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Master Syllabus

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Administrative Unit: Education Department
Course Prefix and Number: EDUC 508
Course Title: Integrative Project
Number of:
Credit Hours 3
Lecture Hours 0
Lab Hours 3
Catalog Description:

The application of portfolio research skills needed to document the accomplishments of program goals.  Students must demonstrate analysis, synthesis, and creativity through the completion of a written portfolio and oral presentation.  The integrative project requires acceptance by graduate faculty, as well as submission of a program evaluation.  Students should consult their advisor in the semester prior to enrollment to begin planning this experience.  Prerequisites:  EDUC 500, instructor's permission, and full MAT status.

 
Prerequisite(s) / Corequisite(s):

Prerequisites:  EDUC 500, instructor's permission, and full MAT status.

 
Course Rotation for Day Program:
No Day Course Rotation
 
Text(s): Most current editions of the following:

Publication Manual of the American Psychological Association
By American Psychological Association (APA)
Recommended
 
Course Learning Outcomes
  1. Understands how to make knowledge accessible to all students. (1.1)
  2. Recognizes the individual differences that distinguish students from one another and takes into account these differences in practice. (1.2)
  3. Understands how students develop and learn. (1.3)
  4. Respects the cultural and family differences students bring to the classroom. (1.4)
  5. Demonstrates concern for students’ self-concept and motivation, and the effects of learning on peer relationships. (1.5)
  6. Demonstrates concern for the development of students’ character and civic responsibility. (1.6)
  7. Demonstrates a deep understanding of the history, structure and real-world applications of the subject matter. (2.1)
  8. Demonstrates skill and experience in teaching subject matter and is familiar with gaps and preconceptions students may bring to the subject. (2.2)
  9. Uses diverse instructional strategies to teach for understanding. (2.3)
  10. Delivers effective instruction, moving fluently through a range of instructional strategies, keeping students motivated, engaged and focused. (3.1)
  11. Engages students to ensure a disciplined learning environment and organizes instruction to meet instructional goals. (3.2)
  12. Implements formal and informal assessments to engage individual students as well as the class as a whole. (3.3)
  13. Uses multiple methods for measuring student growth and understanding, and can clearly explain student performance to parents. (3.4)
  14. Models what it means to be an educated person - they read, question, and create, and are willing to try new things. (4.1)
  15. Demonstrates familiarity with learning theories and instructional strategies, and stays abreast of current issues in American education. (4.2)
  16. Critically examines their practice on a regular basis to deepen knowledge, expand their repertoire of skills, and incorporate new findings into their practice. (4.3)
  17. Collaborates with others to improve student learning. (5.1)
  18. Actively seeks to build partnerships with community groups and businesses. (5.2)
  19. Works with other professionals on instructional policy, curriculum development and staff development. (5.3)
  20. Evaluates school progress and allocation of resources in order to meet state and local education initiatives. (5.4)
  21. Collaborates with parents to engage them productively in the work of the school. (5.5)
 
Major Topics/Skills to be Covered:
  • Prepare the program portfolio
  • Present the program portfolio
 

Recommended maximum class size for this course: 5

 
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: Kristina Clevenger Date: November 14, 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.

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15/03