MIDDLE TENNESSEE STATE UNIVERSITY

Seminar in College Teaching
FOED 756

Dr. Jan Hayes
Office: Jones Hall 301
Phone: 898-2894
e-mail: jhayes @acad 1.mtsu.edu

Program Model

The teacher education program at Middle Tennessee State University uses the model: The Teacher As A Reflective Decision-Maker. This means that you must begin to incorporate all that you have learned in your general education courses and the professional education courses and begin to see how they help you make reasonable and good judgments. Each time you make a decision, it should be done thoughtfully and reflected upon. As you learn about learning theories you should reflect upon how the information can make you a more effective teacher and how the knowledges and skills can improve the learning of your students.

Course Synopsis

This course helps one to better understand the adult learner physically, socially, emotionally, and mentally. Learning theories and learning styles should influence how the teacher plans for learning and guides the learning of the student.

Requirements

Attendance and participation. It is expected that you attend class. You will be contributing to the class through discussion, presentations, and research activities.(Value = 45 points)

  1. Article critiques. You are to read and write summaries and critiques on twelve articles related to course topics. Four of the articles can be general, the other eight must be on your presentation topic. These are to be turned in to the professor. They can be turned in individually at any time during the session, but must be turned in by June 25th. The critiques must be typed and must include complete bibliographic data. (Value = 60 points)
  2. Presentation. You are to present to the class information on your topic and guide a discussion with the class on your topic. You must include an audio or visual on your topic as well as being prepared with questions that promote a discussion on the application of your topic to teaching/learning. The presentation and ensuing discussion should last about 30 - 45 minutes. (Value = 90)
  3. Reading. There is no textbook for the course. You should check out Educational Psychology, Developmental Psychology and Learning Theory textbooks from the library and read related chapters as well as articles on the topics covered in class. Don't forget to "surf the net." If you have not secured a password for the use of internet from the university - do so!
  4. Tests. There will be two tests - one mid-way through the session and one at the end of the session. The tests will be essay and cover the topics and discussions from class. (Value 100 points)

Objectives

  1. TLW describe the college student physically, socially, emotionally, and mentally.
  2. TLW describe current research findings expressing the relationship between teacher behaviors and student performances.
  3. TLW articulate issues related to the college students in the higher education class.
  4. TLW describe academic services available to the college student and teacher.
  5. TLW use the information on learning styles and multiple intelligences in determining strengths of students.

Topics Covered

  1. Physical, mental, social and emotional development of early adulthood
  2. The cultural environment of higher education (To include the influence or various cultural groups)
  3. Bloom's Taxonomy of Educational Objectives
  4. Instructor-student relationships
  5. Learning styles and multiple intelligences
a. Influence of culture and cultural expectations on learning styles
b. Use of learning styles and intelligences in the teaching/learning processes.
  1. Learning theories
a. Contructivism
b. Behavioristic
c. Cognitive- field
  1. Transfer of learning
  2. Principles of learning commonly accepted by psychologists
a. Improving motivation for learning
b. Making learning more efficient
c. Improving retention
  1. Academic services for the student and faculty member

Grading Scale

All tests and assignments will use the following scale. If you are unsure of your grade at any time, discuss your concerns with the professor.

94 - 100 % = A
86 - 93 % = B
78 - 85 % = C

If you have a disability that may require assistance or accommodation, or you have questions related to any accommodations for testing, note takers, readers, etc., please speak with me as soon as possible. Students may also contact the Office of Disabled Students Services (898-2783) with questions about such services.

Presentation Topics

  1. Physical Characteristics and Needs of the College Student and University Services to provide for those characteristics
  2. Mental Characteristics and Needs of the College Student and University Services to provide for those characteristics.
  3. Social Characteristics and Needs of the College Student and University Services to provide for those characteristics.
  4. Emotional Characteristics and Needs of the College Student and University Services to provide for those characteristics.
  5. Teaching Effectiveness in Higher Education
  6. Instructional Innovations in Higher Education
  7. Learning Styles of African Americans and Teaching Implications
  8. Learning Styles of American Indians and Teaching Implications
  9. Learning Styles of Hispanics and Teaching Implications
  10. Metacognitive Strategies for College Students
  11. Retention Strategies
  12. Bloom's Cognitive Domain and Importance to Teaching
  13. Bloom's Psychomotor Domain and Importance to Teaching
  14. Bloom's Affective Domain and Importance to Teaching
  15. Multiple Intelligences and Implications to Teaching
  16. Motivating the College Student - Traditional and Non-traditional

Presentation Guidelines

  1. Use good lesson planning strategies
  2. Choose methodology that matches your content and audience
  3. Use audiovisuals and try to meet varied learning styles of audience
  4. Connect content to the practical
  5. Actively involve the learner in the teaching/learning processes
  6. Reflect upon your own effectiveness in reaching your goals AND your audience