Revised Syllabus Template, MAI, 1/11

Semester: Fall 2015 Course Name: Foundations of Gifted Education

Credit Hours: 3:00 Course No. SPED 512

Classroom: 218 Class Meeting: Mondays 4:00-6:50

Instructor: Dr. PJ Sedillo Office: 225 Rio Rancho

Office Hours: Mon. 1pm – 3pm Phone: 891-6907

Tues. /Wed. 2pm – 3pm Email: pjsedillo@nmhu.edu

Th. 12am-4pm

Or by appointment

Course Catalog Description & Course Prerequisites

SPED 412/512 has been designed as one semester introduction to and overview of the field of gifted education. Topics include: theoretical and historical contexts; characteristics of gifted learners; influences on gifted learners (family, community, culture, etc.); identification of gifted, talented and creative learners; instructional models and practices; legislation and policy guidelines; and current issues in the field. This course will has been designed to include: lecture, small & large group discussion, student presentations, expert presentations, and various types of “observations” of gifted learners and learning environments.

School of Education Conceptual Framework 1 The NMHU School of Education believes in democratic access to an

education, both theoretical and authentic, that allows the reflective learner

to continue to develop cultural schemas and diverse cognitive processing

skills to construct a knowledge base, practice the skills and develop

professional dispositions in authentic settings needed to excel in

education, leadership, counseling or other self-determined endeavors.

Required / Supplemental Materials & Supplies 2, 3

(a) Chalk & Wire license - All Undergraduate students admitted during

the fall of 2009 and after, are required to purchase Chalk & Wire. All

Graduate students admitted in the fall of 2010 and after are required to

purchase Chalk & Wire. Graduate students admitted to the School of

Education prior to fall 2010 must verify the status of Chalk & Wire

utilization in their program of study with course instructors. If the

program or course requires Chalk & Wire, then the student is required to

purchase a license. Please see below for more information about Chalk &

Wire.

Course Objectives, Requirements/Expectations*

Required Course Text Davis, G. A., Rimm, S. B., & Siegle, D. (2011). Education of the gifted and talented (6th Ed). Upper Saddle

River, NJ: Pearson Education. ISBN-13: 978-0-13-505607-3/ISBN-10: 0-13-505607-1

1 SOE email from Associate Dean, 5/4/10 2 SOE email from Dean, 1/6/10 3 Email from C&W Coordinator, 8/9/10

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Recommended text: Clark, B. (2008). Growing up gifted: Developing the potential of children at home and school (7th ed.). Upper Saddle River, NJ: Pearson Education.

School of Education Themes (SOE): Diversity (D) Practice (Pra) Reflective Practitioner (RP)

Knowledge(K) Professionalism(Pro) Culturally Inclusive (CI) Leadership (L) Authentic Settings (AS)

New Mexico Public Education Department Teacher Competencies

(NM-PED – TC) http://bit.ly/NMPED

North Central Association / Higher Learning Commission Student Traits (NCA) (a) Mastery of content knowledge and skills

(b) Effective communication skills (c) Critical and reflective thinking skills

(d) Effective use of technology

Course Outcomes correspond to: SOE NMPED-TC NCA

KNOWLEDGE: (The student will be able to. . .) 1. state & explain theoretical & operational definitions of

the term “gifted” 2. identify historical trends in the study & development of

gifted education 3. describe cognitive, social & emotional characteristics of

gifted learners 4. understand developmental & associated behavioral

changes of gifted, talented, & creative learners at different developmental levels

5. state & explain a rationale for providing appropriate educational services for gifted learners

6. understand identification, assessment, & programming issues related to gifted learners across diverse groups (including “at-risk” gifted learners)

7. identify appropriate instructional approaches used in adapting instruction for gifted learners

8. describe major program models in gifted education 9. identify relevant local, state & national policies related to

gifted education 10. understand current (& ongoing) issues that impact

gifted education

Pra, RP,

K, Pro,

CI, L, AS

6.64.18.10 A a, b, c,

SKILLS: (The student will be able to. . .) 1. critique strategies used for identification of gifted

learners 2. evaluate appropriateness of AIG identification

practices & strategies 3. apply theoretical &/or empirical evidence about

the nature of giftedness for making recommendations on appropriate educational interventions for gifted learners (to teachers; school administrators; parents; etc.)

Pra, RP,

K, Pro, L,

AS

6.64.18.10 A a, b, c, d

DISPOSITIONS: (The student will be able to. . .) 1. value professional development of knowledge &

competence as an educator of the gifted 2. value professional collaboration for promoting optimal

outcomes in the education of gifted children and youth 3. value developing effective relationships between

school/personnel & family/community to enhance the effectiveness of outcomes for gifted learner

Pra, RP.

K, Pro, L,

CI

6.64.18.10 A a, b, c, d

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Course Topics The main topics of this course are:

Definitions & historical perspectives: Context & rationale for practice; Characteristics & needs of gifted & talented learners; Creativity; Social-emotional & intellectual development; Different populations of gifted learners (culturally & economically diverse; underachievers;

disabled); Identification & assessment; Impact of culture, family, community and school on gifted learners; Overview of instructional strategies and curriculum models; Legislation, policies/policy development & guidelines; Current issues in the field.

Instructional Strategies

SPED 412/512 is the development of a sound foundational knowledge base for current and/or prospective teachers of gifted learners and future leaders of gifted/talented programs. Establishing foundational knowledge and attitudes about the gifted learner will provide the basis for subsequent acquisition of skills essential for effective teaching and leadership in program development and implementation. This course will contribute to the development of critical decision-making competencies and an awareness of the factors that affect interventions and outcomes for gifted learners. Your introduction to the foundational knowledge related gifted learners and appropriate educational practices and policies will support your developing competence as an education professional, especially related to informed decision-making, effective communication, and reflective professional practice, and help prepare you for leadership positions in professional education. Assignments, Assessment, & Schedule *Note-Graduate Students will have additional requirements

Class Preparation and Participation: SPED 512 may be unlike any you’ve had before (or may have again). This course will engage you in a combination of independent and interactive collaborative activities and tasks on which both your learning and evaluation will depend. The primary basis for both learning and assessment in SPED 512 will be small and large group discussion, independent research and reading, and lots of writing both in and out of class. Therefore, students are expected to be prepared for each class having completed any/all assignments by the specified assignment dates (see course schedule for specific assignments and due dates, in syllabus. NOTE: All assignments are due on the specified due dates. No credit will be given for any missed

assignments of any type. Missing &/or late assignments will not be accepted after their due dates. Assignments will be submitted to the Dropbox located in D2L. Print assignments can be delivered by classmates and/or emailed (pjsedillo@nmhu.edu) on due dates only if not attending in person (emailed/print assignments contingent on instructor approval only; print copies must be submitted to the instructor for credit).

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Course

Schedule

Topic Readings Due Assignment Due

Week 1

August 24th Intro/syllabus overview

Inclusion

Write about your philosophy of

educating Students who are

gifted/ personal story

Intro/syllabus overview

Inclusion

Week 2

August 31st Gifted Education

Characteristics of Gifted

Chapters 1 & 2 Homework 1

Week 3

September 14th Identifying Gifted

Program Planning

Chapters 3 & 4 Homework 2

Week 4

September 21st Acceleration

Grouping, Diff. / Enrichment

Chapters 5 & 6 Homework 3

Week 5

September 28th Curriculum Models

Creativity I

Chapters 7 & 8 Homework 4

Week 6

October 5th Creativity I

Individual Presentations Chapters 8 Homework 5

Presentations: Curriculum Model Project

Week 7

October 12th Creativity II

Teaching Thinking Skills Chapters 9 & 10 Homework 6

Week

October 19th NO CLASS FALL BREAK

Week 8

October 26th Leadership

Underachievement

Chapters 11 Chapter 12

Homework 7

Week 9

November 2nd Cultural Diversity

Underachieving Females

Chapters 13 & 14

Homework 8

Week 10

November 9th Individual Presentations

Identification Project:

Presentations

Week 11

November16th ONLINE-DISCUSSION

Gifted with Disabilities

Parenting of the Gifted Child

Chapters 15 & 16

Homework 9

Week 12

November 23rd Counseling Gifted Students

Program Evaluation Chapters 17 & 18 Homework 10

Nov. 25-27th

THANKSGIVING BREAK

Week 13

November 30th

INDIVIDUAL MEETINGS

Week 15

December 7th Individual Presentations Movie Review/Critique Project

Philosophy Due Book Review/Critique Project

Week 16

December 14th Individual Presentations Web Resources Portfolio

Reflective Final Paper/Product/Presentation

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Course Grading Policy

Activities & Assignments (Described in detail in class, handouts, and assessments in class)

1) Core Reading/Writing Project: Documentation & reflection on daily core readings = 50 pts. (*note graduate students must include references)

2) Curriculum Knowledge Model Project: Independent Activity involving identification, review, critique and posting of relevant resources reflecting one of the 10 curriculum models. =25 pts. APA FORMAT-Paper / Product / Presentation

3) Class Participation /Discussion/ Interaction/ Assignments Turned In/ Risk Taking =25 pts. 4) Identification Project: Group Activity /develop a model / lesson/ activity/ procedure/ tool for the

identification of gifted learners in a specified instructional setting (classroom, school: learning context) 50 pts 5) Movie Review/Critique Project: Observation/summary =45 pts.

http://www.hoagiesgifted.org/movies.htm 6) Book Review/Critique Project: Observation/summary =40 pts.

http://www.hoagiesgifted.org/reading_lists.htm 7) Philosophy on Gifted Education =20 pts. 8) Reflective Final Paper: The final assignment is a brief written reflection on your experience/s during this

course. = 35 pts. APA FORMAT- Paper/Product/Presentation

9) NO MIDTERM, FINAL EXAMINATION, or Tests will be administered. During the final exam period, individual conferences will occur during which your work, especially your final reflective paper, will be discussed and returned.

Assessment & Evaluation: Total Possible Points = 280 pts. /

A 280 – 260 B 259- 240 C 239 – 220 D 219 – 200 E < 199 The final grade for this course will be based on the percentage of total points earned. Letter grades will be

submitted at the end of the semester as follows:

1. Scoring Scale: Letter grades are based on 7% intervals (20 pts.) per letter grade.

Assignment Points

Core Reading/ Writing Weekly homework: 10 @ 5 points each 50

Curriculum Knowledge Project 25

Class Participation/Interaction 25

Identification Project 40

Movie Review/Critiques 45

Book Review/Critiques 40

Philosophy of Gifted Education 20

Reflective Final Paper 35

Total 280

IMPORTANT NOTES: 1. The instructor reserves the right to make adjustments to the reading/work schedule during the semester; any changes will be announced and discussed in class, as well as being available online. 2. High degree of professional quality is expected of all work, including in-class and external work submitted in class. A qualitative assessment will be applied for professional appearance and presentation of all submitted work. 3. Any students with special needs, especially regarding reading, writing and/or assessment procedures, please be sure to let me know ASAP, in class or we can schedule an appointment to talk. We will endeavor to make any / all approved

accommodations in an effort to support your participation and success in SPED 512

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Assignment Summary/Rubrics Core Reading/Writing Project: 10 assignments @ 5 pts. / unit = 50 pts. [Basic Writing Rubric (3 Criteria): Completion (2); Appropriateness (2); Quality (1) = 5 pts.] Directions: For each Core Reading, you should prepare and submit a written reflection. You will be sharing your reflection weekly.

Reflection Guidelines: For each reflection you should identify at least 2 concepts or aspects of the content that in your opinion contribute most significantly to your developing knowledge about gifted/talented learners (the most interesting, striking, unexpected, etc.), or, are the most challenging to your current perspective about gifted/talented learners. Describe each concept Explain your interpretation of contribution or challenge of the concept

If a contribution: Why? What’s the benefit? If a challenge: Why? How is it challenging?

Note- I am looking for your personal opinion / more points if supported with research. PLEASE READ- HOW TO WRITE A PARAGRAPH IN AN EIGHT SENTENCE BURST

Homework Assignments –Will be turned in prior or on the day of class. Any

assignments turned in after the day the assignment is due will receive less points. All

assignments will be turned into the Dropbox in D2L and then checked with the

program Turnitin for grammatical errors and plagiarism.

1. Core Reading /Writing Assignment 50pts: total score __________ x 10 = _____________

Degree Excellent: Significantly Exceeds Expectation

Superior: Exceeds Expectations

Good: One + Aspect/s Above Expectations

Average: Meets Expectations

Needs Improvement: Missing or Limited Features

Incomplete or Unacceptable

Criterion 5 4 3 2 1 0

Completion 5 4 3 2 1 0

Organization 5 4 3 2 1 0

Quality 5 4 3 2 1 0

Assignment 1: 3 divided by total ________=__________ Assignment 2: 3 divided by total ________=__________ Assignment 3: 3 divided by total ________=__________ Assignment 4: 3 divided by total ________=__________ Assignment 5: 3 divided by total ________=__________ Assignment 6: 3 divided by total ________=__________ Assignment 7: 3 divided by total ________=__________ Assignment 8: 3 divided by total ________=__________ Assignment 9: 3 divided by total ________=__________ Assignment 10: 3 divided by total ________=__________

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How to Write a Paragraph in an Eight Sentence Burst

The eight-sentence paragraph format is a simple way to ensure that you produce clear, well-written papers. This format will

you allow you to present all your information on a topic in a logical structure. The setup is ideal for students who are ready

to move on from short paragraph formats (such as the four-sentence or five-sentence format), but could still benefit from

guidance. Often, the eight-sentence paragraph format is beneficial for college students.

Instructions

o 1

Write a topic sentence for the first sentence of your paragraph. Introduce the subject or theme of the paragraph.

o 2

Write a concrete detail for the second sentence of your paragraph, or use a quote to illustrate the point of your topic sentence.

o 3

Comment on your opinion about the information you gave in the second sentence for the third sentence of your paragraph. Begin the third sentence with a phrase like "This shows..."

o 4

Comment on this information further for the fourth sentence of your paragraph. Add something more about your view of the topic.

o 5

Write another concrete detail for the fifth sentence of your paragraph. Begin the fifth sentence with a phrase like "In addition..." Save the more important detail for this position in the paragraph.

o 6

Comment on your opinion about the information you gave in the fifth sentence for the sixth sentence of your paragraph.

o 7

Comment on this information further for the seventh sentence of your paragraph. Save your most insightful comment on the topic for this position in the paragraph.

o 8

Summarize the information from the paragraph for the eighth and final sentence of your paragraph. Restate your view on the subject. Draw a conclusion about the topic.

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Curriculum Knowledge Model Project: 1 review/ Paper-Product-Presentation discussion per 25 pts. Directions:

Each person will choose, review and complete a paper / product / and present to class. Knowledge, importance of model and other research/literature pertaining to Model components is essential. APA Format Paper- 7-10 pages

Name: ________________________ Date/s: ____________________ 2. Curriculum Knowledge Model Project 25 pts. : Score: __________

Degree Excellent: Significantly Exceeds Expectation

Superior: Exceeds Expectations

Good: One + Aspect/s Above Expectations

Average: Meets Expectations

Needs Improvement: Missing or Limited Features

Incomplete or Unacceptable

Criterion 10 9 8- 7-6 5-4-3 2-1 0

APA Paper 10 9 8- 7-6 5-4-3 2-1 0

Product/Creativity 10 9 8- 7-6 5-4-3 2-1 0

Criterion 5 4 3 2 1 0

Presentation 5 4 3 2 1 0

Class Participation/Interaction/Discussion/Assignments Turned In: 25 pts. Directions: The primary basis for both learning and assessment will be small and large group discussion, independent research and

reading, and lots of writing both in and out of class. Therefore, students are expected to be prepared, and actively engaged with positive contributions for each class having completed any/all assignments by the specified assignment dates (see course schedule for specific assignments and due dates, in syllabus). One of the goals of this course if for you to take risks in your learning. Points will be awarded for risk taking.

3. Class Participation/Interaction 25 pts.: Score: __________

Degree Actively engaged/ positive contribution

Somewhat engaged/ positive contribution

No contribution, negative

Contribution/ absent

Criterion 5-4 3-2 1 0

Participation 5-4 3-2 1 0

Discussion 5-4 3-2 1 0

Interaction 5-4 3-2 1 0

Assignments Turned In

5-4 3-2 1 0

Risk Taking 5-4 3-2 1 0

Identification Project: Group Activity= 40 pts. Directions: Develop a model/ lesson / activity /procedure/ for gifted learners in a specified instructional setting, school/learning

context, based on the core readings as well as any additional readings. Your ultimate goal will be to develop a working tool for gifted/talented learners that can be appropriately modified as

circumstances change. Included in this process:

The actual “tool” tool [tool]

1. device for doing work: an object designed to do a specific kind of work such as cutting or chopping by directing manually applied force or by means of a motor

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2. means to end: something used as a means of achieving something 3. something used for job: something used in the course of somebody's everyday work

Synonyms: instrument, implement, device, means, utensil, apparatus, contrivance, gizmo

The underlying model/rationale/theoretical/practical basis The procedures for application

4. Submit a summary of your experience to D2L 5. Identification Project Activity 40 pts. : Score: __________

Degree Excellent: Significantly Exceeds Expectation

Superior: Exceeds Expectations

Good: One + Aspect/s Above Expectations

Average: Meets Expectations

Needs Improvement: Missing or Limited Feature

Incomplete or Unacceptable

Criterion 10 9 8- 7-6 5-4-3 2-1 0

Completion 10 9 8- 7-6 5-4-3 2-1 0

Organization 10 9 8- 7-6 5-4-3 2-1 0

Quality 10 9 8- 7-6 5-4-3 2-1 0

Creativity 10 4 3 2 1 0

Movie and Book Review: Movie Review 45 pts. Book Review 40 pts.

Movie Review/Critique Project: Observation/summary http://www.hoagiesgifted.org/movies.htm

Book Review/Critique Project: Observation/summary http://www.hoagiesgifted.org/reading_lists.htm

Review Guidelines: Locate an approved movie and book pertaining to the gifted from the Hogies website. Write a movie and book review. For each review you should identify at least 2 concepts or aspects of the content that in your opinion contribute most significantly to your developing knowledge about gifted/talented learners (the most interesting, striking, unexpected, etc.), or, are the most challenging to your current perspective about gifted/talented learners. Describe each concept Explain your interpretation of contribution or challenge of the concept

If a contribution: Why? What’s the benefit? If a challenge: Why? How is it challenging?

6. Movie Review/Critique 45 pts.: Score: __________

Degree Excellent: Significantly Exceeds Expectation

Superior: Exceeds Expectations

Good: One + Aspect/s Above Expectations

Average: Meets Expectations

Needs Improvement: Missing or Limited Features

Incomplete or Unacceptable

Criterion 10 9 8- 7-6 5-4-3 2-1 0

Completion 10 9 8- 7-6 5-4-3 2-1 0

Organization 10 9 8- 7-6 5-4-3 2-1 0

Criterion 5 4 3 2 1 0

Quality 5 4 3 2 1 0

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7. Book Review/Critique 40 pts.: Score: __________

Degree Excellent: Significantly Exceeds Expectation

Superior: Exceeds Expectations

Good: One + Aspect/s Above Expectations

Average: Meets Expectations

Needs Improvement: Missing or Limited Feature

Incomplete or Unacceptable

Criterion 10 9 8- 7-6 5-4-3 2-1 0

Completion 10 9 8- 7-6 5-4-3 2-1 0

Organization 10 9 8- 7-6 5-4-3 2-1 0

Criterion 5 4 3 2 1 0

Quality 5 4 3 2 1 0

Philosophy of Gifted Education: 20 pts. Directions: Create a your own personal Philosophy pertaining to Gifted Education

Make a brochure that includes your philosophy – Make sure you include specifics Other items in your brochure can be websites, books, sections on differentiation, parents groups etc.

8. Philosophy of Gifted Education 20 pts.: Score: __________

8. Degree Excellent: Significantly Exceeds Expectation

Superior: Exceeds Expectations

Good: One + Aspect/s Above Expectations

Average: Meets Expectations

Needs Improvement: Missing or Limited Features

Incomplete or Unacceptable

Criterion 5 4 3 2 1 0

Completion 5 4 3 2 1 0

Organization 5 4 3 2 1 0

Quality 5 4 3 2 1 0

Creativity 5 4 3 2 1 0

Reflective Final Paper Project: 35 pts. Directions: Guidelines: The final assignment is a written reflection on your experience/s during this course. In your reflection, you

should identify at least two (2) issues, concepts or experiences with respect to the potential relationship between your developing knowledge of gifted learners and professional practice with respect to identification & instruction. Describe your concepts, include your interpretation of how your developing knowledge may impact your professional practice, especially with respect to gifted/talented learners; include an explanation of their significance or relevance for you as a developing or practicing educator. Research is essential. 7-10 Pages APA Format Paper/Product/Presentation

9. Reflective Final Paper Project: 35 pts. : Score: __________

Degree Excellent: Significantly Exceeds Expectation

Superior: Exceeds Expectations

Good: One + Aspect/s Above Expectations

Average: Meets Expectations

Needs Improvement: Missing or Limited Features

Incomplete or Unacceptable

Criterion 10 9 8- 7-6 5-4-3 2-1 0

Paper 10 9 8- 7-6 5-4-3 2-1 0

Product 10 9 8- 7-6 5-4-3 2-1 0

Criterion 5 4 3 2 1 0

Presentation 5 4 3 2 1 0

Comprehension 5 4 3 2 1 0

APA Format 5 4 3 2 1 0

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Periodicals of Interest to Educators of Gifted Learners Creative Child and Adult Quarterly Creative Kids Creativity Research Journal Exceptional Children Gifted Child Newsletter Gifted Child Quarterly Gifted Child Today Gifted Child Today Magazine High Ability Studies Journal of Creative Behavior Journal for the Education of the Gifted Journal of Secondary Gifted Education Roeper Review Understanding Our Gifted Additional Resources Callahan, C. M., Tomlinson, C. A., & Pizzat, F. M. (1993). Contexts for promise: Noteworthy practices and innovation in the

identification of gifted students. Charlottesville, VA: National Research Center on the Gifted and Talented, University of Virginia.

Clark, B. (2007). Growing up gifted: Developing the potential of children at home and at school (7th ed.). Upper Saddle River, NJ: Merrill Prentice-Hall.

Colangelo, N., & Davis, G. A. (Eds.). (2003). Handbook of gifted education (3rd Ed.). Boston: Allyn & Bacon. Johnsen, S. K., & Ryser, G. R. (1997). The validity of portfolios in predicting performance in a gifted program. Journal for the

Education of the Gifted, 20, 253-267. Lidz, C. S., & Macrine, S. L. (2001). An alternative approach to the identification of gifted culturally and linguistically diverse

learners: The contribution of dynamic assessment. School Psychology International, 22, 74-96. Mills, C., & Tissot, S. (1995). Identifying academic potential in students from underrepresented populations: Is using the

Ravens Progressive Matrices a good idea? Gifted Child Quarterly, 39, 209-217. Olszewski-Kubilius, P. (1998). Talent search: Purposes, rationale, and role in gifted education. Journal of Secondary Gifted

Education, 9, 106-113. Piirto, J. (1994). Talented children and adults: Their development and education. New York: Macmillan. Silverman, L. K., & Maxwell, E. (1996). Characteristics of giftedness scale. Denver, CO: Gifted Development Center. Simonton, D. K. (2000). Creativity: Cognitive, personal, developmental, and social aspects. American Psychologist, 55, 151-

158. Sternberg, R. J. (1999). Handbook of creativity. New York: Cambridge University Press. Sternberg, R. J. (2000). Handbook of intelligence. New York: Cambridge University Press. Sternberg, R. J., & Davidson, J. E. (Eds.). (1986). Conceptions of giftedness. Cambridge: Cambridge University Press. Torrance, E. P. (1998). Economically disadvantaged children. In Smutny, J. (Ed.). The young gifted child: Potential and

promise, an anthology. Cresskill, NJ: Hampton Press. Treffinger, D. (1975). Teaching for self-directed learning: A priority for the gifted and talented. Gifted Child Quarterly,

(1), 46-59. VanTassel-Baska, J. (1997). Excellence in educating gifted and talented learners (3rd Ed.). Denver: Love. Winner, E. (2000). The origins and ends of giftedness. American Psychologist, 55, 159-169.

Course Attendance Policy

Attendance: Student participation is essential to learning; therefore, attendance will be regularly monitored. a) Ten (10) points will be deducted for each class absence < 83% (except for those with

appropriate and authentic documentation, i.e., medical and/or professional excuses).

NMHU Academic Integrity Policy Because academic dishonesty in any form compromises the university’s reputation and thus devalues the NMHU degree, it

simply will not be tolerated. Consequently, students caught cheating, plagiarizing, or doing anything which involves trying

to pass off someone else’s intellectual work as their own, will be subject to disciplinary action (NMHU Student Handbook,

page 28; http://bit.ly/nmhustudenthandbook).

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Disabilities Accommodations (ADA Policy) NOTE: “In accordance with federal law, it is university policy to comply with the Americans with Disabilities Act (ADA). If

you believe that you have a physical, learning, or psychological disability that requires an academic accommodation, contact

the Coordinator of Accessibility Services by phone at (505) 454-3188 or 454-3252, via e-mail at desquibel@nmhu.edu, or

visit the Felix Martinez Building, Room 111 on the Las Vegas campus. If you need the document upon which this notice

appears in an alternative format, you may also contact the Coordinator of Accessibility Service.” David Esquibel, Student

Advisor/Coordinator of Testing and Accessibility Services

NMHU Inclement Hotline

505-426-2297 1-866-231-2366 www.nmhu.edu

Instructional Disposition Inventory The School of Education has developed an inventory to help students and faculty evaluate the dispositions of students. These

surveys will be used to help students identify strengths and areas for improvement in their dispositions for their professions.

All students in designated courses will complete a dispositions inventory at midterm and at the end of the semester. The

professor will also complete a dispositions inventory for each student at those times. Any dispositions suggesting the need for

support will be discussed.

Chalk & Wire

(a) Various assignments will be submitted via Chalk & Wire for the purpose of data collection, student evaluations, program

assessment, and the development of the electronic based portfolio required for Field III (student teaching). Within each

undergraduate and graduate program, SOE faculty has designated courses that represent the core of the program. Each

designated course will have one common assignment that provides opportunities for students to demonstrate mastery of core

concepts. Each student who takes a designated course, regardless of location, will complete the common assignment. Upon

completion of that assignment, students will submit it via Chalk & Wire for assessment.

(b) The Chalk & Wire license is valid and available for 5 years from the date of purchase, which will enable the owner to

keep professional portfolios updated for future employment or use in further educational endeavors. Students may elect to

renew their licenses (directly through C&W) at the end of the 5 years OR they can download their artifacts, portfolios, and

results to their personal computers.

(c) Chalk & Wire help manual: http://chalkandwire.com/help/ePortfolioGuide/Default_left.htm

(d) For help, contact: chalkandwirehelp@nmhu.edu