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Online classes

Effective: Late Fall 8-Week, 2018/2019

EDUC 508: Integrative Project

Course 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.

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

Proctored Exams: None



Syllabus Contents

Textbooks

There are no required texts for this course, although the Publication Manual of the American Psychological Association, 6th edition, is the source that governs writing and formatting for the Integrative Project.

Course Overview

During this course you will complete an integrative project and make an oral presentation of your work.  Over the course of the session you will write a series of reflective essays addressing the National Board for Professional Teaching Standards:

Goal 1: Teachers are committed to students and their learning.

Goal 2: Teachers know the subjects they teach and how to teach those subjects to students.

Goal 3: Teachers are responsible for managing and monitoring student learning.

Goal 4: Teachers think systematically about their practice and learn from experience

Goal 5: Teachers are members of learning communities.

Your essays will be compiled into a portfolio, with accompanying exhibits, that demonstrates your abilities as a teacher. Your final presentation will be presented to your committee via speaker phone, if you are at a distance, or on campus if you are local to the Columbia area.



Technology Requirements

Participation in this course will require the basic technology for all online classes at Columbia College:
  • A computer with reliable Internet access
  • A web browser
  • Acrobat Reader
  • Microsoft Office or another word processor such as Open Office

You can find more details about standard technical requirements for our courses on our site.


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)

Grading

Grading Scale
Grade Points Percent
A 450-500 90-100%
B 400-449 80-89%
C 350-399 70-79%
F 0-349 0-69%
Grade Weights
Assignment Category Points Percent
Handbook Quiz 15 3%
Introduction 10 2%
Goal Outline and Statements 275 55%
Integrative Project 100 20%
Project Presentation 100 20%
Total 500 100%


Schedule of Due Dates

Week 1
Assignment Points Due
Handbook Quiz 15 Prior to Goal Statement Outline
Introduction 10 Saturday
Goal Statement Outline 25
Week 2
Assignment Points Due
Goal 1 50 Saturday
Week 3
Assignment Points Due
Goal 2 50 Saturday
Week 4
Assignment Points Due
Goal 3 50 Saturday
Week 5
Assignment Points Due
Goal 4 50 Saturday
Week 6
Assignment Points Due
Goal 5 50 Saturday
Week 7
Assignment Points Due
Final Integrated Project 100 Saturday
Project Presentation PowerPoint -
Week 8
Assignment Points Due
Project Presentation 100 Saturday
Program Evaluation 0
Total Points 500

Course Outline

Click on each week to view details about the activities scheduled for that week.

Week 1: Handbook Quiz, Introduction and Goal Statement Outline
Handbook Quiz

The EDUC 508 Handbook is an important guide for this course. To be successful, you will need to understand the requirements and restrictions of the written and oral presentation pieces. Read the Handbook thoroughly and then complete the quiz.  You will not be able to turn in your Goal Statement Outline (due in Week 1) until you have completed the quiz. The quiz is worth 15 points and is open book. It does not have a time limit and is not proctored.

Introduction
Introduce yourself to your classmates.  Tell us something about your professional experience and what you plan to do with your degree.  Feel free to share as much as you would like about family, pets, interests, and hobbies that will help us get to know you.
Goal Statement Outline

Submit your Goal Statement Outline for the portfolio you will be developing throughout this session. The outline is due Saturday by 11:59pm Central Time.

NOTE: You will not be able to turn in your Goal Statement Outline until you have completed the Handbook Quiz.

Week 2: Goal 1 - Commitment to Students and Learning
Goal 1

This assignment is a reflective essay (2-3 pages) with accompanying exhibits addressing Goal 1: Teachers are committed to students and their learning. Your goal statement and accompanying exhibits should be submitted to the Dropbox.

Week 3: Goal 2 - Knowledge of your Subject
Goal 2

This assignment is a reflective essay (2-3 pages) with accompanying exhibits addressing Goal 2: Teachers know the subjects they teach and how to teach those subjects to students. Your goal statement and accompanying exhibits should be submitted to the Dropbox.


Week 4: Goal 3 - Managing and Monitoring Student Learning
Goal 3

This assignment is a reflective essay (2-3 pages) with accompanying exhibits addressing Goal 3: Teachers are responsible for managing and monitoring student learning. Your goal statement and accompanying exhibits should be submitted to the Dropbox.

Week 5: Goal 4 - Reflection on your Practice
Goal 4

This assignment is a reflective essay (2-3 pages) with accompanying exhibits addressing Goal 4: Teachers think systematically about their practice and learn from experience.  Your goal statement and accompanying exhibits should be submitted to the Dropbox.

Week 6: Goal 5 - Learning Communities
Goal 5

This assignment is a reflective essay (2-3 pages) with accompanying exhibits addressing Goal 5: Teachers are members of learning communities. Your goal statement and accompanying exhibits should be submitted to the Dropbox.

Week 7: Final Integrated Project
Final Integrated Project
Perform final revisions as indicated for the Integrative Project and submit the completed project to the Dropbox in its final form.  This must be submitted at least 48 hours prior to your Project Presentation.
Project Presentation PowerPoint

Submit a copy of your PowerPoint for your oral presentation. A sample PowerPoint Presentation is available in the Content area for you to use as a guide.

Week 8: Project Presentation and Wrap-Up
Project Presentation
You will present your project during Week 8, either in person or via speakerphone, if at a distance. Contact the instructor to make arrangements in advance.
Program Evaluation
The MAT Program Evaluation is to be completed and submitted to the Dropbox. 


Course Policies

Student Conduct

All Columbia College students, whether enrolled in a land-based or online course, are responsible for behaving in a manner consistent with Columbia College's Student Conduct Code and Acceptable Use Policy. Students violating these policies will be referred to the office of Student Affairs and/or the office of Academic Affairs for possible disciplinary action. The Student Code of Conduct and the Computer Use Policy for students can be found in the Columbia College Student Handbook. The Handbook is available online; you can also obtain a copy by calling the Student Affairs office (Campus Life) at 573-875-7400. The teacher maintains the right to manage a positive learning environment, and all students must adhere to the conventions of online etiquette.

Plagiarism

Your grade will be based in large part on the originality of your ideas and your written presentation of these ideas. Presenting the words, ideas, or expression of another in any form as your own is plagiarism. Students who fail to properly give credit for information contained in their written work (papers, journals, exams, etc.) are violating the intellectual property rights of the original author. For proper citation of the original authors, you should reference the appropriate publication manual for your degree program or course (APA, MLA, etc.). Violations are taken seriously in higher education and may result in a failing grade on the assignment, a grade of "F" for the course, or dismissal from the College.

Collaboration conducted between students without prior permission from the instructor is considered plagiarism and will be treated as such. Spouses and roommates taking the same course should be particularly careful.

All required papers may be submitted for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers may be included in the Turnitin.com reference database for the purpose of detecting plagiarism. This service is subject to the Terms and Conditions of Use posted on the Turnitin.com site.

Non-Discrimination

There will be no discrimination on the basis of sex, race, color, national origin, sexual orientation, religion, ideology, political affiliation, veteran status, age, physical handicap, or marital status.

Student Accessibility Resources

Students with documented disabilities who may need academic services for this course are required to register with the office of Student Accessibility Resources. Until the student has been cleared through this office, accommodations do not have to be granted. If you are a student who has a documented disability, it is important for you to read the entire syllabus as soon as possible. The structure or the content of the course may make an accommodation not feasible. Student Accessibility Resources is located in Student Affairs in AHSC 215 and can be reached by phone at (573) 875-7626 or email at sar@ccis.edu.

Online Participation

You are expected to read the assigned texts and participate in the discussions and other course activities each week. Assignments should be posted by the due dates stated on the grading schedule in your syllabus. If an emergency arises that prevents you from participating in class, please let your instructor know as soon as possible.

Attendance Policy

Attendance for a week will be counted as having submitted any assigned activity for which points are earned. Attendance for the week is based upon the date work is submitted. A class week is defined as the period of time between Monday and Sunday (except for week 8, when the work and the course will end on Saturday at midnight.) The course and system deadlines are based on the Central Time Zone.

Cougar Email

All students are provided a CougarMail account when they enroll in classes at Columbia College. You are responsible for monitoring email from that account for important messages from the College and from your instructor. You may forward your Cougar email account to another account; however, the College cannot be held responsible for breaches in security or service interruptions with other email providers.

Students should use email for private messages to the instructor and other students. The class discussions are for public messages so the class members can each see what others have to say about any given topic and respond.

Late Assignment Policy

An online class requires regular participation and a commitment to your instructor and your classmates to regularly engage in the reading, discussion and writing assignments. Although most of the online communication for this course is asynchronous, you must be able to commit to the schedule of work for the class for the next eight weeks. You must keep up with the schedule of reading and writing to successfully complete the class.

No late discussion posts will be accepted.

Late dropbox assignments will be accepted, but a 10% penalty will be imposed per day that the assignment is late.

Course Evaluation

You will have an opportunity to evaluate the course near the end of the session. A link will be sent to your CougarMail that will allow you to access the evaluation. Be assured that the evaluations are anonymous and that your instructor will not be able to see them until after final grades are submitted.


Additional Resources

Orientation for New Students

This course is offered online, using course management software provided by Desire2Learn and Columbia College. The course user guide provides details about taking an online course at Columbia College. You may also want to visit the course demonstration to view a sample course before this one opens.

Technical Support

If you have problems accessing the course or posting your assignments, contact your instructor, the Columbia College Helpdesk, or the D2L Helpdesk for assistance. Contact information is also available within the online course environment.

Online Tutoring

Smarthinking is a free online tutoring service available to all Columbia College students. Smarthinking provides real-time online tutoring and homework help for Math, English, and Writing. Smarthinking also provides access to live tutorials in writing and math, as well as a full range of study resources, including writing manuals, sample problems, and study skills manuals. You can access the service from wherever you have a connection to the Internet. I encourage you to take advantage of this free service provided by the college.

Access Smarthinking through CougarTrack under Students -> Academics -> Academic Resources.


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