Lesley University Page 1 For most current version of this syllabus contact the program manager.

Syllabus

Suggested Course number: EEDUC 6080

Title: Urban Ecology Field Studies; Implementing Field Research in Schools

Credits: 4

Location: Lesley University, Cambridge, MA

Date: 8am- 3pm, July 2-3 & 9-13 + one day in October TBA

Instructors: Susan Rauchwerk, David Morimoto, Lindsey Cotter-Hayes

Course Description Participants engage in authentic, community-based, urban field research alongside

experienced educators and researchers from Lesley University, the Urban Ecology

Institute (UEI), Boston College and Loyola Marymount University. Coursework

provides both pedagogical and content enrichment for teachers seeking to meet

professional and science education standards. Participants learn how to use and access

UEI materials and curricula, and develop and implement a unit of study based on their

experience in the course.

Participants learn sound scientific observation and sampling techniques that can be

implemented with their students. Scientific investigations, field research, lectures, and

presentations provide a forum for discussions about pedagogical strategies that promote

student learning and enhance community stewardship. This four-credit course is offered

in two phases, an intensive eight-day summer institute, followed by on-line unit planning,

implementation of the unit, and sharing experiences at a culminating workshop during the

school year. To receive credit for this course, participation in both phases is mandatory.

Course Outcomes:

1. Experience and understand the complex ecological relationships and biodiversity

of urban ecosystems.

2. Experience and understanding how urban ecosystems function and respond to

change

3. Experience and understand how ecosystems evolve to accommodate urban

development

4. Practice a field-research process, from question development to result

presentation.

5. Learn a variety of sampling techniques and conceptual approaches that are used to

investigate ecological patterns and processes including data collection and

analysis.

6. Develop the expertise and inspiration to teach students the science of ecology.

7. Develop and conduct a school-based field research project with students

Lesley University Page 2 For most current version of this syllabus contact the program manager.

Texts: Readings are assigned daily based on investigations and findings

Recommended Ecology Readings Prior to the summer institute - prepare for the class by

reading one of the following suggested background texts in ecology:

Del Tredici. P. and Pickett. (2010).Wild urban plants of the northeast; a field guide.

Cornell University Press, NY.

Cronan, C. (1996). Introduction to ecology and ecosystems analysis. Shaw-Ferguson

Environmental.

Primack,R. (2008). A primer of conservation biology. Sinaur Associates, MA.

Wessels, T. 1999). Reading the forested landscape – A natural history of new england.

Countryman Press, NY.

Recommended Ecology Readings during the course:

Alberti, Marina et.al. (2003). Integrating humans into ecology: opportunities and

challenges for studying urban ecosystems. BioScience. Volume 53, Number 12, p

1069 – 1179.

Bicak, James S., Charles J. Bicak and Laddie J. Bicak. (1993). Preserving our urban

wilds: a biology education resource. The American Biology Teacher 55, no. 6,

350-5.

Drayton B, Primack RB. (1996). Plant species lost in an isolated conservation area in

metropolitan boston from 1894 to 1993. Conservation Biology. 10(1):30-39.

Chace JF, Walsh JJ. (2004). Urban effects on native avifauna: a review. Landscape and

Urban Planning. Article in press. Accepted 31 August 2004.

Cook G. (2003). Frontiers: Road Ecology. Boston Globe.

Di Chiro G. Cronin W, Ed. (1996). Nature as community: the convergence of

environment and social justice. Uncommon Ground: Rethinking the Human Place

in Nature. WW Norton & co. New York.

Faber DR, Krieg EJ. (2002). Unequal exposure to ecological hazards: environmental

injustices in the commonwealth of massachusetts. Environmental Health

Perspectives. 110(Supp 2):277-88.

Katti M, Warren PS. (2004). Tits, noise and urban bioacoustics. TRENDS in Ecology and

Evolution. 19(3):109-10.

Kroodsma D. (2005). The singing life of birds: the art and science of listening to

birdsong. Houghton Mifflin Company. Boston, New York.

Kuo F, Sullivan WC. (2001). Environment and crime in the inner city: does vegetation

reduce crime? Environment and Behavior. 33(3):343-67.

Kuo F, Sullivan WC. (2001). Aggression and violence in the inner city: effects of

environment via mental fatigue. Environment and Behavior. 33(4):543-71.

Kuo F. (2001). Coping with poverty: impacts of environment and attention in the inner

city. Environment and Behavior. 33(1):5-34.

Lord CP, Strauss E, Toffler A. (2003). Natural cities: urban ecology and the restoration of

urban ecosystems. Virginia Environmental Law Journal. 21(3):317-85. (317-29.)

McKinney ML. (2002). Urbanization, biodiversity, and conservation. BioScience.

52(10):883-890.

Lesley University Page 3 For most current version of this syllabus contact the program manager.

Pickett, S.T.A., et al, (2001). Urban ecological systems: linking terrestrial ecological,

physical, and socioeconomic components of metropolitan areas. Annual Review

of Ecology and Systematics 32,: 127-57.

Redman CL, Grove JM, Kuby LH. (2004). Integrating social science into the long-term

ecological research (lter) network: social dimensions of ecological change and

ecological dimensions of social change. Ecosystems. 7:161-71.

Roy AH, Rosemond AD, Paul MJ, Leigh DS, Wallace JB. (2003). Stream

macroinvertebrate response to catchment urbanisation (Georgia, U.S.A.).

Freshwater Biology. 48:329-46.

Slabbekoorn H, Peet M. (2003). Birds sing at a higher pitch in urban noise. Nature.

424:267.

Strayer DL, Power ME, Fagan WF, Picket STA, Belnap J. (2003). A classification of

ecological boundaries. BioScience. 53(8):723-29.

Turner WR, Nakamura T, Dinetti M. 2004. Global Urbanization and the Separation of

Humans from Nature. BioScience. 54(6):585-90.

Weintraub, Bernard A. (1995). Defining a fulfilling and relevant environmental

education, Urban Education 30, no. 3, 337-66.

Recommended Education Articles:

Barton, P. (2004). Why does the gap persist? Educational Leadership, 62 (3), 8-13.

Bouillion LM, Gomez LM. (2001). Connecting school and community with science

learning: real world problems and school-community partnerships as contextual

scaffolds. Journal of Research in Science and Teaching. 38(8):878-98.

Cawelti, G. (2003). Lessons from research that changed education. Educational

Leadership, 61 (5), 18-22.

Checkley, K. (2004). A is for audacity: Lessons in leadership from Lorraine Monroe.

Educational Leadership, 61 (7), 70-72,

Duckwoth, E. (2009). Helping students get to where ideas can find them. The New

Educator 5(3), 185.

http://www1.ccny.cuny.edu/prospective/education/theneweducator/volume5_3.cf

m

Eisner, E. (2002).The kind of schools we need. Phi Delta Kappan, 83 (8), 576-583.

Evans, R. (1993). The human face of reform. Educational Leadership, 51 (1), 1-10.

Marzano, R. (2002). In search of the standardized curriculum. Principal, 81 (3), 6-9.

McTighe, J. (2003). Backward design for forward action. Educational Leadership,

60 (5), 52-55.

Recommended Field Gear: Students are encouraged to bring sun screen, raincoat and

pants, shorts, long pants, hiking shoes, hat, binoculars, hand lens, camera, field notebook,

insect repellent, backpack, water bottle, and sturdy shoes/boots/sandals appropriate for

walking in variable landscapes. Cotton garden gloves are also useful. Many students find

it helpful to have a field guide such as the Audubon Field Guide to New England or

specific guides for flora and fauna of New England.

Lesley University Page 4 For most current version of this syllabus contact the program manager.

Class meetings: will involve a mix of mini-lectures and discussions on ecological

concepts and techniques, daily field trips with sampling activities, and laboratory periods

focused on analysis and interpretation of field data and observations. Some of the field

exercises are moderately strenuous. Scientific research is by its nature collaborative, and

in this small-group mentoring class, we will all collaborate to collect data in a number of

field exercises and work to analyze our data. Since field research is unpredictable, it’s

unlikely that all of the exercises and analyses will work as intended; because of this

unpredictability, grades aren’t based on whether things work perfectly or not, but on how

you approach problems and how you adapt to surprises.

Assignments

You will be held responsible for all assignments and must make arrangements with me to

make-up an assignment. Each assignment can be found in the course-pack and on the

class myLesley site. During our first weekend you will learn how to submit and retrieve

assignments electronically.

Assignment Format and Submission Protocol

Your Name date

Assignment Title Page number at bottom right

Use 10-12 pt font, double spaced with 1-1.25” margins on all sides. Any normal font

is fine.

You must edit all your assignments for readability, grammar, spelling, and

punctuation.

Scan copies of illustrations that accompany work such as student work, photographs

or illustrations.

Submit all assignments electronically on or before that date it is due by attaching your

assignment in the assignment section of blackboard. (We will review this procedure

during our first class meeting).

All documents MUST be saved as a Word file. .doc or .docx is fine. If you use a

mac you must save your document as a word for windows file.

When you submit using the assignment tool on Blackboard the correct file name is

automatically assigned by Blackboard, and the name that you have given the file is

added on at the end. Keep your file name brief; such as last name followed by an

abbreviated assignment name (e.g. brown_journal1). I cannot download file names

with any symbols *^#$@%+=.

Assignments that do not meet the above criteria will not be accepted.

Late assignments are marked down a minimum of one point per day.

Attendance and Class Participation 20% Full attendance is required.. You are expected to fully engage in every discussion and scientific

investigation. You will be working alongside a scientist as their research assistant for five days.

This requires that you learn how to use and implement research tools and techniques. Attention

to detail is required for accuracy of data collection and analysis.

Lesley University Page 5 For most current version of this syllabus contact the program manager.

Science Notebooks 20% Science notebooks - http://www.sciencenotebooks.org/ are one way classroom teachers can help

students develop, practice, and refine their science understanding, while also enhancing reading,

writing, mathematics and communications. We will use science notebooks to document what you

see, do, try, discover, investigate, find out, and wonder about the research project you participate

in during the summer institute. Notebooks will be evaluated on organization, documentation, and

analysis. This is NOT a place to reflect upon your feelings about this course.

Your science notebook is a reflection of the ways in which you organize and document your

understandings of science phenomena over time. You are expected to organize your thoughts and

ideas in ways that make sense to you. Unlike the scripted lab reports you may have experienced

in middle or high school, science notebooks allow each students multiple ways in which you can

keep track of data and express ideas and understandings. Beyond note taking, you may want to

include charts, tables, illustrations, notes, photographs and samples.

Curriculum Project: 30% Completion of a field-research curriculum unit that responds to the diverse needs of the

classroom and curriculum, embodies current pedagogical theory, and addresses a critical

issue within your school or community. It can be an adaptation of an existing curriculum

or development of a new curriculum. The unit might respond to a real need in your

school or situation. Special attention will be paid to matching curriculum goals and

content to instructional strategies, student needs, and learning styles. Projects also will

be evaluated according to the creative, varied, and appropriate applications of

curricular theories to the development of a curriculum unit. The final project will be

submitted in a formal written format that is determined by the student and nature of the

project.

The final project should be a unit of study that has meaning and relevance for you. This

is an opportunity to create your “vision.” Your unit must represent a COHESIVE

collection of lessons that build on the ideas and understandings using field-based research

as the basis for explorations and learning. You unit should inspire students to think and

grow in new skills and understandings over time. Assessments should provide

information that informs the teacher’s expectations and approaches for the next lesson.

Lessons should address the needs of ALL learners; anticipate possible outcomes; and

suggest possible directions or modifications that address student needs and interests as

the topic develops. You are not expected to create lessons or a unit from scratch. It is

suggested that you use the UEI curricula as the basis for your unit. All lessons in the unit

should be expanded or modified for your students, your setting, and invite student

involvement that encourages original thought and the development of ideas. Your

written document should include:

Title page

Table of contents

Audience

Rationale - Why and on what basis are you doing this?

Unit Goals

Lesley University Page 6 For most current version of this syllabus contact the program manager.

Lesson plans in a consistent format across the unit. The lesson plan format you

choose must be clear and usable by you (some examples provided in class). Units

may have anywhere from 4-10 lesson. You will include an outline of all the

lessons. Three lessons must be written in detail AND must have been taught.

Your narrative reflection and thoughts about revisions/modifications or extensions

to those three lessons must be included. Lessons should include:

o title

o goal(s) and measurable objectives

o Materials – listed and links or copies of all relevant resources included

o Procedure – This must be described/outlined for all of the lessons in the unit,

and fleshed out in detail for three. Include relevant links and resources.

o Assessment – Outlined for all, detailed for three. (Detail includes links or

copies of assessment assignments and evaluation guidelines or rubrics.

Include narrative of how student understandings will be used to inform

teaching of the subsequent lesson.)

Reflection of Unit- How do you feel about the unit? What excites you about

teaching it? What wonderful ideas does this open up for your students? what

questions do you have?

Resources- these must follow APA citation format and may be listed by lesson, or

for the unit as a whole- whichever is more useful to you.

Presentation of Student Research Project 30% This assignment is a product that allows you to share the field-research project you implemented with students. You will present the scientific research project including; sampling tools and techniques; data collection and analysis; outcomes/community impact, AS WELL AS your assessment of student experiences and understandings. The assignment can take a variety of forms including student presentations, a photomontage, video, PowerPoint presentation, an article to be published in a local paper or within your school or district; or submission to one of the many online journal or networks for broad casting. You can engage the audience in an activity or discussion related to your research.

Grading Policy

Attendance and Class Participation 20%

Science Notebooks 20%

Curriculum Project: 30%

Presentation of Student Research Project 30%

Course Schedule on Following Pages

Urban Ecology Institute & Lesley University | Summer Institute 2012

Lesley University Page 7 For most current version of this syllabus contact the program manager.

Monday | July 2 | Day 1 Tuesday | July 3 | Day 2

Mo

rnin

g

Welcome, Introductions, Overview (LCH, SR) Time: 45 minutes Room:

Course Pre-Survey (LCH) Time: 30 minutes Room:

Introduction to Urban Ecology (ES) Time: 1 hour Room:

Introduction to Field Journaling (SR) Time: 1 hour Room:

Course Overview (SR) Time: 30 minutes Room:

Introduction to Blog Assignment (LCH) Time: 30 minutes Room:

Research Project Overviews (Leaders) Time: 2 hours Room:

Organizing Data (AL) Time: 1 hour Room:

Lunch | 12-12:30 Lunch | 12:00-12:30

Afte

rno

on

Digital Photography (AL) Time: 2.5 hours Room:

Creating Team Blog Shell (AL) Time: 2.5 hours Room:

Mon |July 9 |Day 3 Tu | July 10 |Day 4 Wed | July 11 | Day 5 Th | July 12 | Day 6 Fr | July 13 | Day 7

Mo

rnin

g

National Grid Welcome Time: 1 hour Room: theater

Field Research

Field Research

Field Research

Field Research

Field Research Data Analysis

Lunch | Field Lunch | Field Lunch | Field Lunch | Field Lunch | Celebration

Afte

rno

on

Field Research

Field Research

Field Research

Field Research

Final Survey Time: 30

minutes

Room:

UEI Programs Evaluation

Urban Ecology Institute & Lesley University | Summer Institute 2012

Lesley University Page 8 For most current version of this syllabus contact the program manager.

Bibliography:

Education

Adler, M. (1982). The paideia proposal: An educational manifesto. New York:

MacMillan.

Armstrong, Thomas (1994). Multiple intelligences in the classroom. Alexandria, VA.

Association for Supervision and Curriculum Development.

Arter, Judith, & McTighe, Jay (2001). Scoring rubrics in the classroom: Using

performance criteria for assessing and improving student performance. Thousand

Oaks, CA. Corwin Press, Inc.

Beane, J. (Ed.) (1995). Toward a coherent curriculum. (ASCD Yearbook). Alexandria,

VA.

Carr, Judy F. (2001). Succeeding with standards: linking curriculum, assessment, and

action planning. Judy F. Carr and Douglas E. Harris. Alexandria, VA 22311-1714:

Association for Supervision and Curriculum Development. ISBN 0-87120-509-2.

Costa, Art and Kallick, Bena (2000). Discovering and exploring habits of mind.

Alexandria, VA. Association for Supervision and Curriculum Development.

Doris, Ellen. (1991). Doing What Scientists Do. Portsmouth, NH: Heinemann.

Duckworth, Eleanor (2006) The Having of Wonderful Ideas AND Other Essays on

Teaching and Learning. New York: Teachers College Press. Third Edition.

Duckworth E. (2001). “Tell Me More” Listening to Learners Explain. New York:

Teachers College Press.

Ellis, Arthur K. (2001). Research on educational innovations. Third Edition. Larchmont.

New York. Eye on Education, Inc.

Hein, George H. and Price, Sabra. (1994). Active Assessment for Active Science.

Portsmouth, NH: Heinemann.

Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom instruction that works:

Research-based strategies for increasing student achievement. Alexandria, VA.

Association for Supervision and Curriculum Development.

Silver, Harvey F., Strong, Richard W., & Perini, Matthew J. (2000). So each may learn:

Integrating learning styles and multiple intelligences. Alexandria, VA. Association

for Supervision and Curriculum Development.

Spring, J. (1994). Deculturalization and the struggle for equality. New McGraw Hill.

Tomlinson, Carol A. (1999). The differentiated classroom: Responding to the needs of all

learners. Alexandria, VA. Association for Supervision and Curriculum

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Zemelman, S., Daniels, H., & Hyde, A. (1998). Best practice: New Standards for

teaching and learning in America’s schools, Second Edition. Portsmouth, NH.

Heinemann.

Zmuda, Allison, & Tomaino, Mary (2001). The competent classroom: Aligning high

school curriculum, standards, and assessment – a creative teaching guide. New

York, New York. Teachers College Press.

Urban Ecology Institute & Lesley University | Summer Institute 2012

Lesley University Page 9 For most current version of this syllabus contact the program manager.

Science Anderson, DR, KP Burnham, WL Thompson. (2000). Null hypothesis testing: Problems,

prevalence, and an alternative. J. Wildl. Manage. 64:912-923.

http://www.cnr.colostate.edu/~anderson/PDF_files/TESTING.pdf

Anderson, DR and KP Burnham. (2002). Avoiding pitfalls when using information-

theoretic methods. J. Wildl. Manage. 66:912-918.

http://www.cnr.colostate.edu/~anderson/PDF_files/Pitfalls.pdf

Bekoff, M and D Jamieson. 1996. "Ethics and the study of carnivores: Doing science

while respecting animals," ch. 1 in J. L. Gittleman, ed., Carnivore Behavior,

Ecology, and Evolution. vol. 2 , Cornell Univ. Press, Ithaca, NY.

Bibby, CJ, ND Burgess, DA Hill, and SH Mustoe. (2000). Bird census techniques, 2nd

ed. Academic Press, London.

Bookhout, TA, ed. (1996). Research and management techniques for wildlife and

habitats. 5th ed., rev. The Wildlife Society, Bethesda, MD.

Burnham, KP and DR Anderson. (2001). Kullback-Leibler information as a basis for

strong inference in ecological studies. Wildlife Research 28:111-119.

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Halfpenny, J, and E Biesiot. (1999). A field guide to mammal tracking in western

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Electronic resource: http://lis.wwu.edu/record=b1925120~S0

Hatanaka H. (2005). Answering the critics of Japanese whale research. Nature 436:912.

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Long RA, et al. (2006). Comparing scat detection dogs, cameras, and hair snares for

surveying carnivores. J. Wildl. Manage. 71(6):2018-2025.

May RM. 2004. Ethics and amphibians. Nature 431:403.

McCormick G. (2008). Ties that bind. Stanford Magazine March/April 2008, pp.49-55.

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Mills LS. (2007). Ethics and the wildlife population biologist, pp. 33-37 in: Mills LS.

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Minteer BA, Collins JP. (2005). Why we need an "ecological ethics." Front.Ecol.Envt.

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Urban Ecology Institute & Lesley University | Summer Institute 2012

Lesley University Page 10 For most current version of this syllabus contact the program manager.

USGS Patuxent Wildlife Research Center, Laurel MD. http://www.mbr-

pwrc.usgs.gov/wifrog/frog.htm

NCER (National Center for Environmental Research) (2009). Dawn chorus: Can bird

song identify environmental health? U.S. EPA. (accessed 6 Feb. 2009)

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Pollard, E, and TJ Yates. (1993). Monitoring butterflies for ecology and conservation.

Chapman & Hall, London, UK.

Pyle, RM (2002). The Butterflies of Cascadia : A Field Guide to All the Species of

Washington, Oregon, and Surrounding Territories. Seattle Audubon Society,

Seattle, WA.

Ralph, CJ, JR Sauer, and S Droege, eds. (1995). Monitoring bird populations by point

counts. Gen. Tech. Rep. PSW-GTR-149, USDA-Forest Service.

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City Light's Wildlife Research Advisory Com., Inst. for Bird Populations, Point

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Expt. Sta., San Angelo, TX.

Wong C. (2007). Preparing for the field season. ESA Bulletin 88(1).

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Procedures for the use of Animals in Research and Teaching at Western

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Zielinski, WJ and TE Kucera, eds. (1995). American marten, fisher, lynx, and wolverine:

survey methods for their detection. Gen. Tech. Rep. PSW-GTR-157, USDA-

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Cell phone and Laptops

Turn off your cell phones or pagers or set on soundless alert. No texting during class.

You are encouraged to bring your laptops to class. The University Hall building is

wireless, but all computers connect differently. We will not have time during class to

help you connect. I suggest you come to campus before class to test out your laptop

connection. For any difficulties you will want to contact the technology Help services at

1-888-MyLesely .

Urban Ecology Institute & Lesley University | Summer Institute 2012

Lesley University Page 11 For most current version of this syllabus contact the program manager.

Lesley University and School of Education Policy Statements

Revised August 26, 2011

Academic Integrity Policy

Academic honesty and integrity are essential to the existence and growth of an academic

community. Each member of the Lesley community is charged with honoring and

upholding the University's policy. Students are full members of the academic community

and, as such, are obligated to uphold the University's standards for academic integrity.

Students should take an active role in encouraging others to respect these standards, and

should become familiar with Lesley's policy. The policy details students' roles and

responsibilities, and provides examples of violations (including information about failing to

document sources, plagiarism, cheating, fabrication or falsification of data, multiple

submissions of work, abuse of academic materials, complicity/unauthorized assistance,

lying/tampering/theft, etc.). The complete policy can be found on the Lesley University

Web page.

Portfolio Development

School of Education Master’s degree and licensure candidates* are required to develop a

program portfolio, comprised of the key assignment from each course in their programs.

Through these identified key assignments, students will demonstrate acquisition of both

knowledge and skills and will demonstrate professional growth over time. The portfolios

will be used for institutional and teacher self-evaluation as well as for review by

accrediting agencies. They will also provide evidence that students are meeting required

state and professional standards, and will confirm that Lesley’s programs are meeting

their stated outcomes.

Students will build their portfolios in one of two ways, depending on their program start

dates.

If you began your off-campus or online program after October 25, 2010, or your on-

campus program after January 1, 2011:

You will be required to use MAP (My Assessment Portfolio) and must register for a

mandatory, online MAP orientation course that features a tutorial for how to set up a

MAP portfolio. Issues related to registration for the orientation course and technical

issues related to the use of MAP can be directed to map@lesley.edu

You must upload the key assignment for each of your courses into your MAP

program portfolio as part of the course requirements. Your faculty member will use

the rubric that is posted in MAP to assess how effectively you completed the key

assignment.

If you began your off-campus or online program before October 25, 2010 or your

on-campus program before January 1, 2011:

Urban Ecology Institute & Lesley University | Summer Institute 2012

Lesley University Page 12 For most current version of this syllabus contact the program manager.

You, too, must complete a key assignment for each course, but you will submit your

assessment electronically directly to the faculty member teaching the course, and not

via the MAP system. Your faculty member will give you directions regarding the

electronic submission. Like students using MAP, your submitted work will be

assessed using the rubric for the key assignment.

*Students enrolled in the Science Online Master’s or the Out Of School Time Master’s

Programs are exempt from the portfolio requirement at this time.

Disability Services for Students

Lesley University is committed to ensuring that all qualified students with disabilities are

afforded an equal opportunity to participate in and benefit from its programs and services.

To receive accommodations, a student must have a documented disability as defined by

Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of

1990 (ADA), and provide documentation of the disability. Eligibility for reasonable

accommodations will be based on the documentation provided. If you are a student with a

documented disability, or feel that you may have a disability, please contact:

For on-campus students with learning disabilities or attention disorders:

Maureen Riley, Director of Academic LD/ADD Services

23 Mellen St., 5th

floor, Office 504

617.349.8464 (voice) 617.349.8558 (fax)

mriley@lesley.edu

For on-campus students with physical, sensory, or psychiatric disabilities, and off-

campus students with learning disabilities, attention disorders, or physical,

sensory, or psychiatric disabilities:

Laura J. Patey, Coordinator of Disability Services for Students

23 Mellen St., 3rd

floor, Office 313

617.349.8194 (voice) 617.349.8544 (TTY) 617.349.8558 (fax)

lpatey@lesley.edu

Attendance Policy

The academic integrity of our programs depends on students attending all scheduled class

meetings. Students should discuss with faculty, in advance, any portion of a class meeting

they cannot attend. Absence from class may be reflected in the student’s grade. The

complete attendance policy may be found here.

Official Format for Student Work

All School of Education students must use APA format for student papers, citations and

bibliographies. The complete SOE policy may be found on the School of Education web

page.