PY 695-001: Teaching of Psychology Practicum

Spring 2010

Instructor:

Dr. Steven Prentice-Dunn

Office: 352 Gordon Palmer
Office hours: Wednesday, 1:30 - 3:00; other hours by appointment
Phone: 348-1940
E-mail: sprentic@bama.ua.edu
Website: http://bama.ua.edu/~sprentic

Introduction:

In this class you will gain experience in all aspects of being a college instructor. You will also be able to consolidate much of the information about psychology that you have learned graduate school.

The course has two components. First, you will teach a section of Introduction to Psychology (PY 101). In this class of 35 students, you will be responsible for every component of the course. Second, you will learn instructional techniques and receive feedback aimed at making you an effective college teacher.

You will have substantial freedom to shape your introductory psychology course. There is no single method for teaching a subject effectively. However, a substantial body of evidence suggests that many undergraduates learn best when taught with a variety of techniques. In PY 695 you will be exposed to methods ranging from traditional lectures to more active techniques such as small-group discussions and journal writing. I hope that you will find several techniques that suit your interpersonal and presentational style.

Good teaching is related to many variables. Lowman (1995) distilled the list to two factors, intellectual excitement and interpersonal rapport. Lowman states that intellectual excitement is related to what one presents and how one presents it. The goal is a clear presentation that has a stimulating emotional impact. Instructors who score high on this dimension are described as knowledgeable, organized, enthusiastic, and engaging. Interpersonal rapport is an awareness of interpersonal phenomena that facilitate learning. Instructors adept at this dimension are described as concerned, accessible, encouraging, fair, and challenging. Lowman maintains that exemplary teachers excel at one or both of these factors and that competent instructors have at least moderate skill in each.

Research has shown that you will be highly regarded as a teacher if you are a knowledgeable, well-organized, enthusiastic communicator who actively engages students in the learning process and creates a positive, supportive classroom environment. Developing these attributes is the major aim of this course.


Enrollment:

PY 695 is limited to doctoral students in psychology who have my prior approval to register.

Texts and Readings:

Lucas, S. G., & Bernstein, D. A. (2005). Teaching psychology: A step by step guide. Mahwah, NJ: Lawrence Erlbaum Associates.

A collection of required readings is available online. Additional readings may be assigned during the semester. Please consult the schedule for dates.


Gazzaniga, M. S., Heatherton, T. F., & Halpern, D. F. (2010). Psychological science (3rd ed.). New York: W. W. Norton. The text is available in hard copy from local bookstores. It may also be purchased as an eBook, in either online or download form.

Several hard-copy resources (e.g., instructor's manual, student study guide, test bank) are available with the text. In addition, these instructor resources may be found online. There is a free textbook-companion website, StudySpace, which contains a variety of diagnostic and enrichment materials for students.


Classes:

Our weekly seminar serves three functions. First, it is a forum for sharing information about upcoming topics and demonstrations for the PY 101 course. Second, it is a resource group for solving problems that may arise in teaching your course. Finally, it provides a format for the discussion of the assigned readings.

Consultation:

Twice during the semester, you will video record your class. This will allow you to see your teaching from the students’ perspective. The recordings will be accompanied by ratings and comments from your students. You and I will meet to review the video and written feedback. (You have the option for adiitional recordings and meetings, should you choose.)

Twice during the term, you will attend a class taught by one of your colleagues to become familiar with alternative teaching styles. You will write a one-page summary of your observations to share with the instructor and me.

Periodically, I ask that you "check in" with me through e-mail or dropping by my office. Briefly let me know how your course is going and if you need my assistance with anything.

Consult the schedule for relevant dates.


Learning Outcomes:

 

Learning Outcome

Means

Assessment

Develop an effective, personal teaching style.

(a) readings before and during the semester

(b) group discussions in ToP weekly seminar

(c) weekly practice in creating and conducting PY 101 class sessions

(d) weekly practice of instructional techniques learned through the ToP readings

(a) peer observation feedback (2 observations)

(b) numerical and narrative feedback from PY 101 students (2 rounds)

(c)video recordings of one's teaching (2 classes)

(d) self-reflection essay (2), consultation with ToP instructor in which new teaching goals are set (2)

(e) writing a statement of teaching philosophy

Create all components of a PY 101 course.

(a) readings before and during the semester

(b) ToP orientation session

(c) PY101 topic discussions in ToP weekly seminar

(d) weekly practice in creating PY 101 class sessions

(e) exam creation and scoring

(f) written assignment creation and scoring

(a) syllabus feedback from ToP instructor

(b) peer observation feedback (2 observations)

(c) numerical and narrative feedback from PY 101 students (2 rounds)

(d) video recordings of one's teaching (2 classes)

(e) self-reflection essay (2)

 

Consolidate your knowledge of psychology.

(a) weekly practice in creating and conducting PY 101 class sessions

(b) PY101 topic discussions in ToP weekly seminar

(a) Self-reflection essay (2)

(b) consultation with ToP instructor (2)

Grades:

Your letter grade (A, B, C, D, F) grade in PY 695 will be determined by the following criteria:
A. Performance as a PY 101 instructor. This involves: (a) providing your students with high-quality content, (b) using a variety of teaching techniques early in the semester and evaluating which work best for you and your students, (c) keeping careful records of student performance and promptly scoring tests and assignments, (d) treating students respectfully, and (e) collecting and considering feedback from students, peers, and me.

B. Participation in the seminar. This entails: (a) completing all readings and other assignments on time, (b) consistently contributing to our seminar discussions, (c) replying to my e-mails promptly, and (d) attending selected departmental and university colloquia on teaching, when requested.

Relative weights given to these two criteria are 75% and 25%, respectively. However, failure to adequately participate in the seminar will result in a failing grade for the course.

Should you have any concerns about your evaluation during the semester, please do not hesitate to discuss them with me.


Special Needs:

If you need special assistance in the classroom due to a disability, please contact the Office of Disability Services at 348-4285 or visit 133-B Martha Parham Hall East to register for services. After initial arrangements are made with that office, please contact me.

Code of Academic Conduct:

All students in attendance at the University of Alabama are expected to be honorable and to observe standards of conduct appropriate to a community of scholars.  The University expects from its students a higher standard of conduct than the minimum required to avoid discipline.  Academic misconduct includes all acts of dishonesty in any academically related matter and any knowing or intentional help or attempt to help, or conspiracy to help, another student. The Academic Misconduct Disciplinary Policy will be followed in the event of academic misconduct.

Course Evaluation:

At the end of the semester, you will submit an evaluation of the PY 695 course and my supervision. Your comments should be written anonymously. Click here for guidelines.

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Final Note:

Teaching your first college course will be a rewarding and exciting experience that nonetheless will have its share of frustrations. Please consider me a resource person who can share what has worked for me and can help you weigh the advantages and disadvantages of possible choices. Feel free to contact me informally about any problem that you are facing, no matter how small. And don’t forget to share your positive experiences also.