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Wed, 10/25/2023 - 13:19
Edited Text
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.
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.