GED 548: Effective College Teaching Syllabus

Community College Teaching Certificate

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GED 548 Effective College Teaching Syllabus

GED 548 COURSE DESCRIPTION

Study of research, theory, and practices associated with teaching and learning processes within the community college system. Topics include course planning and organization, student diversity, teaching and student retention, and instructional technology.

ONLINE

This online course parallels the traditional classroom-style course. The course begins and ends on a specific date, textbooks are required, there is interaction between the students and the instructor, and the equivalent level of academic rigor and credit is applied. The difference is that this course is completed entirely online using Blackboard.

ENTRY SKILLS

• Masters Degree or currently teaching community college level courses

COGNITIVE & SKILLS OBJECTIVES

This course is cognitive and skills oriented. Competency is demonstrated by mastery of the cognitive content and the technical skills described in the Cognitive & Skills Objectives section of this syllabus. Each student will demonstrate competency in the following areas:

COGNITIVE OBJECTIVES

1. Understanding of curriculum design and learning objectives.
2. Understanding of course development, including related forms, and the curriculum approval process.
3. Understanding of syllabus construction and necessary components.
4. Understanding of various modes of instruction.
5. Understanding of textbook selection and adoption.
6. Understanding of exam design, development, and proctoring.
7. Familiarity with class files, grading documentation, and attendance accounting.
8. Familiarity with locating course-related information on the Internet.

SKILLS OBJECTIVES

1. Course design and content development
2. Syllabus Design
3. Instructional Techniques and Methodology
4. Evaluation Techniques and Methodology
5. Grading Techniques and Methodology
6. Use of Instructional Technology
7. Leadership and Motivation in a Diverse Classroom

OUTCOMES

Completion of this course requires that students demonstrate technical proficiency in the following skills:

1. Construct a proposal for a new or existing course, incorporating SCANS applications in the course outline.
2. Construct a course syllabus with all the necessary components.
3. Develop student evaluation and assessment instruments, including exams, and other activities to evaluate student content mastery.
4. Design lesson plans, lecture outline, and overall course layout.
5. Design and formulate grading criteria.
6. Select textbooks appropriate for course being taught.
7. Design, construct, and print exams.
8. Use word processing software to create and modify course related documents.
9. Prepare class files; maintain proper documentation and attendance accounting.
10. Use the Internet to locate information.
11. Send and receive electronic mail and files over the Internet.

COURSE ORGANIZATION

The course consists of twelve learning modules. One module is completed each week of the semester. Each module consists of standard assignments. Standard assignments include:

1. Readings in the text
2. Critique of text material
3. Current Topics Writing Assignment
4. Discussions Forum
5. Chat Room Participation

THE TWELVE LEARNING MODULES:

Module I: Getting Under Way
Module II: Responding to a Diverse Student Body
Module III: Discussion Strategies
Module IV: Lecture Strategies
Module V: Collaborative and Experiential Strategies
Module VI: Enhancing Student Learning and Motivation
Module VII: Writing Skills and Homework Assignments
Module VIII: Testing and Grading
Module IX: Instructional Media and Technology
Module X: Evaluating to Improve Teaching
Module XI: Teaching Outside the Classroom
Module XII: Finishing Up

TERM PAPER:

The term paper assignment is to design a NEW community college course from beginning to end. The new course should address an area currently missing in the curriculum, an emerging technology, a basic skill(s) needed by under-prepared students, or a skill(s) needed by business and industry. Examples: (1) A community college course dealing with basic math or English preparation for the under-prepared student, (2) A course on how to develop a web page for childcare business owner-operators, (3) A course in developing an export business for the entrepreneur, (4) A course in bookkeeping for the family owned business. It may be a 1,2, 3, 4, or 5-unit course. It may be stand-alone, or part of a degree or certificate program. Course development documents should include: course outline form (submitted to the curriculum approval committee), Proposed New Course Requirements form (PNCR), course syllabus, lecture outline, term paper instructions (if applicable), sample first page of an exam for the course, description of related course activities you plan such as speakers, tours, field trips, etc., grading criteria, and text book(s) you’ve selected.

TEXTBOOKS:

 Tools for Teaching(2nd edition), Barbara Gross Davis, Jossey-Bass Inc., San Francisco, 1993 (ISBN 1-55542-568-2).

TEXTBOOK SOURCES:
CSUDH Bookstore 310-243-3829 | csudh@bkstr.com
www.amazon.com
www.varsitybooks.com
www.barnesandnoble.com

GRADING SCALE

Grading Scale

FOR ADDITIONAL INFORMATION, PLEASE E-MAIL rmcginnes@csudh.edu.