PSYCH Teaching Psychology. Instructor/TA Info. Course Information. Spring Instructor Information. TA Information.

Transcription

1 PSYCH Teaching Psychology Spring 2014 Section 001: 1043 SWKT on T Th from 12:00 pm - 2:30 pm Instructor/TA Info Instructor Information Name: Brent Slife Office Phone: (801) Office Location: 1072 SWKT brent_slife@byu.edu TA Information Name: Shannon Starks shannon.starks@yahoo.com Course Information Materials Image Item Vendor Price (new) Price (used) PACKET SPIRITUALITY IN HIGHER EDUCATION (OP BOOK) Required by S, HOPPE, ISBN: McKeachie's Teaching Tips: Strategies, Research, and Theory for College and University Teachers Required by Svinicki, Marilla Cengage Learning; Edition 13 ( ) ISBN: What the best college teachers do (Chapter 1 only) Required by Bain, K. Cambridge, MA: Harvard University Press; ( ) Spirituality in higher education Required by Hoppe, S., & Speck, B. New Directions for Teaching and Learning; Edition 104 ( ) Teaching tips Required by Svinicki, M., & McKeachie, W. Wadsworth; Edition 13th ( ) BYU Bookstore BYU Bookstore Learning Outcomes 1 of 6 4/25/14, 3:12 PM 1. Identify and give examples of sound teaching practices

2 2. Create a syllabus, exam, and lecture Students will prepare a course syllabus, create a formal exam for that course, and lecture briefly on a topic relevant to that course. Measurement: Written assignments // classroom pesentation. 3. Critically evaluate teaching situations through role-play Students will critically evaluate via role-play with other students in class specific teaching situations as a means of both mutually exploring ways of addressing common problems in teaching psychology and comparing both effective and less effective ways of handling such situations. Measurement:Directed classroom role-plays. Grading Policy Participation (your best 12 grades) Summaries (your best 12 grades) Presentations (your best 6 grades) Projects (20 points per project) Total (approx.) 36 points possible 36 points possible 30 points possible 100 points possible 200 points possible (I spot you 2 points) Grades are determined on a strict 90, 80, 70, etc. percentage basis. 180 (of the total points in the course) or above is an A, 160 or above is a B, etc. Assignment Descriptions Class Activities. The emphasis of this course is more practical and experiential than theoretical and didactic. Consequently, the focus is on our discussion and in-class activities. Grades are determined by participation, summaries, presentations, and projects. There are no exams in the conventional sense. Participation. Attendance is mandatory. Because class is only twice a week, you are expected to attend every class, the entire class. Only a note from a physician will excuse you from class, and then your work (as decided by the course instructor) will need to be made up as soon as possible. Participation is graded by the instructor on a three-point basis: 3 = A, 2 = B, etc. This grade includes an evaluation of the quality as well as quantity of your participation in our class discussions. This evaluation also reflects the quality and quantity of your preparation for class. Come to class prepared to participate, such as asking questions of the readings or providing feedback on the projects of others. Summaries. Brief summaries are required of every assignment (article or chapter) that we read. These summaries contain brief statements about: 1) the main ideas of the reading, 2) how the main ideas relate to your own teaching of a class, and 3) your own critical reflection on the ideas presented (e.g., implications), not whether you liked the ideas, author s style, etc.). All summaries are turned in at the beginning of the class period in which the assignment is due (as listed below). They need not be longer than one or two pages. They are graded on the three-point system described above, with one overall grade per class period. Late summaries are accepted, but are penalized one full grade level for each day they are late (e.g., summaries evaluated as 3, but are one day late = grade of 2). Brief Presentations. Every Tuesday, each student will present a brief (1-2 minute) summary of an article (or chapter) that is both interesting to the student and relevant to the course topic (see Class Schedule below). This article can be taken from any number of sources, the most prominent being the journal, Teaching of Psychology. Students should communicate with each other about the articles they find in order to avoid presenting the same articles. Each presentation is evaluated on a 5-point scale, with 1 point per day late penalties (as described above). 2 of 6 4/25/14, 3:12 PM Projects. Periodically, you are asked to complete a project that is connected with a class that you may teach in

3 Syllabus. Target a particular course that you are likely (or would like) to teach. Formulate a complete and realistic syllabus with appropriate dates, assignments, texts, teaching objectives, grading procedures, etc. Lecture. Organize and present a "lecture" (from the target course above) for a 20- minute period to our class. Be prepared to hear "strengths" and "weaknesses" feedback from members of our class. Turn in your written reactions to this lecture as you view it on videotape (outside of class). Examination. Prepare a full examination that is appropriate to your course subject matter. Submit a brief (one or two paragraph) justification for the particular exam approach that you choose. Also discuss the relative strengths and weaknesses of testing your students in this particular manner. Role Play. Briefly describe (in writing) a fairly typical problem situation for a college instructor. Also include a description of how this problem situation can be role-played in our class, with the roles of each actor briefly explained. Participate in someone's role play. Faculty Mentor. Prior to completion of this course, you are expected to seek out a member from among the psychology department s full-time faculty and invite him or her to serve as your teaching mentor. The teaching mentor s responsibilities include supervision of all facets of your teaching here at the university (syllabus and lecture preparation and evaluation, testing, student problems, grading concerns, etc.). Have your mentor me to indicate that formal mentoring arrangements have been made. Formally establishing this relationship is worth 20 points of your grade (the same as the other projects). Schedule Date Topics Assignments T - Apr 29 Th - May 01 T - May 06 Th - May 08 Course Introduction Course Organization What the best teachers do (in general) Participation 1 Summary 1 Conceptions of Spirituality and Truth Participation 2 Syllabus Project Article Presentation 1 Summary 2 Reading, Discussing, and Lecturing Participation 3 Summary 3 Syllabus Chs. 1, 2, 3 (S & M) Ch. 1 (Bain) Chs. 1, 3 (H & S) Chs. 4, 5, 6 (S & M) T - May 13 Spiritual Development and Physiology Article Presentation 2 Chs. 4, 5 (H & S) 3 of 6 Participation 4 Summary 4 4/25/14, 3:12 PM

4 Date Topics Assignments Th - May 15 T - May 20 Th - May 22 M - May 26 T - May 27 Th - May 29 T - Jun 03 Th - Jun 05 T - Jun 10 Th - Jun 12 Testing and Evaluating Participation 5 Summary 5 Nonsectarian and Sectarian Spirituality Article Presentation 3 Participation 6 Summary 6 Feedback and Grading Participation 7 Summary 7 Memorial Day Holiday Service-learning and Spiritual Leadership Article Presentation 4 Participation 8 Summary 8 Spiritual Cautions and Mistakes Diverse and Problem Students Participation 9 Summary 9 Active Learning and Writing Article Presentation 5 Participation 10 Examination Project Summary 10 Technology and Large Classes Participation 11 Role Play Summary 11 Teaching Lab and Thinking Article Presentation 6 Participation 12 Summary 12 Ethics and Personal Growth Participation 13 Teaching Mentor Summary 13 Chs. 7, 8 (S & M) Chs. 6, 7, 8 (H & S) Chs. 9, 10 (S & M) Chs. 9, 10, 11 (H & S) Ch. 12 (H & S) Chs. 12, 13 (S & M) Chs. 14, 15, 16 (S & M Chs. 17, 18 (S & M) Role Play performed Chs. 19, 20, 21 (S & M) Role Plays performed Chs. 22, 23 (S & M) University Policies 4 of 6 4/25/14, 3:12 PM

5 College Librarian Information Name Office Barbaraella Frazier 1222 HBLL Phone number Reference Desk Information Name Social Sciences / Education Phone number Hours M-Th : 8am-9pm; F: 8am-6pm; Sat: 10am-6pm Department Research Information Website E Reserve Information Website Honor Code In keeping with the principles of the BYU Honor Code, students are expected to be honest in all of their academic work. Academic honesty means, most fundamentally, that any work you present as your own must in fact be your own work and not that of another. Violations of this principle may result in a failing grade in the course and additional disciplinary action by the university. Students are also expected to adhere to the Dress and Grooming Standards. Adherence demonstrates respect for yourself and others and ensures an effective learning and working environment. It is the university's expectation, and my own expectation in class, that each student will abide by all Honor Code standards. Please call the Honor Code Office at if you have questions about those standards. Sexual Harassment Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an educational program or activity that receives federal funds. The act is intended to eliminate sex discrimination in education and pertains to admissions, academic and athletic programs, and university-sponsored activities. Title IX also prohibits sexual harassment of students by university employees, other students, and visitors to campus. If you encounter sexual harassment or gender-based discrimination, please talk to your professor or contact one of the following: the Title IX Coordinator at ; the Honor Code Office at ; the Equal Employment Office at ; or Ethics Point at or (24-hours). Student Disability 5 of 6 Brigham Young University is committed to providing a working and learning atmosphere that reasonably 4/25/14, 3:12 PM accommodates qualified persons with disabilities. If you have any disability which may impair your ability to complete this course successfully, please contact the University Accessibility Center (UAC), 2170 WSC or

6 Services are coordinated with the student and instructor by the UAC. If you need assistance or if you feel you have been unlawfully discriminated against on the basis of disability, you may seek resolution through established grievance policy and procedures by contacting the Equal Employment Office at , D-285 ASB. Academic Honesty The first injunction of the Honor Code is the call to "be honest." Students come to the university not only to improve their minds, gain knowledge, and develop skills that will assist them in their life's work, but also to build character. "President David O. McKay taught that character is the highest aim of education" (The Aims of a BYU Education, p.6). It is the purpose of the BYU Academic Honesty Policy to assist in fulfilling that aim. BYU students should seek to be totally honest in their dealings with others. They should complete their own work and be evaluated based upon that work. They should avoid academic dishonesty and misconduct in all its forms, including but not limited to plagiarism, fabrication or falsification, cheating, and other academic misconduct. Plagiarism Intentional plagiarism is a form of intellectual theft that violates widely recognized principles of academic integrity as well as the Honor Code. Such plagiarism may subject the student to appropriate disciplinary action administered through the university Honor Code Office, in addition to academic sanctions that may be applied by an instructor. Inadvertent plagiarism, which may not be a violation of the Honor Code, is nevertheless a form of intellectual carelessness that is unacceptable in the academic community. Plagiarism of any kind is completely contrary to the established practices of higher education where all members of the university are expected to acknowledge the original intellectual work of others that is included in their own work. In some cases, plagiarism may also involve violations of copyright law. Intentional Plagiarism-Intentional plagiarism is the deliberate act of representing the words, ideas, or data of another as one's own without providing proper attribution to the author through quotation, reference, or footnote. Inadvertent Plagiarism-Inadvertent plagiarism involves the inappropriate, but non-deliberate, use of another's words, ideas, or data without proper attribution. Inadvertent plagiarism usually results from an ignorant failure to follow established rules for documenting sources or from simply not being sufficiently careful in research and writing. Although not a violation of the Honor Code, inadvertent plagiarism is a form of academic misconduct for which an instructor can impose appropriate academic sanctions. Students who are in doubt as to whether they are providing proper attribution have the responsibility to consult with their instructor and obtain guidance. Examples of plagiarism include: Direct Plagiarism-The verbatim copying of an original source without acknowledging the source. Paraphrased Plagiarism-The paraphrasing, without acknowledgement, of ideas from another that the reader might mistake for the author's own. Plagiarism Mosaic-The borrowing of words, ideas, or data from an original source and blending this original material with one's own without acknowledging the source. Insufficient Acknowledgement-The partial or incomplete attribution of words, ideas, or data from an original source. Plagiarism may occur with respect to unpublished as well as published material. Copying another student's work and submitting it as one's own individual work without proper attribution is a serious form of plagiarism. 6 of 6 4/25/14, 3:12 PM