SUNY Geneseo
Instructor:
Office:
Phone:
E-mail:
Office Hours:
Department of Psychology
PSYC 396 – Teaching Internship
Seminar/Lab
Spring 2016
Daniel J. Repinski, Ph.D.
138 Bailey Hall
245-5202
repinski@geneseo.edu
Tu. 4:00–5:00 p.m.; W 9:30 –10:30 a.m.; Th. 1:30 - 2:00 p.m.; and by appointment
Goal: The seminar/lab is one component of a Teaching Internship (TI) in the Department of Psychology.
Discussions during the seminar/lab will focus on theoretical conceptualizations of teaching, learning, and student
performance relevant to emerging adults whereas seminar activities will involve the practice of effective
instructional techniques. TIs are expected to participate and offer significant contributions to the Seminar/Lab
We should use psychology to teach psychology. We can apply concepts and principles developed and honed
in research studies of learning and memory to become more effective instructors and to assist our students
to become more effective learners.
Jeffrey S. Nevid (2004)
Relevant and Related Documents
-TI Contract
-TI Learning Plan
-Assigned Seminar Readings
Learning Outcomes: Topics for Discussion and/or Skills for Practice
-Characteristics of effective instruction/instructors and learning/learners
-Features of effective class sessions and classroom presentations
-Features of effective class discussions
-Assisting students with course assignments and academic performance
-Facilitating review sessions
-The development of course assignments and assessment schemes
-Evaluating student performance
-Some nuts-and-bolts about the academy; the changing face of the academy
-Roles and responsibilities of a TI; day-to-day routine
-Self- and other-evaluation; self-improvement
-Ethics and academic dishonesty
Course Assessment – see TI Contract
Seminar/Lab Requirements
-Weekly attendance; participation in discussions and activities; completion of assignments
-Participate in a Teaching Collaboration Group (TCG):
-TCGs will be formed based on calendar, course, and practical considerations (n = 2/3; see attached);
-Two functions:
1) TCGs will serve as a resource for TIs and aid the preparation of material (i.e., content and
format) to be taught and the style of presentation; collaborators should meet as needed to present,
evaluate, modify, etc. teaching samples; and
2) TCGs will facilitate a discussion of assigned reading(s) and/or topic in the TI Seminar/Lab:
-Readings will be posted as .pdf attachments whereas topics will be announced;
Calendar
1/19
Introductions and problem-solving
Working with Students
1/26
Learning techniques & student performance I (Dunloskey et al.)
2/2
Learning techniques & student performance II (Glass & Sinha; Pennebaker & Gosling)
1
2/9
Review sessions (Gurung & Boyd) TCG A
2/16
Working with students requesting assistance (Barry; Gurung & McCann;Knowles-Yanez) TCG B; Boundaries and academic relationships (Dunn-Haley & Zanzucchi)
Psychology: Characteristics of courses and class sessions
2/23
Lectures (Nevid; Zakrajsek) – TCG C
3/1
Assignments and grading (Zlokovish; Pezdek) – TCG D
3/8
Technology and active learning (Bowen; Miserandino;) – TCG E
3/22
Classroom interactions and conversations (Burdick; Forest & Balcetis; Larkin & Pines) – TCG F
3/29
Effective classroom instruction: A macro view (Myers)
The Professiorate
4/5
Self-evaluation and feedback (Buskit et al.) – TCG G
4/12
Higher education in America
4/26
Life in the academy
5/3
Wrap-up
References
Barry, E. S. (2008). Using office hours effectively. APS Observer, 21(6), 56-60.
Bowen, J. A. (2014). Teaching naked. NEA Higher Education Advocate, 31 (3), xx-yy.
Burdick, D. (2011). Getting students to talk (and think). NEA Higher Education Advocate, 28 (6), 6-9.
Buskist, W., Keeley, J., & Irons, J. (2006). Evaluating and improving your teaching. APS Observer, 19(4), 78-81.
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning
with effective learning techniques: Promising directions from cognitive and educational psychology.
Psychological Science in the Public Interest, 14(1), 4-58.
Dunlosky, J., & Rawson, K. A. (2015). Practice tests, spaced practice, and successive relearning: Tips for
classroom use and for guiding students’ learning. Scholarship of Teaching and Learning in Psychology,
1(1), 72-78.
Dunn-Haley, K., & Zanzucchi, A. (2012). Complicity or multiplicity? Defining boundaries for graduate teaching
assistant success. New Directions for Teaching and Learning, 131, 71-83.
Forrest, K. D., & Balcetis, E. E. (2005). Teaching students to work well in groups. Lessons Learned (3), 73-80.
Glass, A. L., & Sinha, N. (2013), Multiple-choice questioning is an efficient instructional methodology that may be
widely implemented in academic courses to improve exam performance. Current Directions in
Psychological Science, 22(6), 471-477.
Gurung, R. A. R., & Bord, D. (2005). Enhancing learning and exam preparation: The review session.
Gurung, R. A. R., & McCann, L. I. (2011). How students study? Tips, advice, and pitfalls. APS Observer, 24 (4),
33-35.
Kennison, S. M., Messer, R. H., & Hornyik, C. D. (2013). Tips for the first-time graduate student instructor. APS
Observer, 26 (3).
Knowles-Yanez, K. (2016). Rethinking office hours. NEA Higher Education Advocate, 34 (1), 6-9.
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Larkin, J. E., & Pines, H. A. (2005). Asking questions: promoting student-faculty interchange in the classroom. APS
Observer, 18(10), 65-69.
Miserandino, M. (1998). Those who can do: implementing active learning. APS Observer, 11, 24-27.
Myers, D. G. (2005). Teaching tips from experienced teachers. Lessons Learned, (3), 3-13.
Nevid, J.S. (2005). In pursuit of the “perfect” lecture. Lessons Learned, (3), 181-187.
Pennebaker,, J. W., & Gosling, S. D. (2013). Daily online testing in large classes. PLOS One, 8 (11), 1-6.
Pezdek, K. (2009). Grading student papers: reducing faculty workload while improving feedback to students. APS
Observer, 22(9), 70-73.
Zakrajsek, T. (1998). Developing effective lectures. APS Observer, 11, 24-27
Zlokovich, M. S. (2005). Grading for optimal student learning. Lessons Learned (3), 255-263.
Please note: (some points below are relevant and others are not – we will review)
- If it is necessary to take an "Incomplete" in the course, you MUST REQUEST IT IN WRITING BEFORE THE
FINAL EXAM in order to avoid confusion. The process for changing an "I" to a regular final letter grade is outlined
in the Undergraduate Bulletin.
- Students with disabilities are invited to contact me to discuss special arrangements that may facilitate their
successful completion of the course.
- EXAM ATTENDANCE AND MAKE-UP POLICY: Absence from examinations can be excused only in case of
serious and unavoidable cause, such as confining illness (documentation will be requested). Please notify me as soon
as possible prior to the scheduled exam time in order to be excused. You may contact me at my office (245-5202)
or you may leave a message. Make-up exams in the course may be short answer, essay, or oral exams, rather than
multiple-choice. This policy allows me to provide immediate feedback to students who take the regularly scheduled
multiple-choice exams.
- Please review the course calendar prior to the end of Drop/Adds (Monday 25 Jan. 2016) to ensure your
availability to attend the scheduled exams.
- Class attendance is required in order to earn the points assigned to the in-class portion of an activity.
- Late assignments will not be accepted.
- Please turn off and stow your cell phone prior to the start of each seminar/lab session.
- I urge you to keep a file of your completed course work in order to eliminate the possibility of a recording dispute.
- Academic Honesty: "Plagiarism is the representation of someone else's words or ideas as one's own or the
arrangement of someone else's material(s) as one's own" (Undergraduate Bulletin, p. 344). Plagiarism includes (but
is not limited to) "direct quotation without identifying punctuation and citation of source; paraphrase of expression
or thought without proper attribution; unacknowledged dependence upon a source in plan, organization, or
argument" (Undergraduate Bulletin, p. 344). Some other forms of academic dishonesty include: cheating on
assignments or exams; submitting the same or substantially similar papers for more than one course without consent
of all instructors concerned; depriving another of necessary course materials; or sabotaging another's work. My
expectation is that all the work you submit will be original and will reflect your individual effort, except for the
group assignments. Concerning written assignments: Whenever your text includes words you did not write,
you must provide proper attribution.
- The Course Calendar and Content are subject to change with prior notice.
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