graduate: 6. Students with Disabilities/Special Accommodations: USF is committed to providing support for students with disabilities. Students in need of academic accommodations for a disability may consult with the Office of Students with Disabilities Services to arrange appropriate accommodations. Students are required to give reasonable notice prior to requesting an accommodation. Students with Disabilities Services: 7. Holidays and Religious Observances: Policies may be found at:

6 Emergency Suspension of University Operations (required language). 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: Canvas, Elluminate, Skype, and messaging and/or an alternate schedule. It s the responsibility of the student to monitor Canvas site for each class for course specific communication, and the main USF, College, and department websites, s, and MoBull messages for important general information. 9. Incomplete Grade: Definition: An Incomplete grade ( I ) is exceptional and granted at the instructor s discretion only when students are unable to complete course requirements due to illness or other circumstances beyond their control. This applies to all gradable courses, including pass/fail (S/U). Students may only be eligible for an I when: the majority of the student s work for a course has been completed before the end of the semester the work that has been completed must be qualitatively satisfactory the student has requested consideration for an I grade as soon as possible but no later than the last day of finals week. Policy may be found at: Student Grievance Procedure: Review USF Academic Grievance Policy at: Student assistance is provided by Division of Student Affairs, Office of the Student Ombudsman.