KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name INCM 9605 / International Conflict Management
Department College of Humanities and Social Sciences
Degree Title (if applicable) PhD in International Conflict Management
Proposed Effective Date Spring 2012
Check one or more of the following and complete the appropriate sections:
x New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new course with a new number
should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new
program. Current catalog information (Section I) is required for each existing course incorporated into the program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Approved
Dr. Amy Buddie
Faculty Member
9/20/2011
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
College Curriculum Committee
Date
College Dean
Date
GPCC Chair
Date
Dean, Graduate College
Date
Not Approved
Not Approved
Not Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
President
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
___
Course Prefix and Number
___
Course Title
___
Class Hours
____Laboratory Hours_______Credit Hours________
Prerequisites
___
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number ____INCM 9605___________________________
Course Title __College and University Teaching_______________
Class Hours
1 ____Laboratory Hours___0____CreditHours___1_____
Prerequisites Admission to the PhD program
Description (or Proposed Degree Requirements)
This course introduces students to effective pedagogical skills and is designed to prepare future faculty for
teaching careers. Topics include understanding how students learn, creating active learning environments,
using formative and summative assessments, grading, handling problematic student behavior, responding to
student diversity, designing courses and syllabi, and creating teaching philosophies.
III.
Justification
The purpose of this course is to train graduate students in the International Conflict Management
(INCM) program in effective teaching practices. Such a course is recommended by leading
researchers in the area (e.g., Boyer, 1990; Buskist et al., 2002; Grant et al., 2009; Marincovich,
1998; Slevin, 1992), and students have reported many benefits from such a course (e.g., Gelman,
2005; Hainline, 2001; Marincovich, 1998). In order for KSU to move forward as a university, we
need to begin training our graduate students for excellence in teaching.
References
Boyer, E. L. (1990). Scholarship reconsidered: Priorities of the professoriate. Princeton, NJ:
Carnegie Foundation for the Advancement of Teaching.
Buskist, W., Tears, R. S., Davis, S. F., & Rodrigue, K. M. (2002). The teaching of psychology
course: Prevalence and content. Teaching of Psychology, 29, 140-142.
Gelman, A. (2005). A course on teaching statistics at the university level. The American
Statistician, 59, 4-7.
Grant, M. L., Slowik, M., Eisenhauer, T., Ards, T., Jackson, D. M., Henkel, G., & Livreri, M.
(2009). How can the profession overcome the problem of unqualified graduate assistants
teaching basic activity courses in higher education? Journal of Physical Education,
Recreation & Dance, 80, 53-54.
Hainline, L. (2001). Teaching in the university setting: A course for teaching assistants. In L. R.
Prieto & S. A. Meyers (Eds.), The teaching assistant training handbook (pp. 51-69).
Stillwater, OK: New Forums Press.
Marincovich, M. (1998). Teaching teaching: The importance of courses on teaching in TA training
programs. In M. Marincovich, J. Prostko, & F. Stout (Eds.), The professional development
of graduate teaching assistants (pp. 145-162). Bolton, MA: Anker Publishing Company.
Slevin, J. F. (1992). The next generation: Preparing graduate students for the professional
responsibilities of college teachers. (ERIC Document Reproduction Service No. 353 884)
IV.
Additional Information (for New Courses only)
Instructor: Amy Buddie
Text: _see syllabus
Prerequisites: Admission to the PhD program
Objectives:
 Describe basic cognitive and motivational mechanisms determining student
learning
 Generate a variety of teaching strategies that will be effective in your course
and inclusive for all students
 Generate a variety of assessment strategies to measure and extend student
learning
 Create a syllabus that effectively conveys the learning objectives and promotes
academic integrity
 Describe the components of a teaching philosophy
 Prepare a short lesson that facilitates student learning of the topic
Instructional Method
-
Readings
Lectures
In-class activities, demonstrations, and formative assessments
Class Discussions
Student presentations (microteaching)
Method of Evaluation
 Microteaching (25 points). Each student will give a 5-7 minute presentation on an
introductory topic in his/her discipline. A grading rubric for this assignment will be
provided in class.
 Class Participation (25 points). Each student will be assessed regarding the quality of
his/her contributions to class discussions. A grading rubric for this assignment will be
provided in class.
 Syllabus (50 points). Each student will create a syllabus for a course that he/she might
teach in the future. A grading rubric for this assignment will be provided in class.
 Online Assessment (0 points). At the end of the semester, an online assessment will be
given on topics covered during the semester. This assessment is not graded; it will be
used to determine how well overall the course is preparing students for the classroom.
V.
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
0
0
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
0
0
0
0
0
0
TOTAL
0
Funding Required Beyond
Normal Departmental Growth
0
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the Registrar
once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 30 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
INCM
9605
College and University Teaching
1-0-1
Spring 2012
Regular
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus
INCM 9605: College and University Teaching
Spring, 2012
COURSE OVERVIEW
What makes a college instructor great? How can instructors best facilitate student learning? How
can you keep from boring your students to sleep? What should you do if a student plagiarizes a
paper? How can you prevent that plagiarism in the first place?
These are just some of the questions that will be addressed in this course. I hope that at the end of
the semester, you will be prepared (and excited) to begin teaching on your own.
This course is designed for the following populations:
A. Graduate students who are currently serving as Teaching Assistants or who plan to become
Teaching Assistants in the future.
B. Graduate students who may become instructors of record for their own courses in the
future.
C. Graduate students who simply want to learn more about good teaching!
A one-semester, one-credit course cannot cover all of the nuances of college and university
teaching. Therefore, I want to make sure that you know that I can be a resource for you both now
and in the future:
 Classroom observations (I can sit in on a class you are teaching and provide a written
report)
 One-on-one consultations (Would you like feedback on a syllabus you’ve created? Are you
having a problem in your class and want to talk about it with someone? Do you need some
ideas about how to incorporate active learning into your course? I can work with you
one-on-one for any teaching-related issues.)
CLASS INFORMATION
Meeting Time:
Credits:
Prerequisite:
Fridays 2:00pm – 4:00pm
1 credit hour
Admission to the INCM PhD program
INSTRUCTOR INFORMATION
Instructor:
Office Phone:
Office:
Office Hours:
Fax:
Email:
Dr. Amy Buddie, Associate Director for Graduate Student Support
Center for Excellence in Teaching and Learning (CETL)
770-423-6255
CETL, House #54 (http://www.kennesaw.edu/cetl/aboutus/contact.html)
Call or email whenever you want to chat with me!
770-423-6863
abuddie@kennesaw.edu
LEARNING OBJECTIVES
Learning Objectives
#1: Describe basic
cognitive and
motivational
mechanisms
determining student
learning


#2: Generate a variety 
of teaching strategies
that will be effective in
your course and

inclusive for all
students
#3: Generate a variety
of assessment
strategies to measure
and extend student
learning
#4: Create a syllabus
that effectively
conveys the learning
objectives and
promotes academic
integrity
#5: Describe the
components of a
teaching philosophy
#6: Prepare a short
lesson that facilitates
student learning of the
topic
Means
Chapters 11 and 20 in Svinicki and
McKeachie (2011)

Assessments
Formative assessments
during class

Class participation

Online assessment
Chapters 5, 6, 12, 14, and 15 in
Svinicki and McKeachie (2011)

Formative assessments
during class
Discussions and material presented in
Sessions 2, 3, and 5

Class participation

Microteaching session

Online assessment
Discussions and material presented in
Session 1

Chapters 7, 8, 9, 10, and 16 in Svinicki
and McKeachie (2011)

Formative assessments
during class

Discussions and material presented in
Session 4

Class participation

Online assessment

Syllabus assignment

Class participation

Online assessment

Microteaching session

Chapters 2 and 13 in Svinicki and
McKeachie (2011)

Discussions and material presented in
Sessions 6 and 7

Chapter 23 in Svinicki and McKeachie
(2011)

Discussions and material presented in
Session 9

Most chapters in Svinicki and
McKeachie (2011)

Discussions and material presented in
Sessions 1-5
TEXTBOOK
Svinicki, M., & McKeachie, W. J. (2011). McKeachie’s teaching tips:
Strategies, research, and theory for college and university teachers (13th ed.).
Belmont, CA: Wadsworth.
COURSE DESCRIPTION (FROM THE CATALOG)
This course introduces students to effective pedagogical skills and is designed to prepare
future faculty for teaching careers. Topics include understanding how students learn,
creating active learning environments, using formative and summative assessments,
grading, handling problematic student behavior, responding to student diversity, designing
courses and syllabi, and creating teaching philosophies.
COURSE REQUIREMENTS
 Microteaching (25 points). Each student will give a 5-7 minute presentation on an
introductory topic in his/her discipline. A grading rubric for this assignment will be provided
in class.
 Class Participation (25 points). Each student will be assessed regarding the quality of his/her
contributions to class discussions. A grading rubric for this assignment will be provided in
class.
 Syllabus (50 points). Each student will create a syllabus for a course that he/she might teach
in the future. A grading rubric for this assignment will be provided in class.
 Online Assessment (0 points). At the end of the semester, an online assessment will be given
on topics covered during the semester. This assessment is not graded; it will be used to
determine how well overall the course is preparing students for the classroom.
ATTENDANCE POLICY
You are expected to attend every class on time. If you miss a class session, you will need to make up that session
during the following semester before you can earn credit for this course.
GRADES
Grades will be computed as a proportion: the number of points earned during the semester divided
by the total possible number of points (100). The following cutoffs will be used:
A = .90 or better
B = .80 - .8999
C = .70 - .7999
D = .60 - .6999
F = less than .60
ACADEMIC INTEGRITY STATEMENT
Every KSU student is responsible for upholding the provisions of the Student Code of Conduct, as
published in the Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct
addresses the University's policy on academic honesty, including provisions regarding plagiarism
and cheating, unauthorized access to University materials, misrepresentation/falsification of
University records or academic work, malicious removal, retention, or destruction of library
materials, malicious/intentional misuse of computer facilities and/or services, and misuse of
student identification cards. Incidents of alleged academic misconduct will be handled through the
established procedures of the University Judiciary Program, which includes either an "informal"
resolution by a faculty member, resulting in a grade adjustment, or a formal hearing procedure,
which may subject a student to the Code of Conduct's minimum one semester suspension
requirement.
No student shall receive, attempt to receive, knowingly give or attempt to give unauthorized
assistance in the preparation of any work required to be submitted for credit (including
examinations, laboratory reports, essays, themes, term papers, etc.). Unless specifically
authorized, the presence and/or use of electronic devices during an examination, quiz, or other
class assignment is considered cheating. Engaging in any behavior which a professor prohibits as
academic misconduct in the syllabus or in class discussion is cheating. When direct quotations are
used, they should be indicated, and when the ideas, theories, data, figures, graphs, programs,
electronic based information or illustrations of someone other than the student are incorporated
into a paper or used in a project, they should be duly acknowledged. No student may submit the
same, or substantially the same, paper or other assignment for credit in more than one class
without the prior permission of the current professor(s).
DISRUPTION OF CAMPUS LIFE STATEMENT
It is the purpose of the institution to provide a campus environment that encourages academic
accomplishment, personal growth, and a spirit of understanding and cooperation. An important
part of maintaining such an environment is the commitment to protect the health and safety of
every member of the campus community. Belligerent, abusive, profane, threatening and/or
inappropriate behavior on the part of students is a violation of the Kennesaw State University
Student Conduct Regulations. Students who are found guilty of such misconduct may be subject to
immediate dismissal from the institution. In addition, these violations of state law may also be
subject to criminal action beyond the University disciplinary process.
CLASSROOM CONDUCT
To create and preserve a classroom atmosphere that optimizes teaching and learning, all
participants share a responsibility in creating a civil and non-disruptive forum. Students are
expected to conduct themselves at all times in a manner that does not disrupt teaching or learning.
The instructor is authorized to take such steps as are necessary when behavior of the student
disrupts the normal classroom procedure. Instructors may remove a student for the single class
session in which such disruptive behavior becomes continuous and/or serious and may initiate
disciplinary proceedings. Violations of the disciplinary code may result in serious sanctions such
as probation, academic reassignment, institutional suspension or dismissal. In addition, instructors
have the right to limit classroom discussion in order to meet the educational objectives of the class
session. Any continued disruption of class will result in a report to the KSU judiciary.
STUDENTS WITH DISABILITIES
Students who have a legally defined disability and wish to request accommodations must first
register with disAbled Student Support Services and provide documentation of the disability and
its effect on their ability to perform in an academic environment. If you have a disability and need
accommodations, please notify me as soon as possible so we can make the necessary
arrangements. Check out their website for more information:
http://www.kennesaw.edu/stu_dev/dsss/dsss.html.
THE WRITING CENTER
The KSU Writing Center is a free service offered to all KSU students, faculty, and
staff. Experienced, friendly writing assistants work with you on thesis development, organization,
research documentation, grammar, mechanics, and more. They help you improve your paper
AND teach you strategies to become a better writer on your own. For more information or to
make an appointment, visit http://www.kennesaw.edu/english/WritingCenter, or stop by Room
242 in the English Building.
In addition, the following website contains lots of helpful information on grammar, spelling,
punctuation, sentence structure, overall writing, and so on:
http://owl.english.purdue.edu/handouts/index.html.
INCM 9605: College and University Teaching Course Schedule
Date
Topic
Reading
Assignment
Friday
January 13
Session #1: How Students Learn
Cha. 11, 20
Friday
January 20
Session #2: Creating Active Learning Environments
Part I (Lectures and Group Work)
Cha. 6, 14
Friday
January 27
Session #3: Creating Active Learning Environments
Part II (Discussions and Case Studies)
Cha. 5, 15
Friday
February 3
No Class
--
Friday
February 10
Session #4: Designing Assessments and Creating
Grading Rubrics
Cha. 7, 8, 9,
10, 16
Friday
February 17
Session #5: Responding to Student Diversity
Cha. 12
Friday
February 24
No Class
--
Friday
March 2
Session #6: Handling Problematic Student Behavior
and Promoting Academic Integrity
Cha. 13
Friday
March 9
No Class
--
Friday
March 16
Session #7: Designing Courses and Syllabi
Cha. 2
Friday
March 23
Session #8a: Microteaching
--
A 5-7 min. lesson on an
intro topic in your field
Friday
March 30
Session #8b: Microteaching
--
A 5-7 min. lesson on an
intro topic in your field
Friday
April 6
Session #9: Creating Teaching Philosophies
Cha. 23
Sample Syllabus