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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:

Integrative seminar culminating in a professional portfolio which demonstrates competency in major areas of theory and practice accompanied by successful presentation. A minimum grade of “C” is required for graduation. Prerequisites: EDUC 102 and EDUC 300, or EDUC 505; senior standing; and admission to the Teacher Certification Program.

Prerequisite(s) / Corequisite(s):

EDUC 102 and 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): Most current editions of the following:

Developing a Professional Teaching Portfolio: A Guide for Success
By Constantino, P.M., & De Lorenzo, M.N. (Pearson)
Course Objectives
  • To demonstrate professional growth and proficiency in the teaching standards (quality indicators) that the State of Missouri has established for prospective teachers.
  • To synthesize knowledge and skills gained from coursework and field experiences into a coherent theoretical and philosophical personal framework for teaching including technology instruction, special education, diversity and differentiation.
  • To demonstrate readiness for full participation in personal practice.
  • To continue to develop a philosophy of education.
  • To prepare students for job searching and interviewing.
Measurable Learning
  • Successfully complete a professional portfolio 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 defence" for each quality indicator of the Missouri teaching standards
    • Exemplary artifacts to support competency and reflective statements
    • 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
Topical Outline:
  • Philosophical, psychological, and pedagogical theories which influence the development of curriculum, instruction, and assessment
  • Elements of a professional teaching portfolio and implications for certification and employment
  • Evidence of competency and growth in the teaching profession
  • Teachers as reflective practitioners and implications for evaluation and improvement
  • Developing and growing your professional identity
  • Professional skills for the job search
  • Being the teacher that you want to be
Culminating Experience Statement:

During this course the ETS Proficiency Profile may be administered.  This 40-minute standardized test measures learning in general education courses.  The results of the tests are used by faculty to improve the general education curriculum at the College.


Recommended maximum class size for this course: 15

Library Resources:

Online databases are available at You may access them from off-campus using your CougarTrack login and password when prompted.

Prepared by: Paul Hanna Date: December 15, 2010
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 objectives and cover the subjects listed in the topical outline. 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.

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