SYLLABUS: ED 582 (3 Graduate Credits)

TCHG (TEACHING) 6530 - Spring

SYLLABUS

Course Title: Designing and Delivering Professional Development Events that Promote Student Success. (Prerequisites: Completion of both an On Course I Workshop and On Course II Workshop plus successful completion of the 3-credit graduate course titled Strategies for Empowering Students to Become Active Responsible Learners)

Course Description: Participants in this advanced course will not only add to their repertoire of student-empowerment strategies, they will also learn how to design and deliver effective professional development events for educators on their campus. Thus, this course is intended to improve the participants’ skills in designing and delivering student success strategies to students and to fellow educators. These workshop presentation skills are drawn from best practices in academic curriculum design, learning preference applications, active learning strategies, learner-centered instruction, corporate training, and personal development seminars. This course is appropriate for college educators across the curriculum who seek advanced, learner-centered strategies for empowering students to succeed and who also want to assist their colleagues to learn and implement effective student success strategies. (3 Credits)

Course Objectives: Students in this course will…

A. Learn and implement advanced success strategies for empowering students to become active and responsible lifelong learners who are self-motivated, self-managing, interdependent, self-aware, emotionally intelligent, and self-confident.

B. Learn and implement proven principles for designing and facilitating effective learner-centered professional development events featuring success strategies that empower students to become active, responsible learners.

C. Practice giving effective feedback by engaging in a discussion-board conversation with classmates, exploring and evaluating the effectiveness of their implementation of learner-centered success strategies with both students and educators.

D. Submit for publication to an international community of many thousands of college educators (via the On Course e-Newsletter) articles about their experiences and outcomes of implementing learning- centered success strategies for empowering students.

Course Assignments:

Possible Course Assignments Points Attend an On Course I and On Course II Workshop in their entirety (21 hours each). Highly Recommended: Attend the 3-hour optional evening sessions. Dates and locations for all On Course Workshops are posted at http://www.OnCourseWorkshop.com. Write and submit to the instructor a Schedule of Personally Chosen Deadlines for the ten Journal Entries, book review, and two Articles. All assignments must be completed by the end of the semester. Write and post on your personal class home page a Personal Introduction. 100 Read and write a Review of One Book in the bibliography for either this course or Empowering Students to Become Active, Responsible Learners, or a book approved in writing by the instructor. Follow the guidelines provided by the instructor. 100 Write and post on the DISCUSSION BOARD Feedback regarding Articles posted by your Success Team members. Follow the guidelines provided by the instructor. 100 Write and submit to the instructor ten journal entries chosen by the student from Journals 16-32 from On Course: Strategies for Success in College and in Life, most recent edition. (10 points each). 100 Following the format provided by the instructor, write and submit an Article* about the implementation of a learner-centered strategy from any source other than On Course or one the student designs him/herself, following the format provided by the instructor. 100 Following the format provided by the instructor, write and submit an Article* about the design and facilitation of a learner-centered professional development event (90 minutes) for 15 or more educators at your institution using On Course strategies. Additionally, provide a video recording of the training session for viewing by the instructor and Success Team members.

500 Total Possible Points

*The instructor may publish appropriate articles in the On Course e-Newsletter, a free Internet publication with 250,000 subscribers and/or post them on the On Course website. Submission of articles in the course shall constitute the author’s permission to publish/post articles. Ownership of articles shall be retained by the authors.

Grades

A = 460 - 500 points B- = 400 - 409 points D = Not given A- = 450 - 459 points C+ = 390 - 399 points F = Course requirements not met B+ = 440 - 449 points C = 360 - 389 points B = 410 - 439 points C- = 350 - 359 points

Required Texts:

 Downing, Skip. On Course: Strategies for Success in College and in Life (latest edition), Cengage Learning  Any one text from the bibliography for this course, the bibliography for the pre-requisite course (Strategies for Empowering Students to Become Active Responsible Learners) or a book chosen by the students and approved in writing by the instructor.

Bibliography:

Angelo, Thomas A., Claire Howell Major & K. Patricia Cross. Collaborative Learning Techniques: A Practical Guide to Promoting Learning in Groups. Jossey-Bass, 2002. Bonwell, Charles C. Active Learning: Creating Excitement in the Classroom. Ashe-Eric Higher Education Reports, 1991. Bowman, Sharon L. How to Give It So They Get It. Bowperson Publishing, 1998. Brookfield, Stephen. Understanding and Facilitating Adult Learning: A Comprehensive Analysis of Principles and Effective Practices. Jossey-Bass. 1991. Buehl, Doug. Classroom Strategies for Interactive Learning. International Reading Association, 2001. Capacchione, Lucia. The Creative Journal. Newcastle, 1989. Cross, K. Patricia. Adults As Learners: Increasing Participation and Facilitating Learning. Jossey- Bass, 1992. Dantonio, Marylou & Paul C. Beisenherz. Learning to Question, Questioning to Learn: Developing Effective Teacher Questioning Practices. Allyn & Bacon, 2000. Delisle, Robert. How-to Use Problem-Based Learning in the Classroom. Assn for Supervision & Curriculm Development, 1997. Dewey, John. Experience & Education. Collier Books, 1938. Duch, Barbara J. The Power of Problem-Based Learning: A Practical 'How To' for Teaching Undergraduate Courses in Any Discipline. Stylus Publishers, 2001. Eitington, Julius E. The Winning Trainer. Gulf Publishing Company, 1984. Epstein, Robert. The Big Book of Motivation Games. McGraw Hill. 2001. Foyle, Harvey C. (ed.). Interactive Learning in the Higher Education Classroom: Cooperative, Collaborative, and Active Learning Strategies. National Education Association, 1995. Furjanic, Sheila W. & Laurie A. Turning Training into Learning: How to Design and Deliver Programs that Get Results. AMACOM, 2000. Gagne, Robert M., Leslie J. Briggs & Walter W. Wager. Principles of Instructional Design. Harcourt, Brace & Jovanovich. 1995. Gagnon, George W. & Michelle Collay. Designing for Learning: Six Elements in Constructivist Classrooms. 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The Accelerated Learning Handbook: A Creative Guide to Designing and Delivering Faster, More Effective Training Programs. McGraw-Hill, 2000. Milano, Michael, et. al., Designing Powerful Training: The Sequential-Iterative Model. Jossey- Bass. 1998. Moon. Jenny A., Learning Journals: A Handbook for Academics, Students and Professional Development. Kogan Page Ltd. 2000. Peck, M. Scott, M.D. The Different Drummer. Simon and Schuster. 1987. Piskurich , George M. Rapid Instructional Design: Learning ID Fast and Right. Jossey-Bass, 2000. Piskurich, George M. (Ed), et al. The ASTD Handbook of Training Design and Delivery. McGraw- Hill. 1999. Progroff, Ira. At a Journal Workshop. Dialogue House Library, 1975. Raffini, James P. 150 Ways to Increase Intrinsic Motivation in the Classroom. Allyn & Bacon. 1995. Rogers, Spence. Teaching Tips: 105 Ways to Increase Motivation & Learning. Peak Learning Systems. 1999. Rogers, Spence, Jim Ludington & Shari Graham. Motivation & Learning: A Teacher’s Guide to Building Excitement for Learning & Igniting the Drive for Quality. Peak Learning Systems. 1998. Rose, Colin Penfield & Malcolm J. Nicholl. Accelerated Learning for the 21st Century: The Six- Step Plan to Unlock Your Master-Mind. Dell. 1999. Russell, Lou & Martin Morrow. The Accelerated Learning Fieldbook: Making the Instructional Process Fast, Flexible, and Fun. Jossey-Bass. 1999. Scannell, Edward E. and John W. Newstrom. Games Trainers Play. McGraw-Hill. 1980. Scannell, Edward E. and John W. Newstrom. More Games Trainers Play. McGraw-Hill. 1983. Scannell, Edward E. and John W. Newstrom. Still More Games Trainers Play. McGraw-Hill. 1991. Schilling, Dianne. 50 Activities for Teaching Emotional Intelligence: Level 3. Innerchoice Pub, 1999. Sharan, Shlomo. Handbook of Cooperative Learning Methods. Praeger Pub, 1999. Silberman, Mel. Active Learning: 101 Strategies to Teach Any Subject. Allyn & Bacon, 1996. Silberman, Mel & Karen Lawson. 101 Ways to Make Training Active. Pfeiffer & Co, 1995. Smith, Barbara Leigh & John McCann (eds.). Reinventing Ourselves: Interdisciplinary Education, Collaborative Learning, and Experimentation in Higher Education. Anker Pub, 2001. Sugar, Steve. Games That Teach: Experiential Activities for Reinforcing Training. Jossey-Bass, 1998. Thiagarajan, Sivasailam & Glenn M. Parker. Teamwork and Teamplay: Games and Activities for Building and Training Teams. Jossey-Bass, 1999. Thousand, Jacqueline S., Richard A. Villa & Ann I. Nevin (Eds). Creativity and Collaborative Learning: A Practical Guide to Empowering Students and Teachers. Paul H Brookes Pub. 2001. Ukens, Lorraine L. All Together Now!: A Seriously Fun Collection of Training Games and Activities. Jossey-Bass, 1999. Ukens , Lorraine L. Energize Your Audience: 75 Quick Activities That Get them Started, and Keep Them Going. Jossey-Bass, 2000. Ukens, Lorraine L. 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