Teaching the College Student
EDUC-758

College students may experience difficulty making the transition to the college setting, whether the student is a recent high school graduate or a person returning to the college classroom with career experience. College instructors can enhance success of students in their courses by increasing their knowledge and application of college learners and effective college teaching practices. “Study to show yourself approved unto God, a workman that needs not to be ashamed, rightly dividing the word of truth” (II Timothy 2:15 American King James Version).

Upon successful completion of this course, the student will be able to:

1. Integrate Christian and professional principles throughout the course.
2. Utilize technology competencies for effective college teaching and learning.
3. Apply effective college teaching strategies.
4. Analyze the characteristics of college learners.
5. Generalize current professional research on college teaching, learning, and implement classroom research.

Click on the following link to view the required resource(s) for the term in which you are registered: Liberty University Online Bookstore.

 Additional Materials for Learning

1. Computer with basic audio/video output equipment
2. Internet access (broadband recommended)
3. Canvas recommended browsers
4. Microsoft Word

After reading the Syllabus and Student Expectations, the student will complete the related checklist found in the Course Overview.

There will be 3 Discussions throughout this course. The candidate is required to provide a 300-word thread in response to the provided prompt. The thread must be supported with at least 2 sources to include the textbook in current APA format. In addition to the thread, the candidate is required to reply to 2 other classmate’s thread except for the final Discussion (1 reply required). Cite a minimum of 1 source in each reply using current APA format, as applicable. Each reply must be 150 words. (CLO: A, C, D, E)

The candidate will research the support services available at a college for students and instructors. The candidate will develop a list, table, or brochure of services, contact persons, contact numbers, and description of services available. (CLO: B, D, E)

The candidate will research and select 1 article written 5 years ago or less that details the current trends in college teaching or challenges facing college students today. The candidate will briefly summarize the article and offer a critique of the article. This assignment must be 2–3 pages. (CLO: C, D)

Final Project: Part 1 – Professor and Student Interview

The candidate will conduct an interview with a current professor (other than the instructor for this course) and student in a college or university. These findings will be included in the Final Project: Clergy and Counselor Interview. The candidate will also include a research strategies plan in this assignment. This assignment must be a minimum of 11 pages. (CLO: D, E)

Final Project: Part 2 – Clergy and Counselor Interview

The candidate will interview 1 member of the clergy and 1 higher education counselor/advisor who both interact with college students. In each interview, you will ask questions to gain a better understanding of the emotional, psychological, and spiritual needs of college students. In addition to submitting the Final Project: Clergy and Counselor Interview, you must integrate your findings in the Final Project: PowerPoint Presentation. The candidate will also include an instructional strategies plan in this assignment. This assignment must be a minimum of 9 pages. (CLO: C, D, E)

Final Project: Part 3 – PowerPoint Presentation

The candidate will create a PowerPoint presentation for college students, taking everything that you have learned from the Final Project: Professor and Student Interview and Final Project: Clergy and Counselor Interview Assignments to teach students 5 essential strategies you determine to be most important. Additionally, you must type a script to align with the PowerPoint for a 30-minute presentation to college students, incorporating sources used in the previously submitted assignments of the Final Project and adding at least 2 additional sources. (CLO: B, C, D, E)

The candidate will examine the sample syllabus provided. Based on knowledge of college learners acquired in the course, the candidate will determine if the syllabus meets the needs of college students. The candidate will also suggest at least 5 research-based strategies for improvement. This assignment must be 2–3 pages. (CLO: B, D, E)

Course Assignments, including discussions, exams, and other graded assignments, should be submitted on time.

If the student is unable to complete an assignment on time, then he or she must contact the instructor immediately by email.

Assignments that are submitted after the due date without prior approval from the instructor will receive the following deductions:

1. Late assignments submitted within one week after the due date will receive up to a 10% deduction.
2. Assignments submitted more than one week and less than 2 weeks late will receive up to a 20% deduction.
3. Assignments submitted two weeks late or after the final date of the course will not be accepted outside of special circumstances (e.g. death in the family, significant personal health issues), which will be reviewed on a case-by-case basis by the instructor.
4. Group projects, including group discussion threads and/or replies, and assignments will not be accepted after the due date outside of special circumstances (e.g. death in the family, significant personal health issues), which will be reviewed on a case-by-case basis by the instructor.

Students with a disability and those with medical conditions associated with pregnancy may contact Liberty University’s Online Office of Disability Accommodation Support (ODAS) at [email protected] for accommodations.  Such accommodations require appropriate documentation of your condition.   For more information about ODAS and the accommodations process, including how to request an accommodation, please visit https://www.liberty.edu/online/online-disability-accommodation-support/. Requests for accommodations not related to disabilities or pregnancy must be directed to the Registrar’s Office, which generally handles medical needs support.

If you have a complaint related to disability discrimination or an accommodation that was not provided, you may contact ODAS or the Office of Equity and Compliance by phone at (434) 592-4999 or by email at [email protected].  Click to see a full copy of Liberty’s Discrimination, Harassment, and Sexual Misconduct Policy or the Student Disability Grievance Policy and Procedures.

In an effort to comply with U.S. Department of Education policies, attendance is measured by physical class attendance or any submission of a required assignment within the enrollment dates of the course (such as examinations, written papers or projects, any discussion posts, etc.) or initiating any communication with one’s professor regarding an academic subject. More information regarding the attendance policy can be found in the Academic Course Catalogs. Regular attendance in online courses is expected throughout the length of the term. Students who do not attend within the first week of a sub-term by submitting a required academic assignment (such as the Course Requirements Checklist, an examination, written paper or project, discussion post, or other academic activity) will be dropped from the course. Students who wish to re-engage in the course are encouraged to contact Academic Advising to discuss their enrollment options. Students who begin an online course, but at some point in the semester cease attending, and do not provide official notification to withdraw, will be assigned a grade of “FN” (Failure for Non-Attendance). Students wishing to withdraw from courses after the official start date should familiarize themselves with the withdrawal policy.

The full policy statement and procedures are published in the Policy Directory.

Liberty University comprises a network of students, alumni, faculty, staff and supporters that together form a Christian community based upon the truth of the Bible. This truth defines our foundational principles, from our Doctrinal Statement to the Code of Honor. These principles irrevocably align Liberty University’s operational procedures with the long tradition of university culture, which remains distinctively Christian, designed to preserve and advance truth. Our desire is to create a safe, comfortable environment within our community of learning, and we extend our academic and spiritual resources to all of our students with the goal of fostering academic maturity, spiritual growth and character development.

Communities are predicated on shared values and goals. The Code of Honor, an expression of the values from which our Doctrinal Statement was born, defines the fundamental principles by which our community exists. At the core of this code lie two essential concepts: a belief in the significance of all individuals, and a reliance on the existence of objective truth.

While we acknowledge that some may disagree with various elements of the Code of Honor, we maintain the expectation that our students will commit to respect and uphold the Code while enrolled at Liberty University.

Adherence to the principles and concepts established within facilitates the success of our students and strengthens the Liberty community.

The Code of Honor can be viewed in its entirety at https://www.liberty.edu/students/honor-code/.

For courses with a Pass/NP final grade, please refer to the Course Grading section of this syllabus for the assignment requirements and/or point value required to earn a Passing final grade.