Course Description
This course offers students an introduction to teaching and learning processes, including syllabus development, lesson planning, and evaluation of student progress for a variety of institutional settings.
For information regarding prerequisites for this course, please refer to the Academic Course Catalog.
Course Guide
View this course’s outcomes, policies, schedule, and more.*
*The information contained in our Course Guides is provided as a sample. Specific course curriculum and requirements for each course are provided by individual instructors each semester. Students should not use Course Guides to find and complete assignments, class prerequisites, or order books.
Rationale
Students in this course are engaged in advanced preparation for applied theology (in practical theology or applied apologetics). Most are not education specialists; consequently, this course assumes no previous background in education. However, many will pursue a career in higher education and, consequently, need some introductory exposure to the broader discipline of educational theory and practice. Moreover, since many will practice teaching in a ministry context, some attention to teaching as ministry is appropriate. Finally, with the proliferation of online teaching, it is likely that many will teach in a virtual, rather than residential, setting and, consequently, need some exposure to teaching in a digital age. This course provides that overview by broadly focusing on four areas: (1) major theories related to the processes/methods of teaching and learning, especially adult learning; (2) course design, (3) teaching & learning in a digital age; and (4) teaching as ministry.
Course Assignment
Textbook readings and lecture presentations
No details available.
Course Requirements Checklist
After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in the Course Overview.
Discussions (2)
Discussions are collaborative learning experiences. Therefore, the student must participate in 2 Discussions during the course in which the student must post a thread in response to the Discussion’s prompt and then respond to 2 students’ threads or replies. Each Discussion thread must contain at least 400 words; each reply must contain at least 200 words. All sources used, including textbooks and presentations, must be documented in current Turabian format. (CLO’s: A, D.)
Peer-Review Discussions (2)
Discussions are collaborative learning experiences. Therefore, the, student will complete two (2) Peer-Review Discussions in this course. Peer-Review Discussions facilitate collaborative learning in which the students share insights about each other’s work, noting strengths and weaknesses and offering suggestions for improvement.
The student will upload the appropriate Peer-Review Discussion assignment for their classmates’ review, together with a thread of at least 400 words explaining and elaborating on the uploaded assignment. The student will then post at least two (2) replies of at least 200 words each to classmates’ threads offering additional insights, helpful critique, noting strengths and weaknesses, and making suggestions for improvement. (CLOs: A, B)
Course Creation Project: Course Proposal Assignment
The student will propose a hypothetical college or seminary/divinity school course for design and development. The proposal must include the following elements: course title and academic hours, academic discipline, educational environment (on-campus or online), degree program, course prerequisites, course materials, and course rationale. (CLOs: A, B, D)
Course Creation Project: Learning Outcomes Assignment
The student will identify and describe the learning outcomes the course is seeking to produce/develop in the students. Three to five learning outcomes must be identified and framed using Bloom’s Taxonomy of Learning Objectives. Each outcome must also include a brief rationale for its presence in the course. (CLOs: A, B, C)
Course Creation Project: Draft Course Plan Assignment
The student will sketch out an initial draft course plan (or course map) of their final course design for review by the instructor and classmates. The Draft Course Plan must be developed in an 8-week (8-module) term structure and utilize the provided Course Plan Template. (CLOs: A, B)
Course Creation Project: Instructional Methods Assignment
The student will describe the instructional methods they will utilize to deliver content necessary to achieve the course and module learning outcomes. The student must describe in detail what each method is and how it supports course content delivery. (CLOs: A, B)
Course Creation Project: Assessment Plan Assignment
The student will identify (list) the various assessment activities they will use to evaluate/measure the degree to which course learning outcomes were achieved. Each assessment method must be described in some detail and the related learning outcome(s) it measures identified. (CLOs: A, B, C)
Course Creation Project: Final Course Plan and Syllabus Assignment
The student will assemble the various components of their course plan on which they have been working into a Final Course Plan and Syllabus for submission. The assignment must utilize the provided Course Plan Template and identify any changes or modifications made along the way as a result of student and/or instructor feedback. (CLOs: A, B, C)
Reflective Essay: Teaching as Ministry Assignment
The student will compose an essay in which they revisit, reassess, and reflect on their understanding of teaching as ministry. (CLO: E)
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