Education Theory and Practice

Course Details

Course Number: RESP 4223  Section Number: X30

Spring 2013

Location: Online

Days & Times:

 

 

MIDWESTERN STATE UNIVERSITY

COLLEGE OF HEALTH SCIENCES AND HUMAN SERVICES

RESPIRATORY CARE PROGRAM

COURSE SYLLABUS

 

May Graduates:  Deadline to file for Graduation—February 18, 2013

 

COURSE TITLE

Education Theory and Practice

 

COURSE NUMBER

RESP 4223-X20

 

COURSE DESCRIPTION

The focus of this internet course is to train the student in the basic processes of education.  Emphasis is placed on classroom as well as clinical instruction.  Topics include learning styles, developing objectives, teaching methods, questioning and problem solving strategies, characteristics and roles of the clinical instructor, and use of appropriate evaluation instruments.

 

CREDITS

3 credits

 

COURSE OBJECTIVES:

Participants in this course will have the opportunity to:

 

1.        Identify the purposes, goals, and benefits of client and staff/student education.

 

2.        Identify the terms education process, teaching and learning

 

3.        Identify major ethical principles related to education in health care

 

4.        Define the principal constructs of each learning theory

 

5.        Explain the health educator’s role in the learning process

 

6.        Describe what is meant by learning styles

 

7.        Identify incentives and obstacles that affect motivation to learn

 

8.        Identify the magnitude of the literacy problem in the United States

 

9.        Identify the differences between learning goals and objectives

 

10.      Explain how to evaluate instructional methods

 

11.      Differentiate between instructional materials and instructional methods

 

12.      Describe the effects that technology has had on education for health professionals

 

 

COURSE INSTRUCTOR

Randy Case, MAM-HCA, RRT

Fax:    940-397-4933

randy.case@mwsu.edu

 

OFFICE HOURS

By appointment

 

Please send messages through D2L, however in the event that you have problems with D2L, you may contact me via my University email at randy.case@mwsu.edu

 

I will check my D2L email regularly.

 

 

LEARNING RESOURCES

 

Required Text:

Susan Bastable, Pamela Gramet, Karen Jacobs, Deborah Sopczyk,  Health Professional as Educator Principles of Teaching and Learning, 2011 Jones & Bartlett, ISBN 978-0-7637-9278-7

 

American Disabilities Act (ADA)

 

Midwestern State University (MSU) does not discriminate on the basis of an individual’s disability and complies with Section 504 and the Americans with Disabilities Act in its admission, accessibility and employment of individuals in programs and activities.

 

MSU provide academic accommodations and auxiliary aids to individuals with disabilities, as defined by law, who are otherwise qualified to meet academic and employment requirements. For assistance call (940) 397-4618 or 397-4515.

 

Please see the instructor outside of class to make any arrangements involving special accommodations.

It is the student’s responsibility to declare any disabilities. After declaration, preferably at the beginning of each semester, the student needs to contact individual instructors to determine any reasonable accommodations that may be required

 

 

Course Tools:

 

1. Syllabus---contains the syllabus.  

 

2. Announcements---All announcements will be posted under the NEWS section on the course homepage.

 

3. Weekly Course Content---Here you will find your weekly activities, which include that week’s power point slides.

 

4. Discussions---Here you will post your reading assignment discussion comments.  I will also post a CHAT Module under the DISCUSSION Module that can be utilized throughout the semester for students to ask each other questions, dialog or chat about the course.

 

5. Assessments---Here you will find your quizzes.  All assessments are timed (90 minutes) and you may only take the quiz one time.

 

6. Learning Tools---Here you will find information that may be helpful to you during this course.  This may include APA and Writing Information as well as information to aid you in researching online databases.

 

7. Email---Use email in the course site when you need to communicate with me or if you wish to communicate with other learners in the course. You can add attachments to the email. You also can email me at my university address. My university address is randy.case@mwsu.edu

 

 

LATE ASSIGNMENTS: 

 

D2L is designed so that students are locked out of the system after the deadline has passed.  Please make note of all deadlines and adhere to them.  Anything not completed and handed in on time will be subjected to a 15% per day penalty (weekends and holidays included).  All assignments must be completed by midnight of the due date.

ACADEMIC HONESTY:

Professors have become increasingly aware of, and therefore more adamant about, plagiarism on college campuses.  Remember that copying any part of someone else’s work without properly citing it constitutes plagiarism.  Further, copying other’s ideas and portraying them as your own, even if not word for word, constitutes plagiarism.  The professor will investigate any suspected cases of academic dishonesty.  If further action is necessary, the professor will turn the incident into the proper MWSU authorities for disciplinary action. In addition to the issue of plagiarism, academic dishonesty in an online environment may include:  having someone else complete any assignment or any portion of an assignment and/or discussing via any medium, even email, any exam question.

Research papers and projects must be original work for each course assignment.  The faculty will not accept a submission that has been or is being submitted for another course.  No Exceptions! 

You are expected to do your own work just as you would be in a “traditional” classroom setting.

 

Grading Scale:

 

A:  90-100

B:  80-89

C:  75-79

D:  70-74

F:  <69

 

A minimum grade of 75 (C) is required in all respiratory courses.  Failure to attain a minimum grade of C will prevent the student from progressing in the program. 

 

 

Evaluation:

 

Educational Philosophy Paper                               20%

Discussions                                                       20%             

Teaching Practicum                                            30%

Quizzes                                                            30%

 

 

 

Discussions:

Discussion content and questions will be posted on certain weeks throughout the semester.  You can see the weeks that will include a discussion assignment on the course schedule within the syllabus. 

 

Quizzes:

There will be a total of four quizzes, which will cover several chapters within the text. Students are expected to analyze and apply their education knowledge during these quizzes.  Quizzes are located under assessments.  You may use learning resources to help you with the quizzes, however the quizzes are timed.

 

CLASS PARTICIPATION

Class participation is an integral part of this online course.  There are activities that require each student to post opinions from the readings, case studies, research, or in response to the discussion by others.  However, in order to earn the maximum amount of participation points you are expected to participate actively in and contribute to the learning experience in this course.   You should provide feedback, comments, and thoughts under dialogue and discussion. 

 

Participation means providing substantive comments, questions and contributions that advance the learning process for you and/or other learners in the course. Participation may include responding to questions and issues posed by other learners. Non-substantive comments, irrelevant comments and comments of the nature of “I agree” or “I disagree” (unless the latter two are elaborated upon to make them substantive) do not count towards meeting the participation requirement. There is not a required length for postings as I am looking for quality and substance.

 

 

Educational Philosophy Paper

 

Examination of one's philosophy of education is primary to beginning either patient or staff education.  This paper should be 3 pages in length (excluding cover page and references) using APA guidelines. An abstract will not be required. 

 

Questions to be answered in this paper include:

 Part I) your view of education, your experiences which have formed that view, and the impact on teaching and learning your views will have or have had,

 

Part II) choose an educational theorist with whom you identify and briefly discuss his/her theory (Chapter 3 as reference).  This paper will constitute 20% of your grade. This paper will be submitted per the Educational Philosophy Paper icon on the homepage.

***Education Philosophy Paper Due by FEBRUARY 24!!!***

 

 

Educational Philosophy Grading Criteria:

                                   

Writing Scoring Rubric

 

Writing Characteristics

5

Exemplary

4 – 2

Satisfactory

1 – 0

Unacceptable

Score

Weight

Total

Focus/Purpose

Insightfully develops a point of

view/perspective/position and demonstrates a strong awareness of audience or purpose

Develops a point of

view/perspective/position and demonstrates an awareness of audience and purpose

Implies a  point of

view/perspective/position and demonstrates limited awareness of audience and purpose

 

 

 

 

X 4

 

Evidence

Support

 

 

 

 

 

 

Sources/Use APA Format

(if applicable)

Evidence is substantial, specific

and/or illustrative with sophisticated ideas that are particularly well developed and supported

 

Uses varied and sufficient

sources effectively and documents accurately

 

Evidence is sufficient and

consistent with ideas that are well developed and supported

 

 

 

 

Uses sufficient sources and

documents accurately

Evidence is adequate to explain some key concepts, but may lack sufficient supporting details

 

 

Lacks depth in research; inconsistently incorporates and/or documents sources

 

 

 

 

 

 

X 4

 

Organization

Organization is logical

and coherent, making insightful connections

among ideas

Organization is logical and

coherent, clearly making connections among ideas

Organization is so limited that the piece is

difficult, if not impossible, to understand

 

 

 

 

X 4

 

Language and Style

Exhibits skillful use of language, appropriate vocabulary, and variety in sentence structure

Exhibits adequate use of

language, appropriate vocabulary, and some variety in sentence structure

Use of language and vocabulary are limited

and demonstrates frequent problems in sentence structure

 

 

 

 

X 4

 

Mechanics and Usage

Is free of errors in grammar

and mechanics

Shows control of grammar and

mechanics but may display some errors

Errors in grammar and mechanics are so

prevalent that the piece is difficult, if not impossible, to understand

 

 

 

 

X 4

 

           

 

 

                                                  

 

 

Teaching Practicum:

Students must work individually.  Students will select a specific topic for patient or continuing education; illustrate the need for the program; write objectives, design a relevant learning activity, conduct the learning activity, and use an appropriate evaluation process to demonstrate effectiveness. Each individual will prepare a learning activity using either a Power Point presentation, video, voice over, or module format.  Any creative format will be accepted. 30% of your grade will depend on your presentation as it will bring together all the concepts we will be discussing throughout the semester. It is recommended that topics be selected early in the semester in order to write each section of the presentation as we are discussing it. Students will submit the completed educational model for evaluation and a summary page must be prepared which will include date the presentation was given, the audience, and feedback generated by the participants.  Some suggestions for appropriate audiences include RT students, professional colleagues or patients/patient families.  The practicum may be an in-service, procedure demonstration, new product instruction etc.  Any presentation must include the elements outlined above.  You will also post a summary of the teaching practicum on the presentation site for the class to view and evaluate.

***Teaching Practicum due by APRIL 21, 2013!!!***

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

GRADING RUBRIC FOR PRESENTATION

 

Standards

5 - 4
Exemplary

3 - 2
Satisfactory

1-0
Unacceptable

Score

Weight

Total Score

Organization

Has a well organized and detailed project that catches audience’s interest; maintains focus throughout; summarizes main points

Project that is mostly organized; provides adequate “road map” for the listener

Has irrelevant and/or unorganized statements; gives listener no focus or outline of the presentation

 

 

X 4

 

Content

Demonstrates substance and depth; is comprehensive; shows mastery of material

Covers topic; uses appropriate sources; is objective

Does not give adequate coverage of topic; lacks sources

 

 

X 4

 

Grammar/Mechanics

Sentence form and word choices are appropriate.  Punctuation grammar, spelling, and mechanics are appropriate

Some mistakes in sentence form and word choices.  Makes a few grammar, spelling, and mechanical errors.

Sentence form and word choices are unacceptable; Punctuation grammar, spelling, and mechanics are unacceptable

 

 

X 4

 

Assignment Specific Criteria

Responds to all aspects of the assignment; Documents research appropriately; considers appropriate audience

Responds to some aspects of the assignment; has a some mistakes in research documentation

Does not give adequate coverage of assignment; does not document research appropriately; does not consider appropriate audience

 

 

X 3

 

Quality of summary

Delivers a summary that is well documented, clear and understandable, and pertinent to the project

Summarizes presentation’s main points; provides an adequate summary of project

Has missing or poor summary; is not tied to analysis

 

 

X 3

 

Response to Questions/Feedback

Demonstrates full knowledge of topic; explains and elaborates on all questions

Shows ease in answering questions but does not elaborate

Demonstrates little grasp of information; has undeveloped or unclear answers to questions

 

 

X 2

 

 

 

 

 

Course Schedule

 

Jan. 14-20

*Review syllabus

*Post Introductions

*Reading assignments: Chapter 1

*Discussion Ch. 1

 

Jan. 21-27

*Reading assignments: Chapter 2

*Discussion Ch. 2

 

Jan 28-Feb 3

*Reading assignments: Chapter 3

*Discussion Ch. 3

Feb 4-10          

*Quiz 1 (Chapters 1,2& 3)

*Reading assignments: Chapter 4

*No Discussion

 

Feb. 11-17      

*Reading assignments: Chapter 6

*Discussion Ch. 6

 

Feb 18-24

**Educational Philosophy Paper due**

Feb 25-Mar. 3

*Reading assignments: Chapter 7

*Discussion Ch. 7

 

Mar. 4-10

*Quiz 2 (Chapters 4, 6 &7)

 

Mar. 11-17                

***SPRING BREAK***

 

Mar. 18-24

 

 

*Reading assignments: Chapter 10

*Discussion Ch. 10

Mar. 25-27

 

Mar. 28-31

*Reading assignments: Chapter 11

*No Discussion

***EASTER BREAK***

April 1-7                   

 

*Reading assignments: Chapter 12

*Discussion Ch. 12

April 8-14       

*Quiz # 3 (Chapters 10,11 &12)

 

April 15-21                 

***Teaching Practicum Due***

 

April 22-28           

 

*Reading assignments: Chapter 13 & 14

*No Discussion

 

April 29-May 3                  

 

*Quiz #4 (Chapters 13& 14)

*Course evaluation and feedback

 



Course Attachments

Syllabus  Education & Theory Syllabus Summer 2013-20140123-162354.docx

Textbooks

Health Professional as Educator Priciples of Teach  ISBN: 978-0-7637-9278-7

MSU Faculty Member
Randy Case MA, RRT   
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Submission Format PolicyNote: You may not submit a paper for a grade in this class that already has been (or will be) submitted for a grade in another course, unless you obtain the explicit written permission of me and the other instructor involved in advance.

Plagiarism Policy Plagiarism is the use of someone else's thoughts, words, ideas, or lines of argument in your own work without appropriate documentation (a parenthetical citation at the end and a listing in "Works Cited")-whether you use that material in a quote, paraphrase, or summary. It is a theft of intellectual property and will not be tolerated, whether intentional or not.

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As an MSU Student, I pledge not to lie, cheat, steal, or help anyone else do so."

As students at MSU, we recognize that any great society must be composed of empowered, responsible citizens. We also recognize universities play an important role in helping mold these responsible citizens. We believe students themselves play an important part in developing responsible citizenship by maintaining a community where integrity and honorable character are the norm, not the exception. Thus, We, the Students of Midwestern State University, resolve to uphold the honor of the University by affirming our commitment to complete academic honesty. We resolve not only to be honest but also to hold our peers accountable for complete honesty in all university matters. We consider it dishonest to ask for, give, or receive help in examinations or quizzes, to use any unauthorized material in examinations, or to present, as one's own, work or ideas which are not entirely one's own. We recognize that any instructor has the right to expect that all student work is honest, original work. We accept and acknowledge that responsibility for lying, cheating, stealing, plagiarism, and other forms of academic dishonesty fundamentally rests within each individual student. We expect of ourselves academic integrity, personal professionalism, and ethical character. We appreciate steps taken by University officials to protect the honor of the University against any who would disgrace the MSU student body by violating the spirit of this creed. Written and adopted by the 2002-2003 MSU Student Senate.

Students with Disabilities The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact the Disability Support Services in Room 168 of the Clark Student Center, 397-4140.

Safe Zones Statement The professor considers this classroom to be a place where you will be treated with respect as a human being - regardless of gender, race, ethnicity, national origin, religious affiliation, sexual orientation, political beliefs, age, or ability. Additionally, diversity of thought is appreciated and encouraged, provided you can agree to disagree. It is the professor's expectation that ALL students consider the classroom a safe environment.

Contacting your Instructor All instructors in the Department have voicemail in their offices and MWSU e-mail addresses. Make sure you add your instructor's phone number and e-mail address to both email and cell phone lists of contacts.

Writing Proficiency Requirement All students seeking a Bachelor's degree from Midwestern State University must satisfy a writing proficiency requirement once they've 1) passed English 1113 and English 1123 and 2) earned 60 hours. You may meet this requirement by passing either the Writing Proficiency Exam or English 2113. Please keep in mind that, once you've earned over 90 hours, you lose the opportunity to take the $25 exam and have no option but to enroll in the three-credit hour course. If you have any questions about the exam, visit the Writing Proficiency Office website at http://academics.mwsu.edu/wpr, or call 397-4131.