DESIGNING TCHG 6530

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Course Title
Designing and Facilitating Professional Development Events that Promote Student Success. (Prerequisites: Completion of both an On Course I and On Course II Workshop plus successful completion of the 3-credit graduate course titled Strategies for Empowering Students to Become Active, Responsible Learners). This course is offered online by the University of Wisconsin-Platteville, Spring Semester only.
Course Description
Participants in this advanced course will not only add to their repertoire of empowering learner-centered strategies, they will also learn how to design and deliver effective professional development events for educators on their campus. Thus, this 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 preference 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 active, responsible lifelong learners who are self-motivated, self-managing, interdependent, self-aware, emotionally intelligent, and self-confident.
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. Interact with an international community of nearly two thousand college educators (via the On Course Ambassadors’ Listserv) exchanging best practices for improving student academic success and retention.
E. Write three articles, one a review of a book on learner-centered educational practices and two that present their experiences and outcomes of implementing learner-centered educational strategies for empowering students. Articles of appropriate quality will be published in the On Course e-Newsletter, an Internet publication with more than 50,000 subscribers from colleges and universities in the United States, Canada, and around the world.
Assignments
 

Possible Points

Course Assignments

 

Attend an On Course I and On Course II Workshop in their entirety (21 hours).
Highly Recommended: Attend the 3-hour optional evening sessions.

 

Write and submit to the instructor a Schedule of Personally Chosen Deadlines for the book review, eleven Journal Entries, and two Articles. All assignments must be completed by the end of the semester.

 

Write and post on your personal class home page a Personal Introduction.

100

Follow the guidelines provided by the instructor.

100

Write and post on the DISCUSSION BOARD your Feedback regarding Articles posted by your Success Team members. Follow the guidelines provided by the instructor.

100

Write and submit to the instructor Journals 11-21 from On Course: Strategies for Success in College and in Life (most recent edition)  (10 points each…lowest score dropped).

100

Write and submit to the instructor an Article* 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 either TCHG 6530 course. The strategy will be one you design or learn from a source OTHER THAN an On Course Workshop, On Course text,  facilitator’s manual or web site. Follow the format provided by the instructor.

100

Write and submit to the instructor an Article* 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 Success Team members. Follow the format provided by the instructor.

500

Total Possible Points

*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
A: 500-450 points
B: 449-400 points
C: 399-350 points
D: Not Given
F: Course Requirements Not Met
Required Texts
  • Downing, Skip. On Course: Strategies for Success in College and in Life (most recent edition), Cengage Learning.
  • Any one text from the course bibliography, or a book approved in writing by the instructor.
Note
Students with impaired sensory, manual, or speaking skills are encouraged and have the re­sponsibility to contact the Office of Continuing Education toll free 888-281-9472 regarding reasonable accommodation needs. Students requiring reasonable accommodation needs must be registered as a student with a disability. Please contact Roxanne Vedvig at the Continuing Education Office.

Course Bibliography:

  • Barkley, Elizabeth F., K. Patricia Cross, & Clair Howell Major. Collaborative Learning Techniques: A Handbook for College Faculty. Jossey-Bass, 2005.
  • Bonwell, Charles C. Active Learning: Creating Excitement in the Classroom. Ashe-Eric Higher Education Reports, 1991.
  • Bowman, Sharon L. How to Give It So They Get It. Bowperson Publishing, 1998.
  • Brookfield, Stephen. Understanding and Facilitating Adult Learning: A Comprehensive Analysis of Principles and Effective Practices. Jossey-Bass. 1991.
  • Buehl, Doug. Classroom Strategies for Interactive Learning. International Reading Association, 2001.
  • Capacchione, Lucia. The Creative Journal. Newcastle, 1989.
  • Cross, K. Patricia. Adults As Learners: Increasing Participation and Facilitating Learning. Jossey-Bass, 1992.
  • Dantonio,Marylou & Paul C. Beisenherz. Learning to Question, Questioning to Learn: Developing Effective Teacher Questioning Practices. Allyn & Bacon, 2000.
  • Delisle, Robert. How-to Use Problem-Based Learning in the Classroom. Assn for Supervision & Curriculm Development, 1997.
  • Dewey, John. Experience & Education. Collier Books, 1938.
  • Duch, Barbara J. The Power of Problem-Based Learning: A Practical ‘How To’ for Teaching Undergraduate Courses in Any Discipline. Stylus Publishers, 2001.
  • Eitington, Julius E. The Winning Trainer. Gulf Publishing Company, 1984.
  • Epstein, Robert. The Big Book of Motivation Games. McGraw Hill. 2001.
  • Foyle, Harvey C. (ed.). Interactive Learning in the Higher Education Classroom: Cooperative, Collaborative, and Active Learning Strategies. National Education Association, 1995.
  • Furjanic, Sheila W. & Laurie A. Turning Training into Learning: How to Design and Deliver Programs that Get Results. AMACOM, 2000.
  • Gagne, Robert M., Leslie J. Briggs & Walter W. Wager. Principles of Instructional Design. Harcourt, Brace & Jovanovich. 1995.
  • Gagnon,George W. & Michelle Collay. Designing for Learning: Six Elements in Constructivist Classrooms. Corwin Press, 2000.
  • Gass, Michael A. Book of Metaphors. Kendall/Hunt Publishing Company. 1995.
  • Gibbs, Jeanne. Tribes: A New Way of Learning and Being Together. Center Source, 1995.
  • Gesell, Izzy. Playing Along: 37 Group Learning Activities Borrowed from Improvisational Theater. Whole Person Associates, 1997.
  • Glasgow,Neal A. New Curriculum for New Times: A Guide to Student-Centered,Problem-Based Learning. Corwin Press, 1997.
  • Goodsell,Anne, et al, Collaborative Learning: A Source for Higher Education. National Center on Postsecondary Teaching Learning & Assessment, 1992.
  • Herrmann, Ned. The Creative Brain. Brain Books, 1989.
  • Huba, Mary E. & Jann E. Freed. Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning. Allyn & Bacon. 1999.
  • Jones, Alanna E. 104 Activities That Build: Self-esteem, Teamwork, Communication, Anger Management, Self-discovery, and Coping Skills. Rec Room Publishing, 1998.
  • Klatt, Bruce. The Ultimate Training Workshop Handbook: A Comprehensive Guide to Leading Successful Workshops and Training Programs. McGraw Hill. 1999.
  • Kolb, David A. Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall. 1983.
  • LaMeres, Clare. The Winner’s Circle: Yes, I Can. LaMeres Lifestyles Unlimited, 1990.
  • Lawlor, Michael, Peter Handley & Michel Lawlor. The Creative Trainer. McGraw-Hill, 1997.
  • Luckner, John L. & Reldan S. Nadler. Processing the Experience: Strategies to Enhance and Generalize Learning. (2nd ed) Kendall/Hunt Publishing Company. 1997.
  • Lynn, Laurence E. Teaching and Learning With Cases: A Guidebook. Chatham House. 1999.
  • McCarthy, Bernice. About Learning. About Learning Publishers. Wauconda, Il. 1996.
  • McCarthy, Bernice. About Teaching. About Learning Publishers. Wauconda, Il. 2000.
  • McCombs, Barbara L., et. al., The Learner-Centered Classroom and School: Strategies for Increasing Student Motivation and Achievement. Jossey-Bass, 1997.
  • Meier, Dave. The Accelerated Learning Handbook: A Creative Guide to Designing and Delivering Faster, More Effective Training Programs. McGraw-Hill, 2000.
  • Milano, Michael, et. al., Designing Powerful Training: The Sequential-Iterative Model. Jossey-Bass. 1998.
  • Moon, Jenny A., Learning Journals: A Handbook for Academics, Students and Professional Development. Kogan Page Ltd. 2000.
  • Peck, M. Scott, M.D. The Different Drummer. Simon and Schuster. 1987.
  • Piskurich, George M. Rapid Instructional Design: Learning ID Fast and Right. Jossey-Bass, 2000.
  • Piskurich, George M. (Ed), et al. The ASTD Handbook of Training Design and Delivery. McGraw-Hill. 1999.
  • Progroff, Ira. At a Journal Workshop. Dialogue House Library, 1975.
  • Raffini, James P. 150 Ways to Increase Intrinsic Motivation in the Classroom. Allyn & Bacon. 1995.
  • Rogers, Spence. Teaching Tips: 105 Ways to Increase Motivation & Learning. Peak Learning Systems. 1999.
  • 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.
  • Rose, Colin Penfield & Malcolm J. Nicholl. Accelerated Learning for the 21st Century: The Six-Step Plan to Unlock Your Master-Mind. Dell. 1999.
  • Russell, Lou & Martin Morrow. The Accelerated Learning Fieldbook: Making the Instructional Process Fast, Flexible, and Fun. Jossey-Bass. 1999.
  • Scannell, Edward E. and John W. Newstrom. Games Trainers Play. McGraw-Hill. 1980.
  • Scannell, Edward E. and John W. Newstrom. More Games Trainers Play. McGraw-Hill. 1983.
  • Scannell, Edward E. and John W. Newstrom. Still More Games Trainers Play. McGraw-Hill. 1991.
  • Schilling, Dianne. 50 Activities for Teaching Emotional Intelligence: Level 3. Innerchoice Pub, 1999.
  • Sharan, Shlomo. Handbook of Cooperative Learning Methods. Praeger Pub, 1999.
  • Silberman, Mel. Active Learning: 101 Strategies to Teach Any Subject. Allyn & Bacon, 1996.
  • Silberman, Mel & Karen Lawson. 101 Ways to Make Training Active. Pfeiffer & Co, 1995.
  • Smith, Barbara Leigh & John McCann (eds.). Reinventing Ourselves: Interdisciplinary Education, Collaborative Learning, and Experimentation in Higher Education. Anker Pub, 2001.
  • Sugar, Steve. Games That Teach: Experiential Activities for Reinforcing Training. Jossey-Bass, 1998.
  • Thiagarajan, Sivasailam & Glenn M. Parker. Teamwork and Teamplay: Games and Activities for Building and Training Teams. Jossey-Bass, 1999.
  • 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.
  • Ukens, Lorraine L. All Together Now!: A Seriously Fun Collection of Training Games and Activities. Jossey-Bass, 1999.
  • Ukens, Lorraine L. Energize Your Audience: 75 Quick Activities That Get them Started, and Keep Them Going. Jossey-Bass, 2000.
  • Ukens, Lorraine L. What Smart Trainers Know: the Secrets of Success from the World’s Foremost Experts. Jossey-Bass, 2001.
  • Van Kavelaar, Eileen K. Conducting Training Workshops: A Crash Course for Beginners. Jossey-Bass, 1997.
  • Vella, Jane Kathryn. Taking Learning to Task: Creative Strategies for Teaching Adults. Jossey-Bass, 2000.
  • Wilkerson, Luann, ed. Bringing Problem-Based Learning to Higher Education: Theory and Practice. Jossey-Bass, 1996.

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For questions or problems regarding Graduate Courses, send an email to info@oncourseworkshop.com