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Course
Title: Designing and Delivering Professional
Development Events that Promote Student Success. (Follow
up to completing an On Course II Workshop--Prerequisite:
ED 582) Spring Semester only.
Course
Description: In
ED 582, participants learned strategies for empowering college students to
become active, responsible learners so students might achieve greater success in
college and beyond. 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. This train-the-trainer 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 styles 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 may 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 self-responsible, self-motivated, self-managing,
interdependent, self-aware, emotionally intelligent, and self-confident lifelong
learners.
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.
Engage 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.
Continue their interaction with an international community of many thousands of
college educators (via the On Course e-Newsletter) exchanging best
practices for improving student academic success and retention.
E.
Publish for an international community of many thousands of college educators
(via the On Course e-Newsletter) their experiences and outcomes of
implementing learning-centered success strategies for empowering students.
Course
Requirements: Successful students
in this course must…
1.
Attend an On Course II Workshop in its entirety (21 hours). Dates and locations
for all On Course Workshops are posted at http://www.OnCourseWorkshop.com.
2.
Read the text On Course: Strategies for Creating Success in College and
in Life (4th ed.) by Skip Downing and the accompanying facilitator’s manual
(Houghton Mifflin). Complete Journal Entries 11-21 and submit them to the
instructor
3.
Read and write a review of one book in the bibliography for either ED 582
or ED 588.
4.
Implement for students at their college one learner-centered student success
strategy that they design themselves or learn from a book listed in the bibliography
for either this course or ED 582; write a Project Report describing the strategy
and the outcomes and experiences of implementing it; and submit the Project
Report to the course instructor for posting on Blackboard. The strategy
presented in this Project Report may NOT be one learned in an any On Course
resource: workshops, text, facilitator’s manual, or web site.
5.
Design, implement, and record (VHS or DVD for visual playback) a learner-centered professional
development event (90 or more minutes) for educators at their institution,
presenting student success strategies learned at an On Course Workshop or found
in the facilitator’s manual for the On Course text; write a Project Report
about the outcomes and experiences of presenting the training event; and submit the
report to the course instructor for posting on Blackboard. Students must send a
recording of the training to their instructor and
their Project Team members. The event must be attended by at least 15
participants (college educators) who turn in an evaluation.
6.
Give helpful feedback about all Project Reports posted on Blackboard by their
Project Team members.
Course
Assignments:
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Possible
Points
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Course
Assignments
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Attend
an On Course II Workshop in its entirety (21 hours).
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Write
and submit to the instructor a Schedule of Personally Chosen Deadlines
for the book review, eleven Journal Entries, and two Project Reports. All
assignments must be completed by the end of the semester.
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Write
and post on your Blackboard home page a Personal Introduction.
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18
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Read
and write a Review of One Book in the bibliography for either ED
588 or ED 582.
Follow the guidelines provided by the instructor.
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20
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Write
and post on the Blackboard DISCUSSION BOARD your Feedback regarding
Project Reports posted by your Project Team members. Follow the guidelines
provided by the instructor.
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22
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Write
and submit to the instructor Journals 11-21 from On Course:
Strategies for Success in College and in Life (2
points each).
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20
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Write
and submit to the instructor a Project Report* on the outcomes,
experiences, and evaluation of presenting a learner-centered strategy for
empowering students to become active, responsible learners. The strategy
will be one you invent or find in a book in either the bibliography for ED
588 or ED 582. This strategy may NOT be one you learned in an On Course
Workshop, On Course text or On Course facilitator’s manual. Follow the
format provided by the instructor.
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20
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Write
and submit to the instructor a Project Report* on the outcomes,
experiences, and evaluation of presenting a learner-centered professional
development event (90 or more minutes) for 15 or more educators at your
institution using On Course strategies. Additionally, submit a
recoding (VHS or DVD) of the training session to the instructor and to Project Team
members. Follow the format provided by the instructor.
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100
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Total
Possible Points
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*The
instructor will publish appropriate student reports in the On Course
e-Newsletter,
a free Internet publication where many thousands of college and university
educators exchange practical strategies for empowering students to achieve more
of their potential in college and in life.
Grades:
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A
– 90-100 points
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B
– 80-89 points
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C
– 70-79 points (no credit)
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D
– not given
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F
– Course Requirements Not Met
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Required
Text:
Downing,
Skip. On Course: Strategies for Success in College and in Life (most
recent edition),
Houghton Mifflin.
Any
one text from the course bibliography.
Course
Bibliography:
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Angelo,
Thomas A., Claire Howell Major & K. Patricia Cross. Collaborative
Learning Techniques: A Practical Guide to Promoting Learning in Groups.
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Bonwell,
Charles C. Active Learning: Creating Excitement in the Classroom.
Ashe-Eric Higher Education Reports, 1991.
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Bowman,
Sharon L. How to Give It So They Get It. Bowperson Publishing, 1998.
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Brookfield,
Stephen. Understanding and Facilitating Adult Learning: A Comprehensive
Analysis of Principles and Effective Practices. Jossey-Bass. 1991.
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Buehl,
Doug. Classroom Strategies for Interactive Learning. International Reading
Association, 2001.
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Capacchione,
Lucia. The Creative Journal. Newcastle, 1989.
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Cross,
K. Patricia. Adults As Learners: Increasing Participation and Facilitating
Learning. Jossey-Bass, 1992.
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Dantonio,
Marylou & Paul C. Beisenherz. Learning to Question, Questioning to
Learn: Developing Effective Teacher Questioning Practices. Allyn &
Bacon, 2000.
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Delisle,
Robert. How-to Use Problem-Based Learning in the Classroom. Assn for
Supervision & Curriculm Development, 1997.
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Dewey,
John. Experience & Education.
Collier Books, 1938.
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Duch,
Barbara J. The Power of Problem-Based Learning: A Practical 'How To' for
Teaching Undergraduate Courses in Any Discipline. Stylus Publishers, 2001.
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Eitington,
Julius E. The Winning Trainer. Gulf Publishing Company, 1984.
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Epstein,
Robert. The Big Book of Motivation Games. McGraw Hill. 2001.
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Foyle,
Harvey C. (ed.). Interactive Learning in the Higher Education Classroom:
Cooperative, Collaborative, and Active Learning Strategies. National
Education Association, 1995.
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Furjanic,
Sheila W. & Laurie A. Turning Training into Learning: How to Design
and Deliver Programs that Get Results. AMACOM, 2000.
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Gagne,
Robert M., Leslie J. Briggs & Walter W. Wager. Principles of
Instructional Design. Harcourt, Brace & Jovanovich. 1995.
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Gagnon,
George W. & Michelle Collay. Designing for Learning: Six Elements in
Constructivist Classrooms. Corwin Press, 2000.
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Gass,
Michael A. Book of Metaphors. Kendall/Hunt Publishing Company. 1995.
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Gibbs,
Jeanne. Tribes: A New Way of Learning and Being Together. Center Source,
1995.
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Gesell,
Izzy. Playing Along: 37 Group Learning Activities Borrowed from
Improvisational Theater. Whole Person Associates, 1997.
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Glasgow,
Neal A. New Curriculum for New Times: A Guide to Student-Centered,
Problem-Based Learning. Corwin Press, 1997.
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Goodsell,
Anne, et al, Collaborative Learning: A Source for Higher Education.
National Center on Postsecondary Teaching Learning & Assessment, 1992.
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Herrmann,
Ned. The Creative Brain. Brain Books, 1989.
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Huba,
Mary E. & Jann E. Freed. Learner-Centered Assessment on College
Campuses: Shifting the Focus from Teaching to Learning. Allyn & Bacon.
1999.
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Jones,
Alanna E. 104 Activities That Build: Self-esteem, Teamwork, Communication,
Anger Management, Self-discovery, and Coping Skills. Rec Room Publishing,
1998.
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Klatt
, Bruce. The Ultimate Training Workshop Handbook: A Comprehensive Guide to
Leading Successful Workshops and Training Programs. McGraw Hill. 1999.
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Kolb,
David A. Experiential
Learning: Experience as the Source of Learning and Development. Prentice
Hall. 1983.
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LaMeres,
Clare. The Winner’s Circle: Yes, I Can. LaMeres Lifestyles Unlimited,
1990.
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Lawlor,
Michael, Peter Handley & Michel Lawlor. The Creative Trainer.
McGraw-Hill, 1997.
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Luckner,
John L. & Reldan S. Nadler. Processing the Experience: Strategies to
Enhance and Generalize Learning. (2nd ed) Kendall/Hunt Publishing Company.
1997.
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Lynn,
Laurence E. Teaching and Learning With Cases: A Guidebook. Chatham House.
1999.
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McCarthy,
Bernice. About Learning. About Learning Publishers. Wauconda,
Il. 1996.
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McCarthy,
Bernice. About Teaching. About Learning Publishers. Wauconda,
Il. 2000.
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McCombs,
Barbara L., et. al., The Learner-Centered Classroom and School: Strategies
for Increasing Student Motivation and Achievement. Jossey-Bass, 1997.
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Meier,
Dave. The Accelerated Learning Handbook: A Creative Guide to Designing and
Delivering Faster, More Effective Training Programs. McGraw-Hill, 2000.
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Milano,
Michael, et. al., Designing Powerful Training: The Sequential-Iterative
Model. Jossey-Bass. 1998.
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Moon.
Jenny A., Learning Journals: A Handbook for Academics, Students and
Professional Development. Kogan Page Ltd. 2000.
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Peck,
M. Scott, M.D. The Different Drummer. Simon and Schuster. 1987.
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Piskurich
, George M. Rapid Instructional Design: Learning ID Fast and Right. Jossey-Bass,
2000.
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Piskurich,
George M. (Ed), et al. The ASTD Handbook of Training Design and Delivery.
McGraw-Hill. 1999.
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Progroff,
Ira. At a Journal Workshop. Dialogue House Library, 1975.
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Raffini,
James P. 150 Ways to Increase Intrinsic Motivation in the Classroom. Allyn
& Bacon. 1995.
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Rogers,
Spence. Teaching Tips: 105 Ways to Increase Motivation & Learning.
Peak Learning Systems. 1999.
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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.
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Rose,
Colin Penfield & Malcolm J. Nicholl. Accelerated Learning for the 21st
Century: The Six-Step Plan to Unlock Your Master-Mind. Dell. 1999.
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Russell,
Lou & Martin Morrow. The Accelerated Learning Fieldbook: Making the
Instructional Process Fast, Flexible, and Fun. Jossey-Bass. 1999.
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Scannell,
Edward E. and John W. Newstrom. Games Trainers Play. McGraw-Hill. 1980.
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Scannell,
Edward E. and John W. Newstrom. More Games Trainers Play. McGraw-Hill.
1983.
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Scannell,
Edward E. and John W. Newstrom. Still More Games Trainers Play.
McGraw-Hill. 1991.
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Schilling, Dianne. 50 Activities for Teaching Emotional
Intelligence: Level 3. Innerchoice Pub, 1999.
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Sharan,
Shlomo. Handbook of Cooperative Learning Methods. Praeger Pub, 1999.
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Silberman,
Mel. Active Learning: 101 Strategies to Teach Any Subject. Allyn &
Bacon, 1996.
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Silberman,
Mel & Karen Lawson. 101 Ways to Make Training Active. Pfeiffer &
Co, 1995.
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Smith,
Barbara Leigh & John McCann (eds.). Reinventing Ourselves:
Interdisciplinary Education, Collaborative Learning, and Experimentation
in Higher Education. Anker Pub, 2001.
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Sugar,
Steve. Games That Teach: Experiential Activities for Reinforcing Training.
Jossey-Bass, 1998.
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Thiagarajan,
Sivasailam & Glenn M. Parker. Teamwork and Teamplay: Games and
Activities for Building and Training Teams. Jossey-Bass, 1999.
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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.
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Ukens,
Lorraine L. All Together Now!: A Seriously Fun Collection of Training
Games and Activities. Jossey-Bass, 1999.
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Ukens
, Lorraine L. Energize Your Audience: 75 Quick Activities That Get them
Started, and Keep Them Going. Jossey-Bass, 2000.
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Ukens,
Lorraine L. What Smart Trainers Know: the Secrets of Success from the
World's Foremost Experts. Jossey-Bass, 2001.
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Van
Kavelaar, Eileen K. Conducting Training Workshops: A Crash Course for
Beginners. Jossey-Bass, 1997.
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Vella,
Jane Kathryn. Taking Learning to Task: Creative Strategies for Teaching
Adults. Jossey-Bass, 2000.
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Wilkerson,
Luann, ed. Bringing Problem-Based Learning to Higher Education: Theory and
Practice. Jossey-Bass, 1996.
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To
register for ED 588, CLICK HERE.
Revised 1/17/07
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