600

This course introduces postsecondary educators to Learning Sciences Education as the conceptual framework for understanding how people learn and designing effective formal learning experiences. The course applies research-informed instructional design and technology-based pedagogies to curriculum development projects in the degree candidates’ own areas of professional specialization. The integrative concept of Technology, Pedagogy, and Content Knowledge (TPCK) is used as a framework to encourage introspection focused on the candidates’ own curriculum design practices. Quality assurance processes are introduced in relation to national standards for effective instructional design in online courses. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

This course explores the experience of teaching in undergraduate and graduate college settings, emphasizing core assumptions about helping students learn, reflecting critically on teaching practice, observing student learning experiences, and sustaining respect for students as adults. The course also prompts educators to examine practices common to college teaching across disciplines and levels, including lecturing, organizing groups for learning, planning project-based assignments, teaching culturally diverse students, incorporating creativity in courses, co-teaching, and teaching in blended and online settings. Pre-requisite(s): None. Co-requisite(s): May be taken concurrently with LSE 691. 3 semester hours

Designed as a field-based companion course to LSE 605 Postsecondary Teaching in Content Specializations, this course organizes field experiences designed to broaden and deepen postsecondary educators’ professional knowledge within their teaching fields. Candidates will plan explorations of their respective professional disciplines, examine professional associations that publish research in the discipline, participate in state, regional, or national professional meetings focused on scholarship, interview experts in the field, create annotated bibliographies of current research in the field, engage in other scholarly activities in the academic discipline, and write a reflective summary of the impact of these professional development activities on their teaching. Candidates will document outcomes in a professional portfolio and in an updated curriculum vitae. Pre-requisite(s): None. Co-requisite(s): Candidates should take this course concurrently with LSE 605 Postsecondary Teaching in Content Specializations, but may take this course independently with permission of the program director or dissertation chair in the applicable program. 3 semester hours