PhD Program in Educational Neuroscience (PEN)
PEN 831 Doctoral Teaching Internship
Fall 2015, 3 Credits
Prequisite: HSL 893: Seminar in University Instruction and Supervision
Professor: TBA
Office Hours: TBA
VP/Phone: TBA
Email: TBA
Office Location: TBA
Course Date/Time/Location: TBA
Course Description: The present course provides advanced PEN doctoral
students with the opportunity to teach independently with the supervision of
department instructors. The student assumes the role of instructor in one or
more course(s) in the Departments of Education, Linguistics, Psychology,
Interpreting or Hearing, Speech and Language Sciences (with possibility of
doing so at a university in the Washington, D.C. Consortium). An important aim
of this internship is to develop and hone the PEN doctoral student’s ability to
plan, implement, and evaluate an academic course.
Student Learning Outcomes
See below for a chart with complete list of SLOs, learning opportunities,
assessment methods, and alignment with department/program objectives.
1. Perform the duties as an instructor
2. Plan and implement lessons in department course(s)
3. Identify, discuss, and resolve issues, modify lessons as needed, and create strategies for
classroom teaching
4. Identify and resolve student/teacher and teaching issues as they arise
Ph.D. Program Student Learning Outcomes (SLOS)
1. The students will acquire a foundational knowledge of the educational, neurological,
behavioral and cognitive determinants, and sociocultural practices that impact all human learning,
especially learning in the young deaf visual learner.
2. The students will be exposed to a range of specialized topics and principles and scientific
methods and understand the ethical principles of research conducted with participants.
3. The students will develop knowledge of the meaningful and principled, mutually beneficial,
two-way means and methods to translate scientific discoveries to education and education to
science.
4. The students will develop research skills and critical thinking by demonstrating the ability to
conduct independent research leading to dissertation and publication.
5. The students will develop professional communication and technology skills.
6. The students will demonstrate increasing independence throughout the training period, and
show a readiness for entry-level faculty research positions.
PEN 831 Doctoral Teaching Internship
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Course Requirements
Students are expected to attend their internship on a full-time (minimum 42 hours) schedule from
the start of internship until the end of the semester. Student are expected to fulfill all internship
requirements, including but not limited to: meet weekly with the course instructor for guided
discussion of student learning outcomes, course goals, classroom interactions, classroom
activities, student, and course assessments and evaluations. The student will spend time preparing
lessons for the course, using technology, holding office hours, grading students’ papers,
consulting the course instructor and advisor if issues arises or modifications are needed,
demonstrating professional behavior, and being ethical. Doctoral students will document their
weekly work in the classroom, with supervising teachers in a journal-style fashion and present
their teaching experience as a case study at the end of the semester.
Assignments may be added or modified as the semester progresses. This syllabus is subject to
change at the discretion of the instructor. The instructor will notify students of all changes on
blackboard.
University Policies
Academic Integrity
Students are expected to complete all coursework in keeping with Gallaudet University’s policy
on academic integrity. Academic dishonesty is a very serious offense. It will be treated
accordingly and will not be tolerated. If a student is involved in unethical practices in connection
with coursework or examinations, the professor has full discretion to give a failing grade for the
particular assignments, a failing graduate for the course, and/or recommend dismissal. The policy
published in the Graduate School Catalog will be adhered to. The policy can be found on-line in
Graduate School Catalog at http://aaweb.gallaudet.edu/Documents/Academic/GSPP/catalog/0809/gradcatalog_08_09.pdf beginning on page 27.
Office for Students with Disabilities (OSWD) & Americans with Disabilities Act
Gallaudet University is committed to providing all students equal access to learning
opportunities. The Office for Students with Disabilities (OSWD) is the campus unit that works
with students who have disabilities to provide and/or arrange reasonable accommodations.
Students registered with OSWD, who have a letter requesting accommodations, are encouraged to
contact the professor early in the semester. Ideally, this should be done by the end of the first
week of classes, but no later than the end of the fifth week of classes. Accommodations may only
be provided from the time the professor receives documentation until the end of the course.
Students who have, or think they may have, a disability (e.g. psychiatric, attention, learning,
vision, physical, or systemic), are invited to contact OSWD for a confidential discussion at (202)
651-5256 (V/TTY) or at oswd@gallaudet.edu. OSWD is located in the Student Academic Center,
room 1220. Additional information is available at the OSWD website
http://OSWD@gallaudet.edu.
Department Policies
Anti-Oppression Framework
The department faculty and staff operate from an actively anti-audism, anti-racist, anti-sexist,
anti-heterosexist, etc., framework. You may expect that if and when comments are made that are
racist, anti-Semitic, homophobic, sexist, audist, etc., instructors will take the opportunity to
discuss such comments, the cultural context, and the implications that attach. We do not assume
that such comments are intentional, nor that faculty and staff are immune from making such
comments. It is incumbent upon each of us, regardless of our identity and status, to note and
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PEN 831 Doctoral Teaching Internship
attend to such statements/comments/behavior whether they are made from ignorance or with
intention. As professionals, the understanding and respect that derives from such perspective and
work is of the utmost importance. With discussion, there is learning.
Electronic Devices
All electronic devices must be turned off and put away during class. This includes pagers, cell
phones, ipods/mp3 players, connection to the internet, etc. If you use a laptop, you may not be
connected to the internet during class. If you need to be contacted in case of an emergency,
please establish a procedure for contact when you are not available and speak with your professor
about this before class begins.
Grading: Although some adjustments in percentages may be necessary, the following should
give you a fair picture of how your work is weighted to determine your final grade:
Assessment
Participation: Total of 400 points (being present in every class (at least 42 hours), office hours
(at least 14 hours)
Supervision Observation: Total of 300 possible points (3 observations in all)
You will receive three evaluations from the supervisor (see “Report of Class
Observation” form) three times (one between 3-4 weeks into semester, the second between 7-8
weeks into semester, and the third- near the end of the semester.)
Weekly Journal Entry and presentation of case study: 200 points (Use rubric below for
discussion and presentation)
Grading Scale
A+ = 970-1000
A = 940-960
A- = 900-930
B+ =
B =
B- =
Required readings (subject to revision)
TBD
870-890
840-860
800-830
C+ = 770-790
C = 740-760
F = 730 and below
PEN 831 Doctoral Teaching Internship
Gallaudet University Ph.D. Program in Educational Neuroscience
Rubric for Grading for Reading Discussions and Presentations
Adapted from Department of Interpretation
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PEN 831 Doctoral Teaching Internship
CO: REPORT OF CLASS OBSERVATION
Background Information
A. Name of faculty member:
B.
Name of evaluator:
C.
Date of evaluation:
Class size:
D.
Course name:
Course number & section:
E.
Length of class (in minutes):
minutes
Length of
observation (in minutes):
Assessment
From UF Guidelines, Section 2.1.2.1:
A competent teacher must possess the ability to communicate course content clearly and effectively [and]
must also be . . . flexible enough to adapt curriculum and methodology to [the students’] needs.
A number of factors are involved here, including a clearly exhibited knowledge of the
subject matter, effective presentation of the material, communicative skill,
responsibleness to the students’ needs, and skillful class management. The following
statements are designed to guide you in assessing these areas. Following each of
sections A, B., and C are lines for explanatory comments.
Rate each area on a scale from 1 (strongly disagree) to 5 (strongly agree).
1---------------2---------------3---------------4---------------5
strongly disagree
strongly
agree
Part A: The Lesson
1.
2.
3.
4.
Objectives for the day were made clear.
Class time was well-utilized; time allotted was appropriate for the material
covered.
Material was presented clearly and in a way comprehensible to the
students.
Goals for the day were fully achieved.
PEN 831 Doctoral Teaching Internship
5.
6.
The pace of the class was appropriate.
Other:
Explain your ratings:
Rate each area on a scale from 1 (strongly disagree) to 5 (strongly agree).
1---------------2---------------3---------------4---------------5
strongly disagree
strongly
agree
Part B: The Instructor (Continue using the 5-point rating scale.)
1.
The instructor was knowledgeable about the material covered.
2.
The instructor was well-prepared for class.
3.
The instructor was enthusiastic about the subject matter and enjoyed
sharing knowledge with the students.
4.
The instructor related to the students in a positive way.
5.
Visual media were used effectively, if employed.
6.
Other:
Explain your ratings:
Part C: Student-Teacher Interaction (Continue using the 5-point rating scale.)
1.
The instructor used a mode of instruction appropriate for the students and
the material.
2.
Student participation was encouraged where appropriate.
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PEN 831 Doctoral Teaching Internship
3.
Students and the instructor were able to communicate easily and clearly
with each other.
4.
The classroom was effectively managed; the class was properly facilitated.
5.
The instructor was able to accommodate to differing learning styles, if
necessary.
6.
The students appeared interested and attentive.
7.
The instructor fielded questions appropriately.
8.
Other:
Explain your ratings:
Part D: Summary of Instructor’s Greatest Strengths:
Part E: Summary of Areas Needing Improvement and Suggestions for Further
Professional
Development:
OVERALL RATING
(circle)
Lowest
Highest
1
2
3
4
5
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PEN 831 Doctoral Teaching Internship
Signature of Faculty member completing evaluation
Date
Course Proposal – Ph.D. in Educational Neuroscience
PEN 831 Doctoral Teaching Internship
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Course Proposal – Ph.D. in Educational Neuroscience
PEN 831 Doctoral Teaching Internship
Learning Outcomes Linked to Student Learning Opportunities
Course Name: PEN 831 Doctoral Teaching Internship
Program
Learning
Outcomes
PEN 831 Doctoral Teaching Internship
Course student Learning
Outcomes
Perform the duties as an
instructor
Plan and implement lessons in
department course(s)
Identify, discuss, and resolve
issues, modify lessons as
needed, and create strategies
for classroom teaching
Identify and resolve
student/teacher and teaching
issues as they arise
10
Student Learning
Opportunities
(Write major learning
opportunities)
Planning,
implementation and
teaching; weekly journal;
meeting with supervisor,
receive observation and
feedback from
supervisor;
Planning,
implementation and
teaching; supervisor’s
observation and
assessment; weekly
journal
4. Receive three
observations and
feedback from the
supervisor (see “Report
of Class Observation”
form) three times, jots in
journal each week and
present a case study.
Receive three
observations and
feedback from the
supervisor (see “Report
of Class Observation”
form) three times,
Documenting the
experience and
discussion with
supervisor and present in
journal style format case
studies.
Assessment Method
(Indicate at least 2 multiple &
varied assessment methods)
Observation of teaching by faculty
supervisor (see appendix X);
completion of student’s weekly
journal entries will be assessed by
discussion/presentation rubric (see
appendix X)
1 2 3 4 5 6
x
x x x
Observation of teaching by faculty
supervisor (see appendix X);
completion of student’s weekly
journal entries will be assessed by
discussion/presentation rubric (see
appendix X)
x x x
Observation of teaching by faculty
supervisor (see appendix X);
completion of student’s weekly
journal entries will be assessed by
discussion/presentation rubric (see
appendix X)
x x x
Observation of teaching by faculty
supervisor (see appendix X);
completion of student’s weekly
journal entries will be assessed by
discussion/presentation rubric (see
appendix X)
x x x