California University of Pennsylvania Guidelines for New Course Proposals University Course Syllabus Approved: 2/4/13 Department of Health Science A. Protocol Course Name: Pedagogical Studies in Athletic Training Course Number: ATE 725 Credits: 3 Prerequisites: Formal acceptance in the Graduate Athletic Training Education Program Maximum Class Size: 20 B. Objectives of the Course: Students will be able to perform the following tasks upon completion of this course: a) Develop a course syllabus for an undergraduate athletic training course b) Write exam questions, grade exams, and grade a written assignment c) Develop a 50 minute lesson and present a 20 minute lesson for a topic in athletic training d) Evaluate and make recommendations on improvement for lesson presentations from peers e) Use media equipment for the classroom f) Develop assessment material (rubric) for athletic training skills and techniques C. Catalog Description: This course provides a compendium of teaching strategies to allow the graduate student to design lesson presentations in athletic training. Peer review and content critique will follow delivery of presentations for guidance prior to integration into classroom and clinical presentations in athletic training education. D. Outline of the Course: 8-30 9-1 9-3 9-8 9-10 9-13 9-15 9-17 Introduction, The First Day of Class Preparing or Revising a Course, The Course Syllabus, Motivating Students Diversity Multiculturalism and Athletic Training Education, Academic Accommodations for Students with Disabilities, Diversity and Complexity in the Classroom Preventing Academic Dishonesty, Writing Skills Reentry Students; Teaching Academically Diverse Students, Spirituality and Professionalism American Heart Association Teaching Strategy Helping Students Learn, Learning Styles and Preferences, and VARK 9-20 9-22 9-24 9-27 9-29 10-1 10-4 10-6 10-8 10-11 10-13 10-15 10-18 10-20 10-22 10-25 10-27 10-29 11-1 11-3 11-5 11-8 11-10 11-12 11-15 11-17 11-19 11-22 11-29 12-1 12-3 12- 6 12-8 E. Lecture Strategies Lecture Strategies Power Point Presentations Testing and Grading Supplements and Alternatives to Lecturing: Encouraging Student Participation, Maintaining Instructional Quality with Limited Resources Quizzes, Tests, and Exams; Allaying Students’ Anxieties About Tests; MultipleChoice and Matching Tests; Short-Answer and Essay Tests exam Grading Practices, Calculating and Assigning Grades, Rubrics Assessing Learning Writing Evaluation Constructivisms Clinical education Discussion Strategies Collaborative Learning Case Studies Ethics Advising and mentoring students Educational Leadership Evaluation Exam Critical Thinking Teaching Values Discipline Lesson presentations Lesson presentations Lesson presentations Syllabus Lesson presentations Lesson presentations Lesson presentations Who Moved my Cheese Lesson presentations TBD Teaching Methodology: 1) Teaching methods include lectures, demonstrations, active learning, collaborative activities, discussion, on-line assignments and student presentations. F. Text Davis, B. G. (2001). Tools for Teaching. San Francisco, CA: John Wiley Sons, Inc. Johnson, S. (1998), Who Moved My Cheese? New York, Putnam Inc. NY: Penguin Recommended Texts: McKeachie, W. J. (2002). McKeachie’s Teaching Tips. 11th ed. Boston, MA: Houghton Mifflin Co. G. Assessment Activities: 1) Exams (1 - 2) 2) Class Assignments 3) Syllabus Assignment 4) Multicultural Assignment 5) Who Moved My Cheese? Assignment 6) Lesson Plan 7) 8) Lesson Evaluations 9) 10) 11) 12) 13) 14) 15) 16) 17) 18) 19) 20) 21) 22) H. 20% 40% 5% 5% 5% 11-19 9-22 12-3 5% TBD 20% TBD Grading Scale % A AB+ B BC+ C CF 100 – 94 93 – 90 89 – 87 86 – 83 82 – 80 79 – 77 76 – 73 72 – 70 69 - ↓ Accommodations for Students with Disabilities: Accommodations for Students with Disabilities Students with disabilities: • Reserve the right to decide when to self-identify and when to request accommodations. • Will register with the Office for Students with Disabilities (OSD) each semester to receive accommodations. • Might be required to communicate with faculty for accommodations which specifically involve the faculty. • Will present the OSD Accommodation Approval Notice to faculty when requesting accommodations that involve the faculty. Requests for approval for reasonable accommodations should be directed to the Office for Students with Disabilities (OSD). Approved accommodations will be recorded on the OSD Accommodation Approval notice and provided to the student. Students are expected to adhere to OSD procedures for self-identifying, providing documentation and requesting accommodations in a timely manner. Contact Information: • Location: • Phone: • Fax: • Email: Web Site: I. Azorsky Hall – Room 105 (724) 938-5781 (724) 938-4599 osdmail@calu.edu http://sai.calu.edu/osd Supportive Instructional Materials, e.g. library materials, web sites, etc. Additional Information for Course Proposals J. Proposed Instructors: K. Rationale for the Course: L. Specialized Equipment or Supplies Needed: M. Answer the following questions using complete sentences: 1. 2. 3. 4. 5. 6. Does the course require additional human resources? (Please explain) Does the course require additional physical resources? (Please explain) Does the course change the requirements in any particular major? (Please explain) Does the course replace an existing course in your program? (If so, list the course) How often will the course be taught? Does the course duplicate an existing course in another Department or College? (If the possibility exists, indicate course discipline, number, and name) N. If the proposed course includes substantial material that is traditionally taught in another discipline, you must request a statement of support from the department chair that houses that discipline. O. Please identify if you are proposing to have this course considered as a menu course for General Education. If yes, justify and demonstrate the reasons based on the categories for General Education. The General Education Committee must consider and approve the course proposal before consideration by the UCC. P. Provide Approval Form (electronically). Additional Guidelines The following are additional guidelines that you must follow which will expedite your course proposal. Failure to follow these guidelines will result in the return of the proposal to the department. 1. Be sure that your proposal is in the correct format (Guidelines for New Course Proposals) and that all questions have been completely answered. 2. Be sure that you have completed and attached the Application to Establish a New Course form and/or the Advisement Sheet Revision form and that the appropriate signatures have been affixed. Please send through the process electronically (the preferred method) or by paper. No items will be placed on the agenda until the Chair of the UCC is in possession of these forms. 3. Be sure that you include an updated advisement sheet for any course that is being required by the department or is classified as a restricted elective. In addition, you must include an electronic copy (MS Word or PDF) of the current advisement sheet(s) with your proposal. Be certain that all advisement sheets affected by the proposed course change be included with your proposal. 4. When submitting materials for consideration by the Curriculum Committee, you must provide an electronic copy of each item to be reviewed to the Chairperson. 5. All completed items must be in the hands of the Chairperson of the Curriculum Committee a minimum of one week prior to the next regularly scheduled meeting. 6. Any department requesting a course name change, number change, prefix changes, credit changes, etc. must submit this request on the Application to Establish a New Course Form and submit electronically. 7. New advisement sheets, major proposals, minors, LOCs, Certificates, or changes to advisement sheets will become effective the fall semester following committee approval. The advisement sheets must also include the committee approval date and the effective date on the advisement page. Submit this request on the Advisement and /or Program Changes form. 8. New courses will become effective the semester following committee approval. 9. Any references listed must be in the appropriate bibliographic format for the discipline. 10. Online courses shoiuld follow the Quality Matters™ rubric and is posted on the UCC website. Be sure that you include the online teaching methodology statement (refer E.2 above) that refers to the Quality Matters™ rubric. 11. All course objectives must follow Bloom’s Taxonomy learning domains located on the UCC website.