KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name GRAD 9001: College and University Teaching
Department Graduate College
Degree Title (if applicable) n/a
Proposed Effective Date Fall 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:
Faculty Member
Approved
________
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 ____GRAD 9001___________________________
Course Title __College and University Teaching_______________
Class Hours
1 ____Laboratory Hours___0____CreditHours___1_____
Prerequisites Current graduate student status
Description (or Proposed Degree Requirements)
This course introduces students to effective pedagogical skills and is designed to prepare
Graduate Teaching Assistants for their duties. 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
Graduate students at Kennesaw State University are increasingly being asked to
become teaching assistants and even instructors of record for courses. These
students may not be aware of best practices in teaching and pedagogy. If we at
KSU want to continue to have a national reputation for excellence in teaching, we
need to ensure that all of our instructors, including graduate students, maintain high
standards and use effective methods in the classroom.
The purpose of this course is to train graduate students 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).
This course can be taught by several faculty members in KSU’s Center for
Excellence in Teaching and Learning (CETL). Dr. Amy Buddie (Associate Director
for Graduate Student Support and Undergraduate Research/Creative Activity), has
been teaching these topics as workshops to interested graduate students for the past
three semesters. Dr. Michele DiPietro (CETL Executive Director) taught the
workshops in Fall 2010. Dr. Meghan Burke (Associate Director for Mentoring for
Faculty & Student Success) helped design the workshop series with Dr. Amy
Buddie in 2009-2010. Two of these individuals (Dr. Buddie and Dr. Burke) have
been recipients of KSU’s Distinguished Teaching Award. The staff members at
CETL as well as the Graduate College are committed to providing high-quality
instruction to our graduate students. 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: Svinicki, M., & McKeachie, W. J. (2011). McKeachie’s teaching tips: Strategies,
research, and theory for college and university teachers (13th ed.). Belmont, CA:
Wadsworth.
Prerequisites: Current graduate student status
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
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 (40 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.
 Teaching Philosophy (10 points). Each student will create a one-page draft of a teaching
philosophy. A grading rubric for this assignment will be provided in class.
 Classroom Observation (0 points). Each student will teach a portion of an actual class in his
or her discipline this semester. There is no grade associated with this assignment; each student
will receive a written report on his or her teaching. If a student has been observed in a previous
semester, then he/she has fulfilled this requirement. Any student who is unable to meet this
requirement this semester will receive an Incomplete until the observation is complete.
V.
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
0
0
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
GRAD
9001
College and University Teaching
1-0-1
Fall 2012
Regular
N/A
N/A
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus