Designing Courses Based on Research and Theory in Behavior Analysis and Psychology
|Monday, May 30, 2016|
|5:00 PM–5:50 PM |
|Regency Ballroom C, Hyatt Regency, Gold West|
|Area: TBA; Domain: Service Delivery|
|Instruction Level: Advanced|
|CE Instructor: Henry D. Schlinger, Ph.D.|
|Chair: Nicole Luke (Surrey Place Centre)|
|HENRY D. SCHLINGER (California State University, LA)|
|Henry D. (Hank) Schlinger Jr. received his Ph.D. in psychology (applied behavior analysis) from Western Michigan University under the supervision of Jack Michael. He then completed a two-year National Institutes of Health-funded post-doctoral fellowship in behavioral pharmacology with Alan Poling. He was a full tenured professor of psychology at Western New England University in Springfield, MA, before moving to Los Angeles in 1998. He is now professor of psychology and former director of the M.S. Program in Applied Behavior Analysis in the Department of Psychology at California State University, Los Angeles. Dr. Schlinger has published numerous scholarly articles and commentaries in 25 different journals. He also has authored or co-authored three books, Psychology: A Behavioral Overview (1990), A Behavior-Analytic View of Child Development (1995) (which was translated into Japanese), and Introduction to Scientific Psychology (1998). He is a past editor of The Analysis of Verbal Behavior and The Behavior Analyst, and on the editorial boards of several other journals. He also serves on the Board of Trustees of the Cambridge Center for Behavioral Studies.|
There is currently widespread concern for effective teaching at all levels of education. A defining feature of teaching—perhaps more than any other profession—is the range of variability in styles and approaches. Unlike the practice of medicine, for example, teaching is still seen as an art. Moreover, few college professors are ever taught how to teach; their only qualification is a Ph.D. and expertise in their subject matter. But nowadays when colleges and universities are struggling to attract and then retain students, it is imperative that instructors take more responsibility for the success of their students. They can do this by designing their courses and classrooms according to existing research and theory in behavior analysis and psychology. This presentation describes (a) the purpose and goals of assessment; (b) the principles of a high-feedback instructional system; (c) the role of assessment in a high-feedback system; and (d) one model of a high-feedback system.
|Target Audience: |
Educators and teachers of applied behavior analysis.
|Learning Objectives: At the conclusion of the presentation, the participant will be able to: (1) understand the purpose and goals of assessment in college teaching; (2) understand the principles of a high-feedback instructional system; (3) understand the role of assessment in a high-feedback system.|