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Master Syllabus

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Administrative Unit: Education Department
Course Prefix and Number: EDUC 400
Course Title: Senior Seminar
Number of:
Credit Hours 3
Lecture Hours 3
Lab Hours 0
Catalog Description:

This course is an integrative seminar that equips students with the skills needed for a successful student teaching experience, including preparation for the Missouri Pre-Service Teacher Assessment (MoPTA). A minimum grade of C is required for graduation. Prerequisites: EDUC 300 or EDUC 505; senior standing, and admission to the Teacher Certification Program.

 
Prerequisite(s) / Corequisite(s):

EDUC 300 or EDUC 505; senior standing, and admission to the Teacher Certification Program.

 
Course Rotation for Day Program: Offered Fall and Spring.
 
Text(s):
 
Course Learning Outcomes
  1. Demonstrates knowledge of the academic language of the appropriate discipline applicable to the certification area(s) sought as defined by the Subject Competencies for Beginning Teachers in Missouri. (1.1)
  2. Demonstrates content knowledge and ability to use multiple subject specific methodologies for specific instructional purposes to engage students. (1.2)
  3. Can plan learning activities to address students’ prior experiences, learning styles, multiple intelligences, strengths, and needs in order to positively impact learning. (2.5)
  4. Understands how to select appropriate strategies for addressing individual student needs in meeting curriculum objectives. (3.2)
  5. Understands the concept of differentiated instruction and short- and long-term instructional goal planning to address student needs in meeting curriculum objectives. (3.3)
  6. Demonstrates knowledge of researched-based models of critical thinking and problem- solving, including various types of instructional strategies, to support student engagement in higher level thinking skills. (4.1)
  7. Knows how classroom management, motivation, and engagement relate to one another and has knowledge of strategies and techniques for using this to promote student interest and learning. (5.1)
  8. Understands the importance of and develops the ability to use effective verbal and nonverbal communication techniques. (6.1)
  9. Has knowledge of the development, use, and analysis of formal and informal assessments. (7.1)
  10. Understands strategies for reflecting on teaching practices to refine their own instructional process in order to promote the growth and learning of students. (8.1)
  11. Recognizes the importance of developing relationships and cooperative partnerships with students, families and community members to support students’ learning and well-being. (9.3)
 
Major Topics/Skills to be Covered:
  • Successfully complete a professional synthesis paper that includes the following:
    • A written philosophy of education that builds upon previous philosophy statements from other courses and synthesizes knowledge and skills attained throughout the entire education program existence
    • Competency and reflective "statements of defense" for each quality indicator of the Missouri Teaching Standards
    • Exemplary artifacts to support competency and reflective statements
    • Artifact and narrative proof of understanding of key areas of education which assist in preparation for student teaching.
    • Adequate synthesis with proof and rationale for successful teaching based on the Missouri Teaching Standards.
    • Two professional development plans: (1) a plan for obtaining specific experiences in the student teaching internship in order to strengthen demonstration of competencies; (2) a plan for obtaining professional development and experiences in the first two years of teaching in order to demonstrate continued professional growth
  • Successfully complete tasks that exemplify readiness for full participation in the teaching profession, such as the following:
    • Resume and cover letter preparation
    • Development of interviewing skills; mock interview and/or job fair participation; MoREAP registration
    • Examination of national, state, and local professional organizations, benefits of membership, advocacy and representation versus professional development
  • Development of teacher leadership skills by creating and delivering a workshop to school faculty and staff
 

Recommended maximum class size for this course: 15

 
Library Resources:

Online databases are available at http://www.ccis.edu/offices/library/index.asp. You may access them using your CougarTrack login and password when prompted.

 
Prepared by: Terrence Mason Date: November 29, 2016
NOTE: The intention of this master course syllabus is to provide an outline of the contents of this course, as specified by the faculty of Columbia College, regardless of who teaches the course, when it is taught, or where it is taught. Faculty members teaching this course for Columbia College are expected to facilitate learning pursuant to the course learning outcomes and cover the subjects listed in the Major Topics/Skills to be Covered section. However, instructors are also encouraged to cover additional topics of interest so long as those topics are relevant to the course's subject. The master syllabus is, therefore, prescriptive in nature but also allows for a diversity of individual approaches to course material.

Office of Academic Affairs
15/03