DEPARTMENT OF AGRICULTURAL EDUCATION
THE UNIVERSITY OF ARIZONA

A ED-695A: Teaching College Level Agriculture and Life Sciences

(Credits 1-3)

James Knight, Ph.D.
232A Forbes
Phone: 621-9144
e-mail: jknight@ag.arizona.edu

DESCRIPTION

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Analysis and preparation for improving effectiveness of teaching college level agriculture and life sciences, including instructional objectives and strategies; content organization; and evaluation of learning experiences.

MAJOR PURPOSES

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SPECIFIC OBJECTIVES

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1. To identify the role of instruction in colleges of agriculture as well as other post-secondary educational institutions.

2. To describe the teaching-learning process.

3. To apply the principles of teaching and learning to planning for instruction in a college classroom.

4. To utilize student learning styles in designing instructional techniques.

5. To formulate measurable and observable course objectives.

6. To develop course objectives which contribute to instruction at higher cognitive levels.

7. To apply appropriate motivational techniques for teaching at the college level.

8. To prepare lesson plans which include the essential components for effective instruction.

9. To implement instructional techniques for providing effective group and individualized instruction.

10. To plan and organize student activities/assignments which contribute to the application of course content.

11. To prepare effective instruments for student assessment and evaluation.

12. To utilize current technology for improved instruction in the college classroom.

13. To discuss methods of instructional evaluation and improvement.

14. To identify the components necessary for a productive classroom environment.

TEXTS

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Required:

Suggested:

Periodicals:

ASSIGNMENTS (1 Credit)

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1. Prepare and submit a position paper describing your philosophy on the topic of your choice from the following:

   1. Role of instruction in higher education
   2. Principles of learning
   3. Motivation of college students
   4. Student evaluation and testing
   5. Teaching at higher cognitive levels
   6. Large group instruction
   7. Small group instruction
   8. Teaching laboratory techniques

   The paper must be typed on a word processor and supported by the literature. Do not exceed 5 single spaced pages. The paper is due on or before the class session on 11 October 1999.

2. Observe three different teachers. For each observation, prepare a one page summary of your observations of the methods used, type of class, strengths, and ways you would alter the class if you taught it. Keep the names ANONYMOUS in your written summary. Observation summaries are due on or before class session on 8 November 1999.

3. Interview with the course instructor within the first 2 weeks of the course and during the last 2 weeks of the course.

        EVALUATION

ASSIGNMENTS (2 Credits)

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1. Prepare and submit a position paper describing your philosophy on the topic of your choice from the following:

   1. Role of instruction in higher education
   2. Principles of learning
   3. Motivation of college students
   4. Student evaluation and testing
   5. Teaching at higher cognitive levels
   6. Large group instruction
   7. Small group instruction
   8. Teaching laboratory techniques

   The paper must be typed on a word processor and supported by the literature. Do not exceed 5 single spaced pages. The paper is due on or before the class session on 11 October 1999.

2. Prepare a sample course syllabus for a course in your area of expertise. The syllabus should include the six major components discussed in the course and should be typed on a word processor. The sample syllabus is due on or before the class session on 18 October 1999.

3. Develop a sample "hour examination" for the course you teach or one in your discipline. The examination must use a variety of test items and include items which evaluate at various levels of cognition. The examination is due on or before class session 1 November 1999.

4. Observe three different teachers. For each observation, prepare a one page summary of your observations of the methods used, type of class, strengths, and ways you would alter the class if you taught it. Keep the names ANONYMOUS in your written summary. Observation summaries are due on or before class session on 8 November 1999.

5. Prepare and submit a sample lesson plan for teaching an undergraduate class in your discipline. The plan should be based upon the format presented in class and is due on or before class session on 15 November 1999.

6. Develop instructional materials/media/technology for a class you teach or one in your discipline. This assignment is due on or before class session on 22 November 1999.

7. Interview with the course instructor within the first 2 weeks of the course and during the last 2 weeks of the course.

EVALUATION

ASSIGNMENTS (3 Credits)

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1. Prepare and submit a position paper describing your philosophy on the topic of your choice from the following:

   1. Role of instruction in higher education
   2. Principles of learning
   3. Motivation of college students
   4. Student evaluation and testing
   5. Teaching at higher cognitive levels
   6. Large group instruction
   7. Small group instruction
   8. Teaching laboratory techniques

   The paper must be typed on a word processor and supported by the literature. Do not exceed 5 single spaced pages. The paper is due on or before the class session on 11 October 1999.

2. Prepare a sample course syllabus for a course in your area of expertise. The syllabus should include the six major components discussed in the course and should be typed on a word processor. The sample syllabus is due on or before the class session on 18 October 1999.

3. Develop a sample "hour examination" for the course you teach or one in your discipline. The examination must use a variety of test items and include items which evaluate at various levels of cognition. The examination is due on or before class session 1 November 1999.

4. Observe three different teachers. For each observation, prepare a one page summary of your observations of the methods used, type of class, strengths, and ways you would alter the class if you taught it. Keep the names ANONYMOUS in your written summary. Observation summaries are due on or before class session on 8 November 1999.

5. Prepare and submit a sample lesson plan for teaching an undergraduate class in your discipline. The plan should be based upon the format presented in class and is due on or before class session on 15 November 1999.

6. Develop instructional materials/media/technology for a class you teach or one in your discipline. This assignment is due on or before class session on 22 November 1999.

7. Interview (3) college and/or teaching award recipients and write a summary of their responses. Interview summaries are due on or before class session on 6 December 1999.

8. Help prepare for and teach a session in A ED-695 before 6 December 1999.

9. Interview with the course instructor within the first 2 weeks of the course and during the last 2 weeks of the course.

EVALUATION

CLASS POLICIES

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Determination of Class Grades

Late Policy

An assignment which is handed in late will be reduced in value 10 percent per day that it is late.

Attendance Policy

Due to the nature of the course, it is important for students to be in attendance. Information will be provided which relates to the content of the course and related assignments which will be critical to student performance on the course objectives. After two absences, each session missed will reduce the final course grade by one letter grade.

Incomplete Grade Policy

Incomplete grades will be given only in special circumstances as outlined in university policy as stated on page 26 of "The University of Arizona Record 98-99 General Academic Manual"

Academic Integrity

Please note that the university policy on academic integrity as described on page 18 of "The University of Arizona Record 98-99 General Academic Manual" will serve as the basis for dealing with any such issues in this course.

Special Needs and Accommodations

Students needing special accommodations or special services should contact the Learning Disabilities Program/SALT, Old Main Bldg., Room 117 (621-1242) and/or the Center for Disability Related Resources/CDRR, Second and Cherry Streets (621-5227). The needs of specialized services must be documented and verified by one of these units. We will do everything we can to accommodate all students to enhance their learning experience, but we must know of special circumstances in advance.

Office Hours

Office hours will be maintained throughout the course. The specific times will be posted on Dr. Knight's office door at the beginning of each week with a sign-up sheet attached. In addition, he may be contacted via phone or e-mail.

TOPICAL OUTLINE

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READING ASSIGNMENTS

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Home   

Syllabus   Building a Basis for Education   Planning Process   Writing Objectives   Testing   Interpreting Test Data   Educational Foundations   Teaching Effectiveness    Learning Styles   Problem Solving and Lecturing   Using Discussions   Conducting Demonstrations    Applications of Learning

This website was last updated on Thursday, August 16, 2001 10:43 AM.  This is version 1.1.  If you have any questions about this site, please email ddavies@ag.arizona.edu.  If you have any questions about the course, please email Dr. James Knight at jknight@ag.arizona.edu.