Philosophy statement
I believe every student can flourish and strive in school if they find joy and intrinsic motivation in it. Unfortunately, the way we teach currently does not help them to do that. To address this problem, my secret ingredient is play. The course objectives are monsters to defeat. And learning is about practicing skills to do that. Allowing students to play can remind them “learning can be fun!” And this truly reflects my teaching philosophy – “No fun, no gain”.
Diversity statement
I believe the best way to support students is to emphasize by asking myself “If I am a student who …, how can I …?” If I am a student who needs to work two jobs to support myself and my family, how can I approach this course? If I am a student who experiences depression, how can I succeed in this course? By asking myself these questions, I can start to think about inclusive and justice-oriented course design that aims to accommodate the few, in order to accommodate all students.
Sample syllabus
Course title: Flow theory
Who is it for: Undergraduate students (mostly psychology major, some non-psychology major)
What is the goal: By the end of this course, students will be able to…
(Remembering) List key dimensions in traditional flow theory as well as contemporary conceptualization of flow.
(Understanding) Identify theorical and practical applications of flow and differentiate flow state, flow experience, and flow personality.
(Applying) Demonstrate understanding of flow theory, conduct an interview, analyze the interview transcript, and at least identify one instance of flow in a follow-up report.
(Evaluating) Evaluate flow theory against other motivation and wellbeing theories.
(Creating) Apply theoretical knowledge and develop a personal flow-promoting intervention within a group of students. The group will present the proposed intervention in class.
Assignments
Attendance and Engagement (10%)
When students are fully prepared for a class, their learning outcomes can be maximized. You are encouraged to attend and actively participate in every class. If you are sick or other unpredictable circumstances happen, you do not have to show up. In such circumstances, please email me directly. By the end of the course, you will receive a attendance evaluation form in which you can propose your own grade for this assignment.
Reading reflections (15%)
After reading each week’s articles, you will have the chance to share your thoughts with or pose a question for other students. You can also answer questions posted by other students. It will help you to reflect and think critically about what you read. Posting five replies/questions/responses (combined) will give you a full score on this assignment. This reflection supports SLO 1 and 2.
Interview project (25%)
By week 6, you will conduct a 30-minute structured interview with one person, who can be anyone including other students in the class. After the interview, you will analyze the transcript to identify at least one flow experience described and submit a 2-page report. Alternatively, you can ask the instructor for a transcript to analyze on. This assignment will reinforce your understanding on flow experience by analyzing a real-life example of flow (SLO 3).
Flow intervention group project (25%)
Between week 6 and week 12, in a group of 3-4 students, you will apply the theoretical knowledge you have learned so far and develop an intervention aiming at promoting the flow experience among a certain population. Justify your population of choice, measurement(s) selected, and intervention procedures in a 15- to 20-minute in-class presentation on week 13.
Take-home exam (25%)
On week 14, you will receive a take-home exam consisting of four prompts. You can choose to answer three out of the four prompts. Answer to each prompt should be no longer than 1-page long (single spaced). You will have one week to finish and return the exam.
Guidelines
Instructor communication: The best way to reach me is through email (yukun.sun@cgu.edu). For course-related emails, I aim to reply within 3 workdays.
Feedback: You are encouraged to provide feedback regarding the course design, course content, the material, the assignment, and the teaching style. You can provide the feedback by reaching out to me directly or submitting it through Canvas (your name will not be revealed to me if you submit it through Canvas).
Attendance: Your attendance to the classes is valuable and important for your as well as your classmates’ learning. If you are unable to attend a class, please email me directly. You do not need to provide explanation.
In-class participation: You are encouraged to participate in the in-class activities and discussions. If you feel uncomfortable to participate, please feel free to let me know and I will accommodate.
Technology: During class, you are welcome to use your phone, laptop/computer, and tablet for learning and note-taking purposes. Please avoid causing distractions with the use of technology.
Deadlines and extensions: If you are unable to meet the deadline requirements for assignments and exams, please contact me to request extensions or re-rescheduling.
Resources
Writing Center. You are encouraged to book an appointment with the writing center to get advice on planning, writing, and improving your writing assignment and papers.
Library. The library provides plenty of learning resources including book lending, academic advice appointment, guidance for literature search and review, etc.
Career Center. The career center is a great resource for starting your career after graduation, whether that is academic career or work career. They can help you with job searching and application, writing and improving the Resume and the cover letter, and more.
Health Services. If you feel unwell, you can visit the health center that is available to all students on campus.
Input Material
TED video
Original account of history and discovery of flow
Research article
Downloadable research article
Flow: the psychology of optimal experience
Book
Easy to read and understand, while covering wide range of topics