PSY 688 Practicum in Preparing Future Faculty II

Shore, Spring 2003

126D Benton, x92401, shorec@muohio.edu

Office hours TBA

course website: TBA

 

Course description

            This is a one-credit-hour practicum on professional development in academia.  This course is required to be taken concurrently with participation in the department’s Preparing Future Faculty program.   The purpose of the course is to orient graduate students to basic, practical issues related to college teaching, scholarship and service, and how these faculty roles are affected by institutional context. 

            Course goals include: familiarizing students with the diverse aspects of faculty roles such as: as university structures and governance, advising, construction of a teaching portfolio, service learning, diversity on college campuses, multicultural teaching and learning, working effectively with co-curricular and support functions of the university, ethical issues in teaching, research, and work relations; providing opportunities for hands-on experiences of how institutional contexts affect faculty roles; providing opportunities for individualized improvement in professionally-relevant skills, and introducing students to the scholarship of teaching and reflective practice. 

 

Grading and assignments

            Grading for the practicum will be Credit/No.  The criterion for receiving credit is ongoing active preparation and participation in the course (including completion of assignments). 

            1. Lecture series.   You are expected to attend the lecture series on Preparing Future Faculty sponsored by the CELT Graduate Student Learning Community.  Record your reflections on those sessions in your Reflections Notebook, described below. 

            2. Placements.  This is the core of the course. A key goal of Preparing Future Faculty programs is helping doctoral students become aware of the ways in which faculty roles differ across academic institutions.  Toward that end, we expect that our advanced grad students who are members of the APA PFF Scholars program will have some extensive involvement on one or more partner campuses, and receive mentoring by partner faculty members about faculty roles at their institutions. This may involve teaching, guest lecturing, shadowing a faculty member in committee service, advising, etc. 

We envision that each APA PFF scholar will spend approximately 50 hours over the year (including travel time) in involvement with partners. 

            3. Teaching/professional development project.  Over the course of the year, you will be doing a self-chosen teaching /professional development project.  More details will be provided. A progress report on this will be due at the end of the semester.

            4. Integrating teaching, scholarship and service. In January, the department will host the APA PFF Tri-State Symposium, which will showcase our partner undergrads research, as well as providing advising opportunities for graduate and undergraduate students, and networking.   You will be expected to contribute to making the event work successfully.  We will also share our experiences as a program with the entire department at the Hinkle Memorial Departmental Poster day.   If there is some personal or professional obligation of a compelling nature, which conflicts with these dates, please tell me as soon as possible.   Your thoughts about these experiences should be kept in your reflections notebook. 

            5.Program Reflections Notebook::  As a member of the department’s Preparing Future Faculty program, you will keep a notebook of your involvement with the program and your reflections on the meaning of those activities for you. This will enable you to, in a job interview, talk about your involvement with the program, what you learned over the year, and how this gives you an edge as a candidate for a faculty position.  It will also provide us with evaluative information about the program for possible use in publicity about the program.  More details will be provided. 

 

In order to receive credit, the student must achieve at least 70% of the total available points. Points will be distributed across the various assignments as follows:

1. Attendance at CELT speakers on PFF . 20%

2. Placement.  50%

3. Program reflections notebook. 10%

4. Teaching/professional development project.  10%

5. TriState Symposium and Hinkle Poster Day.  10%

 

 

 

 

           

Tentative Course Calendar

 

Date

Topic/Activity

Assignments Due

Jan

Attend CELT speaker on grant writing

 

Jan 31

Tri-State Symposium

 

 

Feb

Attend CELT speaker on Service Learning

 

Mar

Attend CELT speaker on technology & teaching

 

April 15

 

Abstract of experiences in the program due (for poster)

April 28

Hinkle memorial departmental poster day

 

April 30

 

Project progress report due

Progress report on program reflections notebook due

 

 

For details on placements, projects, and program reflections notebook, please see syllabus for PSY 687