Course Description
The objective of this course is to review the literature pertaining to teaching in the psychological sciences, to develop pedagogically-sound techniques through which to present psychological material, and to gain hands-on experience in psychological instruction.
Required Textbooks & Materials
Obeid, R., Schwartz, A., Shane-Simpson, C., & Brooks, P. J. (Eds.). (2017). How We Teach Now: The GSTA Guide to Student-Centered Teaching. Retrieved from the Society for the Teaching of Psychology web site: http://teachpsych.org/ebooks/howweteachnow (Available on D2L and referred to as GSTA-SCT)
Ober, T. M., Che, E., Brodsky, J. E., Raffaele, C. & Brooks, P. J. (Eds.). (2020). How We Teach Now: The GSTA Guide to Transformative Teaching. Retrieved from the Society for the Teaching of Psychology web site: http://teachpsych.org/ebooks/howweteachnow-transformative (Available on D2L and referred to as GSTA-TT).
Other required and suggested readings and materials are available on the D2L page for this course.
Course Purpose & Goals
This 3-credit hour course will provide graduate students in Psychology with an opportunity to examine issues, information, and techniques concerning college teaching. The majority of this course will focus on the “nuts and bolts” of teaching college courses at the undergraduate level. We will consider topics such as syllabus preparation, lecturing, high-impact teaching practices and active learning strategies, motivating students, grading and providing feedback, leading discussions, designing and teaching an online course, etc. Theory and research on teaching will be emphasized. We will also discuss how to evaluate teaching effectiveness, ethics and professionalism in teaching, and the teaching statement / philosophy. The course consists of a didactic component (discussion format) and a practicum component, which requires students to lead discussions, create course syllabi, teach an undergraduate topic in person, create an online learning unit, and observe and critique peer teaching.
Course Learning Objectives
At the conclusion of this course, students are expected to:
Design and teach an undergraduate-level course, including constructing a course syllabus, effectively choosing course materials, and incorporating high-impact instructional practices and other active learning strategies into their teaching.
Organize and present course material in a clear and concise manner.
Encourage and facilitate critical thinking in the classroom.
Use methods in the classroom that help motivate students within and outside of class.
Properly assess student knowledge of course material using testing and/or other methods of assessment in a way that encourages learning and comprehension of course material.
Grade student assignments fairly and consistently.
Create or choose a student teaching assessment and to use student feedback to guide lectures and to improve teaching methods.
Properly manage the classroom to create an encouraging and inclusive learning environment for all students.
Appreciate and utilize diversity within the classroom.
Effectively approach diverse student difficulties, obstacles, and setbacks using trauma-informed practices.
Evaluate their own and other instructors’ performance in the classroom, identifying strengths and weaknesses of their and others’ ability to teach and ways in which they and others can improve teaching.
Engage with students in an ethical and professional manner in and out of the classroom.
Write a teaching statement that accurately communicates their teaching philosophy and approach to teaching.