Teaching Tips for Higher Education

Size: px
Start display at page:

Download "Teaching Tips for Higher Education"

Transcription

1 ASPB EDUCATION FORUM Teaching Tips for Higher Education The ASPB Education Committee will offer an occasional series of articles providing teaching tips for university or college instructors. These simple ideas can help you create a motivating classroom atmosphere for your students. Not only will this enhance your teaching and improve their learning, but it just may cause a few of your students to say, Hey, this plant science class is pretty cool I can see myself majoring in this! Teaching Tip 1: Getting to Know You For most faculty or teaching assistants, each semester brings a new set of students to class and a new set of challenges. Personalize even large classes by learning the names and interests of each student. Learning outcomes can be enhanced if you show students that you are directly interested in their academic success and progress. Forging this connection early on helps each student feel recognized as an individual and can also improve retention and attendance. During the first day of class, have each student fill out a 3 5 card with the following information: Collect the cards at the end of the first class, and use them to take attendance during the first few weeks of class. Taking attendance using the cards will help you associate names with faces and communicates that you care about each individual student and that it is important to be in class. You can request a picture if you wish, but this is usually not necessary unless the class is very large. Asking about the student s specific career goals expresses individual attention. Asking for the student s interests in specific topics can help you customize the course content to ensure that you

2 meet student expectations about the course during the semester. Finally, ask students for the professional courtesy of informing you ahead of time if they have to miss class (e.g., illness, death in the family). Express to the students the importance of attending each and every class so that they not only get their money s worth for ever-increasing tuition and fees, but also won t miss any of the cool plant biology info you have to share. Teaching Tip 2: Midterm Feedback from Students Collecting feedback from students halfway through the semester is easy, yet critically important in prompting students to consider the impact of the course on them and to provide input on how you are doing as an instructor. Collecting feedback tells your students that you care about their opinion and allows you the opportunity to make corrections in teaching style, course content, format, and workload before the final student evaluations come due at the end of the semester. Before the midterm exam, give back to the class, in random order (to give students anonymity), the same stack of 3 5 cards from Teaching Tip 1. Ask the students to write down three things they like and dislike about the course on the back of the card: Review the responses after class. During the next class session, go over the responses with the entire class. Reassure students that you do not know who made which suggestions and that the responses will remain anonymous. Discussing the students lists will often elicit additional likes and dislikes from the group and reinforce which ones are most important to the students. Many academic institutions evaluate faculty teaching quality and effectiveness solely on the basis of student evaluations. If this is the case at your institution, taking the time to solicit your students input before the midterm exam can mean the difference between a poor evaluation and an excellent evaluation. Of at least equal importance, this exercise focuses you and your students on the progress they are making in your course. ASPB EDUCATION FORUM Teaching Tips for Higher Education This is the third in a series of general teaching tips for university or college instructors submitted by John Cushman (University of Nevada), member of the ASPB Education Committee. These simple ideas can help create a motivating classroom atmosphere for your students. Not only will this enhance your teaching and improve their learning, but it just may inspire a few of your students to think, Hey, this plant science class is pretty cool. I could see myself majoring in this! Tip #3: Engage Students Through Active Learning Effective teaching means effective learning. Effective learning means actively engaging students in the learning process and transitioning them from passive learners to active learners. The following simple approaches can help students become more active participants in your class and improve learning outcomes. Class attendance Always take attendance.

3 Include a grading policy that lowers grades according to the number of class sessions missed. Provide materials and lecture content that the students can obtain only by attending class. Class participation Count class participation toward the final grade (1). Post lecture outlines that the students can use for taking notes but that do not serve as a substitute for attending class (1). Give regular quizzes (pop or announced) before or after lectures to reinforce assigned readings or test comprehension, respectively (1). Give weekly in-class homework assignments that can be completed in less than 30 minutes (1). Engage students in the exam process by asking them to write exam questions (any format you like) with correct answers to allow students to demonstrate they have mastered course material. Change your lecture style from passive to active Adopt the Socratic method of asking questions of your students during lectures. The following question formats (prompts or stems) can help students find correct answers: (2) o Description: What is the difference between? o Purpose: What is the function of? o Process: How was this done? o Possibility: What else could be done? o Prediction: What will happen if? o Justification: What evidence led you to? o Rationale: What is the reason? o Generalization: What is the same about? o Definition: What does mean? Break up lectures into segments of 7 to 10 minutes and then pause to ask questions and allow students to record their answers. Alternatively, pause and ask for a show of hands of how many agree or disagree with a given question and ask a volunteer from the class to respond with an explanation (2). As part of outside reading assignments, ask students to submit a list of three to five questions, each with a different question stem related to the topic to be discussed at the next class meeting, which can then be used in a subsequent class. Randomly assign questions and collect responses and correct answers as necessary via discussion (2). Above all, exhibit passion for the topics being discussed and be intellectually stimulating to capture and retain the interest of students. Class assignments Students can never have enough practice in polishing their communication and critical thinking skills. Have students complete the following assignments: o Use in-class brainstorming sessions to stimulate discussion and to demonstrate that cooperation within a group can create better-informed outcomes than those from a single individual. o Have students prepare written reports describing the state of the art in selected topic areas. o Have students write grant proposals about key topics covered in the course. o Have students prepare oral and written critiques of grant proposals written by fellow students. o Conduct mock grant panels to hone critical thinking skills. (These last three exercises tend to be more successful in graduate-level classes.) Replace in-class exams with take-home exams. Design exam questions so that they require in-depth reading and weighing of one alternative against another. Answering such questions increases the amount students read, the number of times they re-read, and the degree to which they engage in active processing about what is read (3). Replace lectures with active learning activities

4 In small classes have each student do an oral presentation. In large classes have students present group oral presentations. Ask students to engage in inquiry-based or problem-based leaning assignments in a specific topic area as a means of mastering the basic content in a particular topic area. This is particularly useful for laboratory courses. Have students work alone or in teams on project-based learning assignments that explore real-world issues. Student can develop oral presentations that take opposing viewpoints (pro or con) and then conduct an in-class debate about a particular topic (e.g., benefits and risks of genetically engineered crops). If working with undergraduates, let them know about ASPB s Summer Undergraduate Research Fellowship (SURF). For details and a printable information sheet to hand out, go to Endnotes 1. Ives, S. A Survival Handbook for Teaching Large Classes. Handbook.html#part1. 2. Drummond, T. A Brief Summary of the Best Practices in Teaching. North Seattle Community College. 3. Boyd, D. Association of Psychological Science website.

5 Teaching Tips for Higher Education This is the fourth in a series of general teaching tips for university or college instructors submitted by John Cushman (University of Nevada), member of the ASPB Education Committee. These simple ideas can help create a motivating classroom atmosphere for your students. Not only will this enhance your teaching and improve their learning, but it just may inspire a few of your students to think, Hey, this plant science class is pretty cool. I could see myself majoring in this! Teaching Tip #4: Teaching Backward The Best Way to Learn? Perhaps one of the most effective teaching methods available is teaching backward, also known as inductive learning or problem-based learning (1). The basic approach of this highly effective learning or teaching method is based on the unique trait of human cognition for extracting generalizable knowledge from a few specific examples, also known as intuition theory (2). The basic approach has also been labeled inquiry-, problem-, or case-based learning and was developed on the premise that learning can be enhanced by the stimulation derived from student initiative rather than passivity (3). The method involves presenting students with a challenge, a problem, or a specific pattern of facts, and then asking the students to learn what they need to know in order to address such a challenge or problem by asking relevant questions. Backward teaching can take various forms, but the underlying principle is the same: to have students become actively engaged in the learning process rather than passive recipients of knowledge. The inductive teaching method, or problem-based learning, has been increasingly adopted in the clinical medical education field (3, 4). It is best suited for small-group learning and appears to work best when guidance or assistance from an instructor or expert tutor is provided to the students (3). Inductive or problem-based learning results in better testing outcomes as well as improved comfort, interest, attitudes, comprehension, information retention, deeper learning, and inspiration to pursue independent reading (4, 5). A broad range of inductive teaching methods have been developed. Below is a list of approaches that can be used to engage your students in active problem solving as they master the facts in a classroom or laboratory setting: Inquiry- or problem-based learning Have your students conduct a student-driven, inquiry-based learning project. The instructor or tutor acts primarily as a coach, guide, or facilitator to help students arrive at the most informative questions surrounding a topic. By engaging students in the active process of choosing and asking questions, they are motivated to learn and develop a sense of ownership in their learning. Example for Plant Biology: Provide students with a copy of standard concepts in biology, such as The 12 Principles of Plant Biology developed by ASPB. Ask them to analyze each principle and then develop three to five testable questions related to each principle. Use your expertise on current research as well as your familiarity with the students experiences and abilities to help them refine their questions, expand their scope, or zero in on new and well-defined academic pursuits. Project-based learning Have your students work in teams to explore real-world problems and then have them present their findings in oral and written presentations to share what they have learned. This approach results in deeper subject matter comprehension and knowledge, better self-direction, and improved research and problemsolving skills. Example for Plant Biology: Select a particular topic within plant biology. Ask students to present the same key concepts and facts related to this topic to various audiences for various purposes. The topic can be familiar and relatively well understood, like photosynthesis, or it can be controversial, like GMOs and food. Proscribed audiences and goals should cover a wide range. One group of students could prepare an oral presentation summary of current research for professional scientists. Another group could develop methods for teachers to use in a typical high school lab. A third group could create fun and effective lessons with a cross-curricular emphasis to art, history, or math for use with K 6 students. Being able to

6 accommodate all these variations will stretch students to both a deeper and wider understanding of the topic at hand. The groups will also gain insight by comparing their various preparation processes. Finally, have each group critique one another in order to improve each of the presentations. Case-based learning Have your students discuss specific real-world situations or examples that serve to illustrate the consequences of a particular concept that is being taught. Examples should be recent or of significant impact to reinforce their relevance. Have the students justify their reasoning and the factual basis for arriving at a particular decision or course of action. This style of learning is most exciting when based on topics where multiple perspectives or approaches are clearly discernible. Example for Plant Biology: Bioenergy is an example of a timely and engaging topic with many different facets. Ask students to review the economic realities of using corn as both a food and potential fuel source and determine which other sources of bioenergy or types of biofuels can be justified in terms of economic efficiency interview current biofuels researchers about their next research steps and then evaluate if the students would pursue these plans or move in a different direction create effective public outreach activities on bioenergy using resources offered by groups such as the Great Lakes Bioenergy Resource Center (GLBRC). References 1. Albanese, M. A., Mitchell, S. (1993). Problem-based learning: A review of literature on its outcomes and implementation issues. Academic Medicine 68(1): Accession Number: Tenenbaum, J. B., Griffiths, T. L., Kemp, C. (2006). Theory-based Bayesian models of inductive learning and reasoning. Trends in Cognitive Science 10(7): doi: /j.tics McLoughlin, M., Darvill, A. (2007). Peeling back the layers of learning: A classroom model for problem-based learning. Nurse Education Today 27(4): doi: /j.nedt Jones, V. S., Holland, A.J.A., Oldmeadow, W. (2008). Inductive teaching method An alternative method for small group learning. Medical Teacher 30(8): e246 e249. doi: / McParland, M., Noble, L. M., Livingston, G. (2004). The effectiveness of problem-based learning compared to traditional teaching in undergraduate psychiatry. Medical Education 38(8): doi: /j x John Cushman

Integrated STEM Education through Project-Based Learning

Integrated STEM Education through Project-Based Learning Integrated STEM Education through Project-Based Learning by Diana Laboy-Rush, STEM Solutions Manager at Learning.com Table of Contents: Abstract...2 Math and Science Education Crisis...3 Integrated STEM

More information

Strategies for Effective Online Teaching

Strategies for Effective Online Teaching Strategies for Effective Online Teaching 1. Effective online instructors challenge their students thinking and foster active, constructive participation in learning. Emphasize the importance of learning

More information

Applied Network Security Course Syllabus Spring 2015

Applied Network Security Course Syllabus Spring 2015 Course Syllabus Spring 2015 Course Information Instructor: Dr. Mike Jochen Phone: 570.422.3036 Email: mjochen@esu.edu Office: 337 SCITECH Building Office Hours: Mon 5:15 7:00 p.m. Weds 5:45 7:00 p.m. Tues/Thurs

More information

Delta Courses. *The College Classroom. The College Classroom: International Students, International Faculty. Diversity in the College Classroom

Delta Courses. *The College Classroom. The College Classroom: International Students, International Faculty. Diversity in the College Classroom COURSE CATALOG Contents Introduction... 3 Delta Courses... 4 The College Classroom... 4 The College Classroom: International Students, International Faculty... 4 Diversity in the College Classroom... 4

More information

Previous Approval Date: March 30, 2004 March 3, 2009. Winter, 2014 or earlier at the request of Senate or the Provost and Vice President Academic

Previous Approval Date: March 30, 2004 March 3, 2009. Winter, 2014 or earlier at the request of Senate or the Provost and Vice President Academic RYERSON UNIVERSITY UNDERGRADUATE COURSE MANAGEMENT POLICY Policy Number: 145 Approval Date: May 3, 2011 Previous Approval Date: March 30, 2004 March 3, 2009 Implementation Date: Fall, 2011 Policy Review

More information

>Course Design Examples and Best Practices

>Course Design Examples and Best Practices >Course Design Examples and Best Practices >How should I structure my course so students can find their way? INSIGHTS Course Menus should have consistent options between each course. This way items are

More information

Expectations for Classroom Setup and Online Teaching

Expectations for Classroom Setup and Online Teaching Expectations for Classroom Setup and Online Teaching UMUC is committed to providing the highest-quality online education to its students. UMUC-sponsored research and evaluation data, including the Institute

More information

Psych 302: Research Methods in Psychology

Psych 302: Research Methods in Psychology Iowa State University, Summer 2013 1 Psych 302: Research Methods in Psychology Class Location: Gilman 2305 Class Time: MTWRF 12:10-1:30pm, 6/17 8/9 Instructors Joe Hammer Office: 2030 Student Services

More information

CLASS PARTICIPATION: MORE THAN JUST RAISING YOUR HAND

CLASS PARTICIPATION: MORE THAN JUST RAISING YOUR HAND STUDENT LEARNING SUPPORT TUTORIAL PRODUCED BY THE CENTER FOR TEACHING AND FACULTY DEVELOPMENT CLASS PARTICIPATION: MORE THAN JUST RAISING YOUR HAND CHAPTER 1: LEARNING THROUGH CLASS PARTICIPATION CLASS

More information

George Mason University Graduate School of Education Special Education Program

George Mason University Graduate School of Education Special Education Program George Mason University Graduate School of Education Special Education Program EDSE 517: Computer Applications for Special Populations Course Syllabus Fall 2011 Instructor: Jeff Sisk Section #658: 4:30

More information

PBS TeacherLine Course Syllabus

PBS TeacherLine Course Syllabus 1 Title Inspire Elementary Students with Engineering Target Audience This course is intended for pre-service and in-service teachers of grades PreK to 6 th grade. Prerequisites To successfully participate

More information

Subject Experience Survey Instrument Questions

Subject Experience Survey Instrument Questions Quality of Teaching and Learning - Subject Review Procedure SCHEDULE A Subject Experience Survey (SES) SCHEDULE Subject Experience Survey Instrument Questions The SES is structured so as to have a group

More information

Dynamic Learning, new classroom management approach

Dynamic Learning, new classroom management approach International Journal of Education and Research Vol. 1 No. 12 December 2013 Dynamic Learning, new classroom management approach Dr. Magdy M. Hussein mhussein@yahoo.com Assistant professor at Forbes School

More information

Student Preferences for Learning College Algebra in a Web Enhanced Environment

Student Preferences for Learning College Algebra in a Web Enhanced Environment Abstract Student Preferences for Learning College Algebra in a Web Enhanced Environment Laura Pyzdrowski West Virginia University Anthony Pyzdrowski California University of Pennsylvania It is important

More information

As tutors, we are responsible for improving the skills of our peers.

As tutors, we are responsible for improving the skills of our peers. Tutor s Creed As tutors, we are responsible for improving the skills of our peers. As tutors, we will consider the body of work presented at the session in the following manner: First, we will impart to

More information

BIO 1408 (4:3:3) General Biology I (Non-Majors) Department of Biology. Division of Arts and Sciences. Levelland Campus SOUTH PLAINS COLLEGE.

BIO 1408 (4:3:3) General Biology I (Non-Majors) Department of Biology. Division of Arts and Sciences. Levelland Campus SOUTH PLAINS COLLEGE. BIO 1408 (4:3:3) General Biology I (Non-Majors) Department of Biology Division of Arts and Sciences Levelland Campus SOUTH PLAINS COLLEGE Fall 2013 Kristin Bingham Instructor in Biology Instructor: Kristin

More information

Math Center Services and Organization

Math Center Services and Organization STUDENT AFFAIRS FORUM Math Center Services and Organization Custom Research Brief Research Associate Amanda Michael Research Manager Nalika Vasudevan October 2012 2 of 12 3 of 12 Table of Contents I. Research

More information

Developmental Psychology Course Syllabus

Developmental Psychology Course Syllabus Developmental Psychology Course Syllabus Teacher: Lisa Bernstein Course Description : Psychology is designed to introduce students to the systematic and scientific study of the behavior and mental processes

More information

CLASSROOM ASSESSMENT TECHNIQUE EXAMPLES

CLASSROOM ASSESSMENT TECHNIQUE EXAMPLES CLASSROOM ASSESSMENT TECHNIQUE EXAMPLES By Thomas A. Angelo and K. Patricia Cross From Classroom Assessment Techniques: A Handbook for College Teachers, 2nd Ed. Fifty Classroom Assessment Techniques are

More information

ACCELERATED INTERNATIONAL FOUNDATION YEAR. and ACCELERATED INTERNATIONAL DEGREE PROGRAMME

ACCELERATED INTERNATIONAL FOUNDATION YEAR. and ACCELERATED INTERNATIONAL DEGREE PROGRAMME FOUNDATION YEAR CENTRE PROGRAMME SPECIFICATION ACCELERATED INTERNATIONAL FOUNDATION YEAR and ACCELERATED INTERNATIONAL DEGREE PROGRAMME The programme specification aims to clarify to potential and current

More information

TEACHING THE LAW AND JUSTICE CURRICULUM. lawandjustice.edc.org

TEACHING THE LAW AND JUSTICE CURRICULUM. lawandjustice.edc.org lawandjustice.edc.org Introduction Welcome to the Law and Justice curriculum! Developed by Education Development Center, Inc. (EDC), with support from The James Irvine Foundation, the Law and Justice curriculum

More information

NEW FACULTY ORIENTATION FOR CAREER SCHOOL INSTRUCTORS

NEW FACULTY ORIENTATION FOR CAREER SCHOOL INSTRUCTORS NEW FACULTY ORIENTATION FOR CAREER SCHOOL INSTRUCTORS CONTENTS Course Description... 3 Introduction... 3 Course Structure... 3 Contact Hours... 3 Course Length... 3 Delivery Method... 3 Instructors...

More information

Econ 593x. Practicum in Teaching the Liberal Arts (TA Training in Economics) Fall 2015

Econ 593x. Practicum in Teaching the Liberal Arts (TA Training in Economics) Fall 2015 Econ 593x Practicum in Teaching the Liberal Arts (TA Training in Economics) Fall 2015 Instructor: Jeffrey B. Nugent, Tel: (213) 740-2107; email: nugent@usc.edu Office: KAP 318C, Office Hours Mon 2:00-5PM,

More information

BA LIBERAL ARTS. Q: what is a Liberal Arts degree Programme? Q: what are the unique features of the Warwick BA in Liberal Arts?

BA LIBERAL ARTS. Q: what is a Liberal Arts degree Programme? Q: what are the unique features of the Warwick BA in Liberal Arts? BA LIBERAL ARTS PROGRAMME FAQ Q: what is a Liberal Arts degree Programme? Liberal Arts education has a long history in Western civilisation. In its oldest form, it involved students thinking philosophically

More information

EDU 330: Developmental and Educational Psychology Course Syllabus Spring 2015

EDU 330: Developmental and Educational Psychology Course Syllabus Spring 2015 EDU 330: Developmental and Educational Psychology Course Syllabus Spring 2015 Professor: Dr. Daniel C. Moos Office: (507) 933-7448 Email: dmoos@gustavus.edu Class: Tuesday & Thursday (Mattson, 102) 9:00

More information

MKTG 380: Fall Semester, 2012 DIRECT MARKETING

MKTG 380: Fall Semester, 2012 DIRECT MARKETING MKTG 380: Fall Semester, 2012 DIRECT MARKETING Course Description & Key Info Instructor: Steven F. Osinski Classroom: EBA - 345 Day / Times: and (10:00 AM 11:50 AM) E-mail: Address: Office Hours: Textbook:

More information

Introduction to Game Design and Development GAME 1303 Syllabus

Introduction to Game Design and Development GAME 1303 Syllabus Introduction to Game Design and Development GAME 1303 Syllabus instructor office hours Sara R Farr Walk-in Office Hours: Mon/Wed: 1:00p 3:00P By Appt Office Hours: Mon/Wed: 9:00A 11:30A office location

More information

Preparing for the Classroom: Course Assignments

Preparing for the Classroom: Course Assignments Preparing for the Classroom: Course Assignments Cameron H.G. Wright and Jerry C. Hamann Department of Electrical and Computer Engineering chgw@uwyo.edu, hamann@uwyo.edu August 25, 2016 Abstract We describe

More information

EMBRACING TECHNOLOGY TO ACHIEVE RESULTS WHAT IS LEARNSMART? HOW LEARNSMART BENEFITS EDUCATORS

EMBRACING TECHNOLOGY TO ACHIEVE RESULTS WHAT IS LEARNSMART? HOW LEARNSMART BENEFITS EDUCATORS McGraw-Hill LearnSmart Effectiveness Study Evaluating the adaptive learning tool s impact on pass and retention rates and instructional efficiencies at seven U.S. universities EMBRACING TECHNOLOGY TO ACHIEVE

More information

Work in Progress: Providing Diverse Opportunities for Capstone Projects in Biomedical Engineering

Work in Progress: Providing Diverse Opportunities for Capstone Projects in Biomedical Engineering Paper ID #12365 Work in Progress: Providing Diverse Opportunities for Capstone Projects in Biomedical Engineering Dr. Mansoor Nasir, Lawrence Technological University Dr. Mansoor Nasir received his B.Sc.

More information

Course Syllabus HUDE 0111 Transition to College Success 8 Week Session

Course Syllabus HUDE 0111 Transition to College Success 8 Week Session Department Chair: Tobin Quereau Office: RGC-Attache 202 Phone: 223-3391 Fax: 223-3392 Email: quereau@austincc.edu Course Syllabus HUDE 0111 Transition to College Success 8 Week Session Instructor: Christie

More information

Introduction to Computer Forensics Course Syllabus Spring 2012

Introduction to Computer Forensics Course Syllabus Spring 2012 Course Information Course Syllabus Spring 2012 Instructor: Dr. Mike Jochen Phone: 570.422.3036 Email: mjochen@esu.edu Office: 337 SCITECH Building Office Hours: Tues/Thurs 11 a.m. noon Weds 9 a.m. noon

More information

Analysis of the Effectiveness of Online Learning in a Graduate Engineering Math Course

Analysis of the Effectiveness of Online Learning in a Graduate Engineering Math Course The Journal of Interactive Online Learning Volume 1, Number 3, Winter 2003 www.ncolr.org ISSN: 1541-4914 Analysis of the Effectiveness of Online Learning in a Graduate Engineering Math Course Charles L.

More information

Essays on Teaching Excellence. Practice Tests: a Practical Teaching Method

Essays on Teaching Excellence. Practice Tests: a Practical Teaching Method Essays on Teaching Excellence Toward the Best in the Academy Volume 17, Number 7, 2005-06 A publication of The Professional & Organizational Development Network in Higher Education (www.podnetwork.org).

More information

Example of a Well-Designed Course in: COMMUNICATION DISORDERS

Example of a Well-Designed Course in: COMMUNICATION DISORDERS Website: Designlearning.org Example of a Well-Designed Course in: COMMUNICATION DISORDERS Name: Jennifer C. Dalton, Ph.D. Name of Institution: Appalachian State University 1. Specific Context The subject

More information

Graduate Teaching and Learning Program Overview

Graduate Teaching and Learning Program Overview Graduate Teaching and Learning Program Overview Welcome to the Graduate Teaching and Learning (GTL) program, an initiative of the Faculty of Graduate Studies and Research (FGSR) and participating departments

More information

Tutor Notes - General

Tutor Notes - General Tutor Notes - General ESB tutorials aim to develop skills in reading and writing but also to encourage students to become aware of how knowledge is developed, constructed and disputed in biology and so

More information

Communications 1115: Interpersonal Communications

Communications 1115: Interpersonal Communications Communications 1115: Interpersonal Communications Course Content Erin Robb (erobb@langara.bc.ca) Office: A206 Voice Mail: 604-323-5212 Office Hours: Wednesdays 11:30 am to 2:15 pm or by appointment Welcome

More information

The information in this guide has been compiled based on what last year s class said they needed. This guide is also based on lessons they learned

The information in this guide has been compiled based on what last year s class said they needed. This guide is also based on lessons they learned The information in this guide has been compiled based on what last year s class said they needed. This guide is also based on lessons they learned from their freshman year and captures their advice to

More information

St. Joseph s College Education Department Handbook for Student Teachers Cooperating Teachers College Supervisors

St. Joseph s College Education Department Handbook for Student Teachers Cooperating Teachers College Supervisors St. Joseph s College Education Department Handbook for Student Teachers Cooperating Teachers College Supervisors Brooklyn Campus Long Island Campus 245 Clinton Avenue 155 West Roe Boulevard Brooklyn, NY

More information

DEPARTMENT OF CURRICULUM AND INSTRUCTION EDUC 314: HUMAN GROWTH, DEVELOPMENT, & LEARNING IN A DIGITAL AGE SPRING 2015

DEPARTMENT OF CURRICULUM AND INSTRUCTION EDUC 314: HUMAN GROWTH, DEVELOPMENT, & LEARNING IN A DIGITAL AGE SPRING 2015 DEPARTMENT OF CURRICULUM AND INSTRUCTION EDUC 314 1 EDUC 314: HUMAN GROWTH, DEVELOPMENT, & LEARNING IN A DIGITAL AGE SPRING 2015 TIME AND PLACE: Lecture: Mondays & Wednesdays 9:00 9:50 105 Wham INSTRUCTOR:

More information

50 Instructional Methods

50 Instructional Methods 50 Instructional Methods Presentation Methods (P), Application Methods (A) 1. Action Maze (A) A variation of the case study in which learners solve a problem or case by making decisions. Their decisions

More information

Santa Susana High School Counseling: Preparing for a Brighter Future: College Handbook Author: Miss Jillian Bischoff/Counselor

Santa Susana High School Counseling: Preparing for a Brighter Future: College Handbook Author: Miss Jillian Bischoff/Counselor Santa Susana High School Counseling: Preparing for a Brighter Future: College Handbook Author: Miss Jillian Bischoff/Counselor Putting the College Process into Perspective The primary focus of your early

More information

FACULTY PEER ONLINE CLASSROOM OBSERVATIONS AA

FACULTY PEER ONLINE CLASSROOM OBSERVATIONS AA Philosophy Online class observations are meant to facilitate an instructor s professional growth. They will be used to create an opportunity for reflection and stimulate ideas for improvement in the online

More information

BRAZOSPORT COLLEGE LAKE JACKSON, TEXAS SYLLABUS ACNT 2311: MANGERIAL ACCOUNTING ONLINE VERSION COMPUTER TECHNOLOGY & OFFICE ADMINISTRATION DEPARTMENT

BRAZOSPORT COLLEGE LAKE JACKSON, TEXAS SYLLABUS ACNT 2311: MANGERIAL ACCOUNTING ONLINE VERSION COMPUTER TECHNOLOGY & OFFICE ADMINISTRATION DEPARTMENT BRAZOSPORT COLLEGE LAKE JACKSON, TEXAS SYLLABUS ACNT 2311: MANGERIAL ACCOUNTING ONLINE VERSION COMPUTER TECHNOLOGY & OFFICE ADMINISTRATION DEPARTMENT CATALOG DESCRIPTION ACNT 2311 Managerial Accounting.

More information

Teaching experience: What can I do? Kathryn A. Perrine

Teaching experience: What can I do? Kathryn A. Perrine Teaching experience: What can I do? Kathryn A. Perrine Part 1 Opportunities Start small: Tutoring Kaplan center (http://www.kaplan.com/) Grade Potential (http://gradepotentialtutoringoc.com/join-ourteam/

More information

Undergraduate Degree Program Assessment Progress Report Cover Sheet

Undergraduate Degree Program Assessment Progress Report Cover Sheet Undergraduate Degree Program Assessment Progress Report Cover Sheet Degree: B.A. For Calendar Year: 2014 (Date submitted to college committee:) 02/20/2015 (Date posted on college assessment website:) By:

More information

PBS TeacherLine Course Syllabus 1

PBS TeacherLine Course Syllabus 1 PBS TeacherLine Course Syllabus 1 Title I: Mastering the Skills of Online Teaching Target Audience This course is intended for K-12 classroom teachers, university faculty, or pre-service teachers who are

More information

PROFESSIONAL DEONTOLOGY

PROFESSIONAL DEONTOLOGY PROFESSIONAL DEONTOLOGY DEGREE COURSE YEAR: FIRST SECOND THIRD FOURTH SEMESTER: 1º SEMESTER 2º SEMESTER CATEGORY: BASIC COMPULSORY OPTIONAL NO. OF CREDITS (ECTS): 6 3 LANGUAGE: ENGLISH SPANISH TUTORIALS:

More information

Postgraduate Diploma in Higher Education (PGDHE) Customised for the Ministry of Health

Postgraduate Diploma in Higher Education (PGDHE) Customised for the Ministry of Health Postgraduate Diploma in Higher Education (PGDHE) Customised for the Ministry of Health The Training Agency The National Institute of Education (NIE) is Singapore's recognised premier centre for teacher

More information

SALT LAKE CITY SCHOOL DISTRICT MENTOR SUPPORTED COLLABORATIVE ASSESSMENT/REFLECTION LOG 2 nd and 3 rd Year Provisional Teachers

SALT LAKE CITY SCHOOL DISTRICT MENTOR SUPPORTED COLLABORATIVE ASSESSMENT/REFLECTION LOG 2 nd and 3 rd Year Provisional Teachers SALT LAKE CITY SCHOOL DISTRICT MENTOR SUPPORTED COLLABORATIVE ASSESSMENT/REFLECTION LOG 2 nd and 3 rd Year Provisional Teachers Mentor Signature: Mentee Signatures: MONTH: What s Working: Current Focus

More information

PSYC 3200-C Child Psychology 3 SEMESTER HOURS

PSYC 3200-C Child Psychology 3 SEMESTER HOURS PSYC 3200-C Child Psychology 3 SEMESTER HOURS Dewar College of Education Valdosta State University Department of Psychology and Counseling Conceptual Framework: Guiding Principles (DEPOSITS) (adapted from

More information

PCB 3043: Ecology Spring 2012, MMC

PCB 3043: Ecology Spring 2012, MMC PCB 3043: Ecology Spring 2012, MMC Instructor: Dr. John Withey OE 212 (office) ECS 158 (lab) Office Hours: Tu/Th after class in ECS 158 (to 3pm) for study questions Tu/Th 3-4 pm in OE 212 for private questions

More information

About PM4DEV Distance Learning

About PM4DEV Distance Learning About PM4DEV Distance Learning Why do people undertake distance learning with PM4DEV? Our students state many reasons why they study with us, including: a need to update knowledge wanting to add expertise

More information

ACCT 3103 Intermediate Accounting I Oklahoma State University Spring 2015

ACCT 3103 Intermediate Accounting I Oklahoma State University Spring 2015 ACCT 3103 Intermediate Accounting I Oklahoma State University Spring 2015 Instructor: Angela Wheeler Spencer, PhD, CPA Office: Business 428 Telephone: 744-2863 (Please send an e-mail if you are unable

More information

High School STEM Full Implementation

High School STEM Full Implementation High School STEM Full Implementation Full Implementation Whole school or district STEM initiatives. This is a non-traditional model of education in which the classroom resembles a work environment and

More information

Psychology as a Social Science

Psychology as a Social Science P Psychology as a Social Science Psychology 113online Westminster College Summer 2015 Ryan Brunner, Ph.D. CSC 212 ryan.brunner@westminster-mo.edu (573) 592-6119 Office Hours Hangout: Based on class consensus

More information

SPU MA-TESOL. Practicum Handbook. 2009 All Rights Reserved

SPU MA-TESOL. Practicum Handbook. 2009 All Rights Reserved SPU MA-TESOL Practicum Handbook 2009 All Rights Reserved WELCOME! Welcome to the Teaching Practicum of the Seattle Pacific University MA-TESOL program. Though challenging, the Teaching Practicum can be

More information

Georgia Perimeter College Faculty Senate Course Change

Georgia Perimeter College Faculty Senate Course Change Page 1 of 6 Georgia Perimeter College Faculty Senate Course Change Number: 48-Mar-13 Date submitted: 3/26/2013 Date approved: Title of Proposal: Change Co-Requisites for PSYC 2210 Initiator and Place of

More information

Reflective Essay on Teaching Lucinda S. Baker

Reflective Essay on Teaching Lucinda S. Baker Reflective Essay on Teaching Lucinda S. Baker The purpose of this essay is to summarize the contents of my teaching portfolio, and also to reflect on what I've learned and how my approach to teaching has

More information

Truman College-Mathematics Department Math 125-CD: Introductory Statistics Course Syllabus Fall 2012

Truman College-Mathematics Department Math 125-CD: Introductory Statistics Course Syllabus Fall 2012 Instructor: Dr. Abdallah Shuaibi Office #: 3816 Email: ashuaibi1@ccc.edu URL: http://faculty.ccc.edu/ashuaibi/ Phone #: (773)907-4085 Office Hours: Truman College-Mathematics Department Math 125-CD: Introductory

More information

A Guide for Online Courses at The University of Virginia s College at Wise. Page 1 of 11

A Guide for Online Courses at The University of Virginia s College at Wise. Page 1 of 11 Guideline 1: Selection of faculty Is the faculty prepared to teach an online class? Faculty that are effective have high, but clear and reasonable expectations. For example: Approved faculty need to have

More information

Nurse Educator Practicum Proposal. Nathon Kelley. Ferris State University

Nurse Educator Practicum Proposal. Nathon Kelley. Ferris State University Running head: NURSE EDUCATOR PRACTICUM PROPOSAL 1 Nurse Educator Practicum Proposal Nathon Kelley Ferris State University NURSE EDUCATOR PRACTICUM PROPOSAL 2 Abstract During the process of becoming a nurse

More information

Example of a Well-Designed Course in Nursing

Example of a Well-Designed Course in Nursing Website: Designlearning.org Example of a Well-Designed Course in Nursing Name: Dr. Vickie Hughes Name of Institution: Appalachian State University 1. Specific Context The subject matter: Research The title

More information

Degree Type Bachelor of Interdisciplinary Studies (BIS) Degree Title Life Science with UTeach Certification (4-8)

Degree Type Bachelor of Interdisciplinary Studies (BIS) Degree Title Life Science with UTeach Certification (4-8) Degree Type Bachelor of Interdisciplinary Studies (BIS) Degree Title Life Science with UTeach Certification (4-8) The Department of Biology is committed to excellence in instruction, scholarly accomplishment,

More information

THE UNIVERSITY OF TENNESSEE AT MARTIN DEPARTMENT OF EDUCATIONAL STUDIES

THE UNIVERSITY OF TENNESSEE AT MARTIN DEPARTMENT OF EDUCATIONAL STUDIES THE UNIVERSITY OF TENNESSEE AT MARTIN DEPARTMENT OF EDUCATIONAL STUDIES Instructor: David Dietrich, Ph.D. Office: 219 McWherter, Jackson State Community College, Jackson, TN 38301 Phone: 731.267.2949 or

More information

English 103: Composition and Critical Thinking Fall 2013 Section 1019 (Tuesday/Thursday, 9:35 11 a.m. in GC 160)

English 103: Composition and Critical Thinking Fall 2013 Section 1019 (Tuesday/Thursday, 9:35 11 a.m. in GC 160) English 103: Composition and Critical Thinking Fall 2013 Section 1019 (Tuesday/Thursday, 9:35 11 a.m. in GC 160) Dr. Kimberly Manner Email: mannerke@wlac.edu Office Phone: (310) 287-4551 Student Drop-In

More information

Course Description. Overview of PA 414: what we hope to accomplish. Syllabus: PA 414 Fall 2012 Civic Engagement: The Role of Social Institutions

Course Description. Overview of PA 414: what we hope to accomplish. Syllabus: PA 414 Fall 2012 Civic Engagement: The Role of Social Institutions 1 Syllabus: PA 414 Fall 2012 Civic Engagement: The Role of Social Institutions Contact Information Instructor name: Judith A. Ramaley Email: jramaley@pdx.edu Phone number: 703-623-8927 Contact for Molly

More information

Background. Scope. Organizational Training Needs

Background. Scope. Organizational Training Needs 1 Training Plan Template As described in Section 4.2.1 of the Training Effectiveness Toolkit, a Training Plan will help define the specific activities that will be conducted to carry out the training strategy.

More information

TECM 2700 Introduction to Technical Writing

TECM 2700 Introduction to Technical Writing TECM 2700 Syllabus, page 1 of 13 TECM 2700 Introduction to Technical Writing Instructor Dr. L.G. Jackson Office Auditorium Building, Room 207 E-mail LJackson@unt.edu Office Hours By appointment Text Sims,

More information

Commissioned by Microsoft Corp.

Commissioned by Microsoft Corp. STEM Perceptions: Student & Parent Study Parents and Students Weigh in on How to Inspire the Next Generation of Doctors, Scientists, Software Developers and Engineers Commissioned by Microsoft Corp. Introduction

More information

Academic/Instructional Methodologies and Delivery Systems. Classroom Instruction

Academic/Instructional Methodologies and Delivery Systems. Classroom Instruction Academic/Instructional Methodologies and Delivery Systems ITT Technical Institutes are institutes of higher learning that are committed to offering quality undergraduate and continuing education locally,

More information

ADEPT Performance Standards. for. Classroom-Based Teachers

ADEPT Performance Standards. for. Classroom-Based Teachers ADEPT Performance Standards for Classroom-Based Teachers Revised ADEPT Performance Standards for Classroom-Based Teachers Introduction Central to the ADEPT system is a set of expectations for what teaching

More information

Course Syllabus. Target Audience This course is intended for pre-service and in-service life science teachers of grades 9-12.

Course Syllabus. Target Audience This course is intended for pre-service and in-service life science teachers of grades 9-12. Course Syllabus Title Teaching High School Biology Target Audience This course is intended for pre-service and in-service life science teachers of grades 9-12. Prerequisites To successfully participate

More information

Building Critical Thinking Skills in General Education and Career Programs

Building Critical Thinking Skills in General Education and Career Programs Building Critical Thinking Skills in General Education and Career Programs Wayne County Community College District Presented By: Mary Mahoney Jo Ann Allen Nyquist College Definition of Critical Thinking

More information

BS Environmental Science (2013-2014)

BS Environmental Science (2013-2014) BS Environmental Science (2013-2014) Program Information Point of Contact Brian M. Morgan (brian.morgan@marshall.edu) Support for University and College Missions Marshall University is a multi-campus public

More information

V. Course Evaluation and Revision

V. Course Evaluation and Revision V. Course Evaluation and Revision Chapter 14 - Improving Your Teaching with Feedback There are several ways to get feedback about your teaching: student feedback, self-evaluation, peer observation, viewing

More information

Teaching Portfolio. Teaching Philosophy

Teaching Portfolio. Teaching Philosophy Teaching Portfolio Teaching Philosophy Over the course of my education, I have had the privilege of interacting with some truly excellent teachers, who have shaped my knowledge, reasoning, and technical

More information

Foundation Degree Contemporary Textiles. Foundation Degree Contemporary Fashion. Foundation Degree Design for Interiors

Foundation Degree Contemporary Textiles. Foundation Degree Contemporary Fashion. Foundation Degree Design for Interiors Foundation Degree Contemporary Textiles Foundation Degree Contemporary Fashion Foundation Degree Design for Interiors Abbreviated Programme Specification Containing Both Core + Supplementary Information

More information

MONTE VISTA CHRISTIAN SCHOOL SOSC 3422, Sociology Course Syllabus

MONTE VISTA CHRISTIAN SCHOOL SOSC 3422, Sociology Course Syllabus MONTE VISTA CHRISTIAN SCHOOL SOSC 3422, Sociology Course Syllabus Course Description : An elective social science course designed to challenge and prepare for the rigors of collegiate sociological study.

More information

Research Methods in Advertising and Public Relations COMM 420 Spring 2012 120 Earth & Eng. Sci. W/F 12:20 PM to 2:15 PM

Research Methods in Advertising and Public Relations COMM 420 Spring 2012 120 Earth & Eng. Sci. W/F 12:20 PM to 2:15 PM Research Methods in Advertising and Public Relations COMM 420 Spring 2012 120 Earth & Eng. Sci. W/F 12:20 PM to 2:15 PM The Pennsylvania State University Department of Advertising and Public Relations

More information

Developing Data Workshops

Developing Data Workshops Developing Data Workshops BDK 31-01 Best practices for engaging audiences and using the BDK resources Jackie Wirz, PhD Oregon Health & Science University BD2K Open Educational Resources Oregon Health &

More information

Learning and Memory Adult Development. Lifespan Development Applied Psychology. Multi-Cultural Psychology Child Development

Learning and Memory Adult Development. Lifespan Development Applied Psychology. Multi-Cultural Psychology Child Development GENERAL PSYCHOLOGY 201 FALL 2010 Instructor: Eric Kim MWF: 9:00-9:50 / DTC 302 Office Hours: TuTh 12:00-12:50 (main campus) TuTh 1:00-2:20 / CEN 402 MWF 10:00-10:50 (Downtown Center) TuTh 3:00-4:20 / DTC

More information

Practical Classroom Assessment Techniques

Practical Classroom Assessment Techniques Practical Classroom Assessment Techniques Assessment 101: Feb. 8, 2013 Ann Fillmore Outcomes Assessment Liaison afillmore@clark.edu 992-2365 Class Assessment Are my students learning what I think I am

More information

Agriculture Industry AGRI 1231. Course Syllabus. Chad Henry-Instructor e-mail: chenry@ntcc.edu

Agriculture Industry AGRI 1231. Course Syllabus. Chad Henry-Instructor e-mail: chenry@ntcc.edu Agriculture Industry AGRI 1231 Course Syllabus Chad Henry-Instructor e-mail: chenry@ntcc.edu Spring, 2015 Course Description: An overview of world agriculture, nature of the industry, resource conservation,

More information

Master of Arts in Teaching/Science Education Master of Arts in Teaching/Mathematics Education

Master of Arts in Teaching/Science Education Master of Arts in Teaching/Mathematics Education Master of Arts in Teaching/Science Education Master of Arts in Teaching/Mathematics Education Assessment F12-S13 FOR ACADEMIC YEAR: 2012-2013 PROGRAM: MAT/Science and Mathematics Education SCHOOL: NS&M

More information

SI Coordinator Handbook. Information, Resources and Forms

SI Coordinator Handbook. Information, Resources and Forms SI Coordinator Handbook Information, Resources and Forms Updated November 2010 1 2 Table of Contents SI Coordinator Job Description... 5 Observations and Evaluations... 9 Initial Contacts... 10 Informal

More information

How to Write a Statement of Teaching Philosophy

How to Write a Statement of Teaching Philosophy How to Write a Statement of Teaching Philosophy A practical workshop on what a teaching philosophy is and how to get started Dr. Heather Doherty, PhD Leder Human Biology Program Curriculum Fellow Today

More information

A Primer on Writing Effective Learning-Centered Course Goals

A Primer on Writing Effective Learning-Centered Course Goals A Primer on Writing Effective Learning-Centered Course Goals Robert K. Noyd (DFB) & The Staff of The Center for Educational Excellence (CEE) US Air Force Academy A Shift from a Topic-Centered to a Learning-Centered

More information

CED 117 Interpersonal Skills in Human Relationships (3 Sem Hours) Department of Education and Clinical Studies Fall, 2015 Online Education

CED 117 Interpersonal Skills in Human Relationships (3 Sem Hours) Department of Education and Clinical Studies Fall, 2015 Online Education College of Education Preparing Professionals for Changing Educational Contexts CED 117 Interpersonal Skills in Human Relationships (3 Sem Hours) Department of Education and Clinical Studies Fall, 2015

More information

This material is intended for use by undergraduate students who are contemplating taking a course with me.

This material is intended for use by undergraduate students who are contemplating taking a course with me. This material is intended for use by undergraduate students who are contemplating taking a course with me. I have pasted, without edits, all Section C comments from my recent online evaluations from SIRS

More information

Putting It All Together

Putting It All Together 15 Putting It All Together Now that we ve taken a look at all the tools available in Moodle, I want to take a step back and look at the big picture. Moodle has a lot of nifty capabilities, but they are

More information

Bridging the Gap for First Year Students with the Use of Peer Tutoring*

Bridging the Gap for First Year Students with the Use of Peer Tutoring* Bridging the Gap for First Year Students with the Use of Peer Tutoring* Georgina Carmody University of Technology, Sydney Georgina.Carmody-2@uts.edu.au Leigh Wood University of Technology, Sydney Leigh.Wood@uts.edu.au

More information

Outline Overview. Course Description

Outline Overview. Course Description Outline Overview Course Description Leadership is key to the future of individuals, organizations, communities, and nations. Many organizations in the public, private, and not-for-profit sectors are moving

More information

INFS4830 SOCIAL MEDIA AND NETWORKING

INFS4830 SOCIAL MEDIA AND NETWORKING Business School School of Information Systems, Technology and Management INFS4830 SOCIAL MEDIA AND NETWORKING Course Outline Semester 1, 2016 Part A: Course-Specific Information Please consult Part B for

More information

CALIFORNIA STATE UNIVERSITY DOMINGUEZ HILLS

CALIFORNIA STATE UNIVERSITY DOMINGUEZ HILLS 1 CALIFORNIA STATE UNIVERSITY DOMINGUEZ HILLS PSY 480-41 SPORT PSYCHOLOGY 3 Semester Credits Online Prerequisites: PSY 314 or PSY 340; or consent of instructor. Psychological principles and research in

More information

Department of Psychology Undergraduate Program Handbook. Fall 2015 Spring 2016 Edition

Department of Psychology Undergraduate Program Handbook. Fall 2015 Spring 2016 Edition Department of Psychology Undergraduate Program Handbook Fall 2015 Spring 2016 Edition Psychology Undergraduate Program Handbook i Dear Psychology Student, Welcome to the Psychology Department at Cleveland

More information

BA 561: Database Design and Applications Acct 565: Advanced Accounting Information Systems Syllabus Spring 2015

BA 561: Database Design and Applications Acct 565: Advanced Accounting Information Systems Syllabus Spring 2015 BA 561: Database Design and Applications Acct 565: Advanced Accounting Information Systems Syllabus Spring 2015 Course Logistics Where Rehn 18 2:00 4:45 Tuesday Instructor Dr. Jim Nelson Rehn 208A Office

More information

COURSE CO/PREREQUISITES: PSY 1101 (Introduction to Psychology) and ENG 1101 (English Composition I)

COURSE CO/PREREQUISITES: PSY 1101 (Introduction to Psychology) and ENG 1101 (English Composition I) PSY 3405 Course Outline 1 NEW YORK CITY COLLEGE OF TECHNOLOGY SOCIAL SCIENCE DEPARTMENT PSYCHOLOGY DISCIPLINE MOST RECENT REVISION: Dr. Eric M. Rodriguez 04/15/2012 COURSE CODE: PSY 3405 COURSE NAME: Health

More information

ACCT5949 Managing Agile Organisations

ACCT5949 Managing Agile Organisations Business School School of Accounting ACCT5949 Managing Agile Organisations Course Outline Semester 1, 2015 Part A: Course-Specific Information Part B: Key Policies, Student Responsibilities and Support

More information