Download Dr. Davis’ Philosophy of Teaching Statement
(EDP 370) Undergraduate Seminar: Applied Child Development: Fall 2008, 2009; Spring 2009, Spring 2010, Fall 2011, Spring 2012
The purpose of this course is to provide pre-service elementary teachers with an overview of the principles of cognitive, social, and developmental psychology and their application in the classroom and other education-related fields. This course focuses on ideas about human learning and development, including an examination of individual differences, particularly during the childhood years from preschool through early adolescence, the implications of these ideas for the field of education, and their applications to promote learning. This course is taught 1:1 (iPad) using a flipped/inverted/hacked model.
(EDP 304) Undergraduate Seminar: Educational Psychology: Fall 2009; Spring 2009, Fall 2011, Fall 2012
The purpose of this course is to survey the theories and research on human learning and motivation within the context of educational settings. In this class, we will broadly define educational settings to reflect all of the places children and adults can learn. This can include in school, in their home, during an interaction (with a friend, a teacher, a stranger), with a piece of technology (such as a computer, a television, a book), and merely from observing what happens in their world around them. It is my goal that by the end of the course students are be able to: 1) Identify the major theoretical perspectives in Educational Psychology, 2) Identify tensions both within theoretical perspectives as well as across, 3) Argue a position using sound theory (even if it is a position you do not espouse), 4) Analyze your own experiences as a learner in light of psychological theories. This course supports learning 1:1 (byot) with mobile devices.
(ED 700) Introduction to Inquiry in Education: Spring 2012, Fall 2012, Spring 2013
The purpose of this course is to survey the field of educational research specifically with regard to the modes of inquiry, variety of methodologies, and ethical standards for conducting research with human participants. In this class, we will broadly define educational research as research that “strives to advance knowledge about education, to encourage scholarly inquiry related to education, and to promote the use of research to improve education and serve the public good” (American Educational Research Association Mission Statement). Educational research can be conducted in both formal and informal school settings.
Additional Doctoral Seminars (all courses include asynchronous, on-line discussions)
- Theories and Research in Educational Psychology (EDP 704)
- Emotions in Education (ECI 709 Special Topics)
- Social Psychology of Education (ECI 709 Special Topics)
- Seminar in Professional Development for Teachers (at OSU: EDP&L 756)
- Field Experience and Supervision of Novice Teachers (at OSU: EDPL 768 / 937)
- Psych Studies and Teacher Ed Research Seminar in Professional Writing (at OSU: EDPL 925.50)
- Psych Studies and Teacher Ed Research Seminar in Data Management (at OSU: EDPL 925.50)
- Professional Development Seminar: Collaboration among teachers: Optimizing productivity (at OSU: EDP&L 727.50; Course offered in conjunction with the Office of Outreach and Engagement)
Additional Masters Level Seminars and M.Ed. Courses for Licensure
- Advanced Educational Psychology (EDP 504)
- Instructional Coaching and Mentoring (ECI 705)
- Pedagogical Studies: Introduction to Educational Psychology (at OSU: EDP&L 718)
- Adolescent Development in the School Context (at OSU: EDP&L 607)
- Educational Leadership, Learning, & Teaching: Middle childhood, Adolescence, and Young Adults (at OSU: EDP&L 885.02)
- Motivation for Education (at UFL: EDF 6938)
(ECI 630; 830) Graduate Level Independent Study & Supervised Research: Please contact Dr. Davis concerning independent study and supervised research opportunities.
For a complete list of prior courses taught at other institutions see Full Vita.