Practicum in the Teaching of Psychology · Practicum in the Teaching of Psychology PSYC GR6200 ......

PracticumintheTeachingofPsychology

PSYCGR6200(1-3points)Fall2017

Courseinformation Instructor:CarolineMarvinDay:Wednesday Office:317SchermerhornTime:2:10-4pm Officehours:Thursdays2-4pmLocation:200CSch Email:cbm2118@columbia.eduCourseDescription:ThePracticumisdesignedwithtwocomplementarypurposesinmind:tofosterthedevelopmentofgraduatestudentsasfutureteachersofpsychologyandtoenhancetheireffortsasteachingassistantsforourundergraduateprogram.Thecoursedrawsonempiricalresearchinourfield–fromsocialpsychology,cognitivepsychology,andneuroscience–toaddresssuchtopicsas:teachinggoalsandstrategies,givingeffectivelecturesinlargeclasses,facilitatingproductiveclassdiscussions,creatingandgradingstudentassessments,fosteringinclusiveclassroomenvironments,andreflectiveteaching.ThePracticumemphasizesthepracticeofscientificteaching,approachingpedagogywiththemethodsandrigorofscientificresearch.RoleinthePsychologyDepartmentCurriculum:ThisclassisopentoallgraduatestudentsinthePsychologyDepartment,andisstronglyrecommendedforbothfirst-andsecond-yeargraduatestudents.GraduatestudentsareexpectedtoparticipateinthePracticumtofulfilltheM.A.requirement.Seniorgraduatestudents–eventhosewhohavealreadycompletedthePracticum–mayalsojointhecourseasa“refresher”astheydeveloptheirowncoursesandpreparetheirapplicationsforteachingscholarawardsandacademicpositions.Graduatestudentsmayalsoattendselectedsessionsofthecoursewithoutregistering.PsychologyDepartmentfacultyandpostdocsandrepresentativesofotherkeygroupsacrosstheuniversity,includingtheCenterforTeachingandLearningandtheWritingCenter,willbeinvitedtoparticipateinselectedsessions.Schedule:Theschedulebelowistentativeandsubjecttochangebasedonstudentinterestsandtheschedulesofguestdiscussants.Readingswillcompriseempiricalandreviewarticlesandbookchapters;allwillbepostedonCourseWorks.Pleasenotethatifareadingorassignmentappearsnexttoagivendate/topic,itmeansyoushouldhavecompletedthatreadingorassignmentbeforecomingtoclass.Supplementalreadingsareincludedforthosewhowouldliketoexploreatopicingreaterdepth.Date Topic ReadingsWeek1 WhyamIinthis

class?Introductionanddiscussionof

courseobjectivesandlearningoutcomes

Week2 Whatisscientificteaching?Researchingandevaluatingbestpracticesinpedagogy

Bain,K.(2004).DefiningtheBest.InWhatthebestcollegeteachersdo(pp.1-21).Cambridge,MA:HarvardUniversityPress.Handelsman,J.,Ebert-May,D.,Beichner,R.,Bruns,P.,Chang,A.,DeHaan,R.,...&Wood,W.B.(2004).Scientificteaching.Science,304(5670),521-522.Labov,J.B.,Singer,S.R.,George,M.D.,Schweingruber,H.A.,&Hilton,M.L.(2009).EffectivepracticesinundergraduateSTEMeducationpart1:examiningtheevidence.CBE-LifeSciencesEducation,8(3),157-161.SupplementalHandelsman,J.,Miller,S.,&Pfund,C.(2007).Scientificteaching.InScientificteaching.NewYork:Macmillan.

Tanner,K.D.(2013).Structurematters:twenty-oneteachingstrategiestopromotestudentengagementandcultivateclassroomequity.CBE-LifeSciencesEducation,12(3),322-331.Wieman,C.(Nov.2007).The"CurseofKnowledge,"orwhyintuitionaboutteachingoftenfails.APSNews.Vol.16(10).

Week3 Whataremyteachinggoals?WhatkindofteacherdoIwanttobe?WritingateachingphilosophystatementGuestdiscussant:MarkPhillipsonfromCTL?

Meizlish,D.,&Kaplan,M.(2008).Valuingandevaluatingteachinginacademichiring:Amultidisciplinary,cross-institutionalstudy.TheJournalofHigherEducation,79(5),489-512.Sternberg,R.J.(2007).Criticalthinkinginpsychology:Itreallyiscritical.InR.J.Sternberg,H.L.Roediger,&D.F.Halpern(Eds.),Criticalthinkinginpsychology.(pp.289–296).Cambridge,UK:CambridgeUniversityPress.Wiggins,G.&McTighe,J.(2001).Whatisbackwarddesign?,inUnderstandingbydesign(pp.7-19).UpperSaddleRiver,NJ:MerrillPrenticeHall.

Supplemental

Dweck,C.(2014).HowCanYouDevelopaGrowthMindsetAboutTeaching?.EducationalHorizons,93(2),15.O’Neal,C.,Meizlish,D.,&Kaplan,M.(2007).Writingastatementofteachingphilosophyfortheacademicjobsearch.AnnArbor:UniversityofMichigan.

Week4 WhoaremystudentsandhowdoIsupporttheirlearning?FosteringinclusiveenvironmentsandsupportingthelearningofallstudentsGuestdiscussant:RepresentativefromPurdie-Vaughnslab?

Cohen,G.L.,Garcia,J.,Purdie-Vaughns,V.,Apfel,N.,&Brzustoski,P.(2009).Recursiveprocessesinself-affirmation:Interveningtoclosetheminorityachievementgap.Science,324,400-403.

Gasiewski,J.A.,Eagan,M.K.,Garcia,G.A.,Hurtado,S.,&Chang,M.J.(2012).Fromgatekeepingtoengagement:Amulticontextual,mixedmethodstudyofstudentacademicengagementinintroductorySTEMcourses.ResearchinHigherEducation,53(2),229-261.

Yeager,D.S.,&Walton,G.M.(2011).Social-psychologicalinterventionsineducation:They’renotmagic.ReviewofEducationalResearch,81,267-301.

Supplemental

Ambrose,S.A.,Bridges,M.W.,DiPietro,M.,Lovett,M.C.,Norman,M.K.(2010).Whydostudentdevelopmentandcourseclimatematterforstudentlearning?InHowLearningWorks:SevenPrinciplesforSmartTeaching(pp.153-87).SanFrancisco,CA:JohnWiley&Sons,Inc.Borman,G.D.(2017).Advancingvaluesaffirmationasascalablestrategyformitigatingidentitythreatsandnarrowingnationalachievementgaps.ProceedingsoftheNationalAcademyofSciences,201708813.Jury,M.,Smeding,A.,Stephens,N.M.,Nelson,J.E.,Aelenei,C.,&Darnon,C.(2017).TheExperienceofLow-SESStudentsinHigherEducation:PsychologicalBarrierstoSuccessandInterventionstoReduceSocial-ClassInequality.JournalofSocialIssues,73(1),23-41.Layous,K.,Davis,E.M.,Garcia,J.,Purdie-Vaughns,V.,Cook,

J.E.,&Cohen,G.L.(2017).Feelingleftout,butaffirmed:Protectingagainstthenegativeeffectsoflowbelongingincollege.JournalofExperimentalSocialPsychology,69,227-231.

Yamauchi,L.A.,Taira,K.,&Trevorrow,T.(2016).Effectiveinstructionforengagingculturallydiversestudentsinhighereducation.InternationalJournalofTeachingandLearninginHigherEducation,28(3),460-470.

Week5 Howdostudentslearnbest?Howlearning,memory,andmotivationresearchcaninformteachingpracticeGuestdiscussant:RepresentativefromMetcalfelab?

Karpicke,J.D.,&Roediger,H.L.(2008).Thecriticalimportanceofretrievalforlearning.Science,319(5865),966-968.Metcalfe,J.,&Kornell,N.(2007).Principlesofcognitivescienceineducation:Theeffectsofgeneration,errors,andfeedback.PsychonomicBulletin&Review,14(2),225-229.Metcalfe,J.(2017).Learningfromerrors.AnnualReviewofPsychology,68,465-489.SupplementalBjork,E.L.,&Bjork,R.A.(2011).Makingthingshardonyourself,butinagoodway:Creatingdesirabledifficultiestoenhancelearning.Psychologyandtherealworld:Essaysillustratingfundamentalcontributionstosociety,2,59-68.Dunlosky,J.,Rawson,K.A.,Marsh,E.J.,Nathan,M.J.,&Willingham,D.T.(2013).Improvingstudents’learningwitheffectivelearningtechniques:Promisingdirectionsfromcognitiveandeducationalpsychology.PsychologicalScienceinthePublicInterest,14(1),4-58.Kornell,N.,Rabelo,V.C.,&Klein,P.J.(2012).Testsenhancelearning–Comparedtowhat?.JournalofAppliedResearchinMemoryandCognition,1(4),257-259.

Week6 Howdostudentslearnbest?Howlearning,memory,andmotivationresearchcan

Braver,ToddS.,MarieK.Krug,KimberlyS.Chiew,WouterKool,J.AndrewWestbrook,NathanJ.Clement,R.AlisonAdcocketal."Mechanismsofmotivation–cognitioninteraction:challengesandopportunities."Cognitive,Affective,&BehavioralNeuroscience14,no.2(2014):443-472.

informteachingpracticeGuestdiscussant:RepresentativefromHigginsorShohamylab?

Paunesku,D.,Walton,G.M.,Romero,C.,Smith,E.N.,Yeager,D.S.,&Dweck,C.S.(2015).Mind-setinterventionsareascalabletreatmentforacademicunderachievement.Psychologicalscience,26(6),784-793.Rodriguez,S.,Romero-Canyas,R.,Downey,G.,Mangels,J.A.,&Higgins,E.T.(2013).Whenschoolfitsme:Howfitbetweenself-beliefsandtaskbenefitsboostsmathmotivationandperformance.BasicandAppliedSocialPsychology,35(5),445-466.Supplemental

Murayama,K.,Matsumoto,M.,Izuma,K.,&Matsumoto,K.(2010).Neuralbasisoftheunderminingeffectofmonetaryrewardonintrinsicmotivation.ProceedingsoftheNationalAcademyofSciences,107(49),20911-20916.Pashler,H.,McDaniel,M.,Rohrer,D.,&Bjork,R.(2008).Learningstyles:Conceptsandevidence.Psychologicalscienceinthepublicinterest,9(3),105-119.Renaud-Dubé,A.,Guay,F.,Talbot,D.,Taylor,G.,&Koestner,R.(2015).Therelationsbetweenimplicitintelligencebeliefs,autonomousacademicmotivation,andschoolpersistenceintentions:amediationmodel.SocialPsychologyofEducation,18(2),255-272.

Week7 HowdoIassessstudentlearning?Writingeffectivetestquestions

Kerkman,D.D.,&Johnson,A.T.(2014).ChallengingMultiple-ChoiceQuestionstoEngageCriticalThinking.InSight:AJournalofScholarlyTeaching,9,92-97.Tractenberg,R.E.,Gushta,M.M.,Mulroney,S.E.,&Weissinger,P.A.(2013).Multiplechoicequestionscanbedesignedorrevisedtochallengelearners’criticalthinking.AdvancesinHealthSciencesEducation,18(5),945-961.Wideman,M.A.(2008).Academicdishonestyinpostsecondaryeducation:aliteraturereview.TransformativeDialogues:Teaching&LearningJournal,2(1),1-12.

Supplemental

Lynd-Balta,E.(2006).Usingliteratureandinnovativeassessmentstoigniteinterestandcultivatecriticalthinkingskillsinanundergraduateneurosciencecourse.CBE-lifescienceseducation,5(2),167-174.Macfarlane,B.,Zhang,J.,&Pun,A.(2014).Academicintegrity:areviewoftheliterature.StudiesinHigherEducation,39(2),339-358.Räisänen,M.,Tuononen,T.,Postareff,L.,Hailikari,T.,&Virtanen,V.(2016).Students'andTeacher'sExperiencesoftheValidityandReliabilityofAssessmentinaBioscienceCourse.HigherEducationStudies,6(4),181-189.

Week8 HowdoIassessstudentlearning?GradingwrittenworkGuestdiscussant:SueMendlesohn,DirectoroftheWritingCenter?

Bensley,D.A.,Crowe,D.S.,Bernhardt,P.,Buckner,C.,&Allman,A.L.(2010).Teachingandassessingcriticalthinkingskillsforargumentanalysisinpsychology.TeachingofPsychology,37(2),91-96.Roig,M.(1997).Canundergraduatestudentsdeterminewhethertexthasbeenplagiarized?.ThePsychologicalRecord,47(1),113.Verkade,H.,&Lim,S.H.(2016).Undergraduatesciencestudents'attitudestowardandapproachestoscientificreadingandwriting.JournalofCollegeScienceTeaching,45(4),83.SupplementalBretag,T.(2013).Challengesinaddressingplagiarismineducation.PLoSmedicine,10(12),e1001574.Gullifer,J.M.,&Tyson,G.A.(2014).Whohasreadthepolicyonplagiarism?Unpackingstudents'understandingofplagiarism.StudiesinHigherEducation,39(7),1202-1218.Park,C.(2003).Inother(people's)words:Plagiarismbyuniversitystudents--literatureandlessons.Assessment&evaluationinhighereducation,28(5),471-488.

Week9 HowdoIteachalargeclass?

deWinstanley,P.A.,&Bjork,R.A.(2002).Successfullecturing:Presentinginformationinwaysthatengage

GivingeffectivelecturesandpromotingactivelearninginlargegroupsGuestdiscussant:CarlHart?

effectiveprocessing.Newdirectionsforteachingandlearning,2002(89),19-31.Freeman,S.,Eddy,S.L.,McDonough,M.,Smith,M.K.,Okoroafor,N.,Jordt,H.,&Wenderoth,M.P.(2014).Activelearningincreasesstudentperformanceinscience,engineering,andmathematics.ProceedingsoftheNationalAcademyofSciences,111(23),8410-8415.Preszler,R.W.,Dawe,A.,Shuster,C.B.,&Shuster,M.(2007).Assessmentoftheeffectsofstudentresponsesystemsonstudentlearningandattitudesoverabroadrangeofbiologycourses.CBE-LifeSciencesEducation,6(1),29-41.SupplementalAllen,D.&Tanner,K.(2005).Infusingactivelearningintothelarge-enrollmentbiologyclass:Sevenstrategies,fromsimpletocomplex.CellBiologyEducation,4,262-68.Halgin,R.P.,&Overtree,C.E.(2002).Personalizingthelargeclassinpsychology.InC.A.Stanley&M.E.Porters(eds),Engaginglargeclasses:Strategiesandtechniquesforcollegefaculty(pp.290-8).Boston,MA:Anker.

Race,P.(2014).Lecturesinthedigitalage.InThelecturer'stoolkit:apracticalguidetoassessment,learningandteaching(pp.132-163).NewYork:Routledge.Wilson,K.,&Korn,J.H.(2007).Attentionduringlectures:Beyondtenminutes.TeachingofPsychology,34(2),85-89.

Week10

HowdoIteachasmallclass?LeadingproductiveseminardiscussionsandlabsectionsGuestdiscussant:Psychologyfacultymember?

Bachiochi,P.,Everton,W.,Evans,M.,Fugere,M.,Escoto,C.,Letterman,M.,&Leszczynski,J.(2011).Usingempiricalarticleanalysistoassessresearchmethodscourses.TeachingofPsychology,38(1),5-9.Curzan,A.,&Damour,L.(2006).Runningadiscussion.InFirstdaytofinalgrade:Agraduatestudent'sguidetoteaching.AnnArbor,MI:UniversityofMichiganPress.Koenig,K.M.,Endorf,R.J.,&Braun,G.A.(2007).Effectivenessofdifferenttutorialrecitationteaching

methodsanditsimplicationsforTAtraining.PhysicalReviewSpecialTopics-PhysicsEducationResearch,3(1),010104.Supplemental

Nilson,L.B.(2016).Leadingeffectivediscussions.InTeachingatitsbest:Aresearch-basedresourceforcollegeinstructors.NewYork:JohnWiley&Sons.

Week11

HowdoIimprovemyteaching?Scientificteaching,self-assessment,andreflection

Allen,D.,&Tanner,K.(2005).Approachestobiologyteachingandlearning:fromascholarlyapproachtoteachingtothescholarshipofteaching.Cellbiologyeducation,4(1),1-6.Kreber,C.(2002).Teachingexcellence,teachingexpertise,andthescholarshipofteaching.Innovativehighereducation,27(1),5-23.Richardson,M.O.(2000).Peerobservation:Learningfromoneanother.ThoughtandAction,16(1),9-20.Supplemental

Batzli,J.M.,Ebert-May,D.,&Hodder,J.(2006).Bridgingthepathwayfrominstructiontoresearch.FrontiersinEcologyandtheEnvironment,4(2),105-107.Al-Qahtani,A.A.,&Higgins,S.E.(2013).Effectsoftraditional,blendedande-learningonstudents'achievementinhighereducation.Journalofcomputerassistedlearning,29(3),220-234.Kirkwood,A.,&Price,L.(2014).Technology-enhancedlearningandteachinginhighereducation:whatis‘enhanced’andhowdoweknow?Acriticalliteraturereview.Learning,mediaandtechnology,39(1),6-36.

Week12

Whathavewelearned?Teachingdemonstrationsandfeedback

Week13

Wheredowegofromhere?Teachingdemonstrationsandfeedbackcontinued.Wrap-up.

SupplementalDikker,S.,Wan,L.,Davidesco,I.,Kaggen,L.,Oostrik,M.,McClintock,J.,...&Poeppel,D.(2017).Brain-to-brainsynchronytracksreal-worlddynamicgroupinteractionsintheclassroom.CurrentBiology,27(9),1375-1380.Stockwell,B.R.,Stockwell,M.S.,Cennamo,M.,&Jiang,E.(2015).Blendedlearningimprovesscienceeducation.Cell,162(5),933-936.Romero,C.,&Ventura,S.(2013).Dataminingineducation.WileyInterdisciplinaryReviews:DataMiningandKnowledgeDiscovery,3(1),12-27.Wieman,C.,Perkins,K.,&Gilbert,S.(2010).Transformingscienceeducationatlargeresearchuniversities:Acasestudyinprogress.Change:TheMagazineofHigherLearning,42(2),6-14.

CourseComponents:Thegoalforthiscourseisreallytogivegraduatestudents–especiallystudentsintheirfirstyear–thechancetogettogetherasagroupandshareexperiences.Ourfocuswillbescientificteaching,ofcourse,butthegoalwillbetogettoknoweachotherandmembersofourdepartmentandtogetacquaintedwithsomeoftheresearchbeingdoneinourdepartmentandhowitcanbeappliedtoeducation.Readingsaredesignedtofacilitatethoughtfulclassdiscussions,andassignmentsarestructuredtoprovideyouwiththeopportunitytopracticeyourteachinginasupportivesetting.Classpreparationandparticipation:Theassignedreadingsaredesignedtoexpandyourknowledgeofscientificteachingandtoaskyoutothinkcriticallyaboutyourownteachingprocess.Thetopicswe’lldiscussthissemesterwillbeimportanttoyourworkasTeachingAssistantsingraduateschoolandtoanyteaching-relatedactivitiesyoupursueoutsideoraftergraduateschool.Yourstrongpreparationwillenableustohavethought-provokingdiscussions.Idounderstandthatforsomepeopleparticipatingregularlyinclassdiscussionscanbedifficult.Thosestudentswhomightbeconcernedabouttheirabilitytocontributetoclassdiscussionsshouldseeme.Insuchcases,wemightbeabletoworkoutawayforyoutoparticipatethoughtfullythroughreadingresponses.Idon’twantthiscoursetobeoverlyburdensomeintermsoftimecommitment,soyouwillbeaskedtoreadonlytwo-threeshortarticleseachweek;additionalreadingswillbeentirelyoptional.

Leadingdiscussions:You’llberesponsibleforpresentinganarticleandleadingtheclassdiscussionforatleasttwoclassmeetings.Thegoalofthisexerciseistogiveyoupracticeinleadingdiscussionsandlabsectionsofyourown.You’llbrieflyleadusthroughoneofthe

assignedarticles,describingmethodsandresults,highlightinganystrengthsandweaknessesofthestudydesign,andgivingyourthoughtsonthemeaningandimportanceofthefindings.Butthefocuswillreallybeonleadingadiscussionamongyourpeers,soyou’llwanttopreparediscussionquestions,in-classactivities,orotherwaysofengagingyour“students.”Teachingdemonstrations:AprimaryofgoalofthePracticumistoprepareyoutoteach.Towardthatend,youwillhaveseveralopportunitiestodemonstrateyourteachingandtoreceivefeedbackfromyourpeers.Throughoutthecourse,we’llhave“ten-minuteteaching”opportunities,duringwhichyou’llhaveachancetoteachusanythingyou’dlikeinsevenminutes,withthreeminutesfordiscussion.Thelastthreesessionsofthecoursewillbedevotedtomorein-depthteaching,inwhichyou’llhavealongertimeperiodinwhichtoteachusaboutyourownresearchoranimportantconceptinyourfield.Theseareopportunitiestopracticeyourteachinginfrontofafriendlyandsupportiveaudience.Teachingobservations:Ongoingfeedbackisessentialtothepracticeofscientificteaching.You’llbeaskedtoprovidestructuredfeedbacktoyourpeersontheirteachingdemonstrationsthroughoutthecourse.We’llfirstaskthepersongivingthedemonstrationwhatthey’dlikefeedbackon,andthenwe’llwriteupshortevaluationsfocusingonthoseparticularareasandmorebroadlyonthingslikeclarity,organization,engagement,etc.Peerobservationsaredesignedtobesupportive,low-stressandlow-stakesopportunitiestoworktogetherwithcolleaguesonyourteachingpractice.Classpolicies:Academicintegrity:Asmembersofthisacademiccommunity,weareresponsibleformaintainingthehighestlevelofpersonalandacademicintegrity:“[E]achoneofusbearstheresponsibilitytoparticipateinscholarlydiscourseandresearchinamannercharacterizedbyintellectualhonestyandscholarlyintegrity....Theexchangeofideasreliesuponamutualtrustthatsources,opinions,facts,andinsightswillbeproperlynotedandcarefullycredited.Inpracticalterms,thismeansthat,asstudents,youmustberesponsibleforthefullcitationsofothers’ideasinallofyourresearchpapersandprojects...[and]youmustalwayssubmityourownworkandnotthatofanotherstudent,scholar,orinternetagent”(fromtheColumbiaUniversityFacultyStatementonAcademicIntegrity:https://www.college.columbia.edu/faculty/resourcesforinstructors/academicintegrity/statement).

Attendance:Classparticipationisthefoundationofthiscourse.Ofcourse,therearetimeswhenlifegetsinthewayofthings,butmorethanoneabsencewillbedetrimentaltoyourlearning.

ClassEtiquette:Researchshowsthatmanyofusthinkwe’regoodmulti-taskers.Researchalsoshowsthatmostofusarenot.Ifyoutypicallytakenotesorreadpapersonalaptop,youcan,ofcourse,usethelaptopinclass.But,outofrespectforyourclassmatesandintheinterestofyourownlearningandabilitytoactivelyparticipateinclassdiscussions,pleaserefrainfromusingyourlaptopinappropriately.

StudentswithDisabilities:Studentswithspecialneedswhomayrequireclassroom/assignmentaccommodationsshouldmakeanappointmentwithmebeforeorduringthefirstweekofclass.YoushouldalsocontacttheOfficeofDisabilityServices(ODS)inLernerHallbeforethestartofthecoursetoregisterfortheseaccommodations.TheproceduresforregisteringwithODScanbefoundathttp://health.columbia.edu/services/odsorbycalling(212)854-2388.

Syllabusissubjecttorevision.UpdateswillbepostedonCourseWorks.