Syllabus-Spring2015 EDU 680 3/15

Spalding University

College of Education

Educator as Leader

In keeping with the Spalding University pioneer spirit of service and the tradition of collaborative

commitment to the development of the total person, the College of Education has as its mission the

preparation of educators who will possess intellectual understanding, holistic perspective, and professional

skills to lead others to the maximum use of their potential for lifelong learning in multicultural society.

Term/Year Spring 2015

Course Title (Credit Hours) Advanced Technology for Teaching and Learning

Course Number(s) EDU 680 Independent Study

College/School & Program College of Education -

Time(s) Location As Needed

Instructor Karen Stone

Office Hours By appointment

Office Location No office on campus

Contact Information Office: 502.387.7769

Email:

[email protected]

Course Description (4) Credit Hours

Provides practical experiences in all stages of the planning and operations of a computer lab and in assessing effectiveness for learning.

Aligned to both the KY Teacher Standards (emphasis on Standards 4 and 6) and the ISTE National Educational Technology Standards for Coaches (NETS-C). Student will analyze and evaluate what is currently available as well as what is coming in the near future. Students will develop a professional development plan and examine strategies for maintaining a professional online presence (including social networking).

Independent Study Expected Workload

To earn 4 credits a course is expected to include 3000 minutes (50 hours) of instruction. You should expect to put AT LEAST that much time into your independent study. The Guidelines for Credit Hour Policy for Spalding can be found at http://tinyurl.com/spaldingcredithrpolicy

http://tinyurl.com/spaldingcredithrpolicy

Required Texts and Other Materials Although this class does not require a book, it does require that you have access to a computer connected to the internet and a webcam. We will be meeting online using Google+ Hangouts and a webcam is needed for full participation. ISTE NETS-C Advancing Digital Age Coaching http://www.iste.org/standards/nets-for-coaches Kentucky Teacher Standards (Advanced-Level) http://www.kyepsb.net/documents/EduPrep/Kentuckyteacherstandards.doc

Browsers Recommended:

Google Chrome (http://chrome.google.com)

Internet Explorer (http://windows.microsoft.com/en-US/internet-explorer/downloads/ie)

Accounts:

Spalding Email, Live Binder (http://livebinder.com ), Google+, Diigo (http://diigo.com )

Others will be added during class discussion.

Recommended Subscriptions:

Tech & Learning: Ideas and Tools for Ed Tech Leaders

Free subscription for qualified US residents: http://www.techlearning.com/currentissue

Committed Sardines: http://fluency21.com/sardines.html

Required Email – Blackboard – LiveText For this course students may use whatever email is convenient to correspond with this instructor. Students are

required to use LiveBinders to submit projects and assignments.

All assignments and tests must be submitted through LiveBinders. Email or printed assignments will not be

accepted for grading. Emailed assignments will be returned with comments only and will be required to be

submitted through LiveBinder for grading.

One letter grade (10%) will be deducted for every class an assignment is late. No assignment will be accepted after

the last day of class unless prior arrangements have been made and an incomplete agreement signed and approved.

All sources should be referenced in APA style format. Use the website http://bibme.org for each citation. Note:

check to make sure APA style is selected.

This has not been determined…after reviewing livebinders I am not sure how

effective this will be for our purposes I will am still seeking other alternatives.

Withdrawal Dates and Financial Aid Information Specific withdrawal information is available from the office of the University Registrar. Please be sure to contact

your University financial aid counselor before dropping or withdrawing from any class, as this may impact your

financial aid status.

Conceptual Framework – Functional Dimensions The College of Education has defined the Educator as Leader as a professional who embodies six (6) specific

Functional Dimensions which include: (1) Change Agent/Transformational Leader; (2) Knowledgeable Practitioner;

http://www.iste.org/standards/nets-for-coaches

http://www.kyepsb.net/documents/EduPrep/Kentuckyteacherstandards.doc

http://chrome.google.com/

http://windows.microsoft.com/en-US/internet-explorer/downloads/ie

http://livebinder.com/

http://diigo.com/

http://www.techlearning.com/currentissue

http://fluency21.com/sardines.html

http://bibme.org/

(3) Persevering Advocate; (4) Continuous Assessor; (5) Technologically Astute Practitioner; and (6) Responsible

Professional. The Educator as Leader dispositions are characterized by a metaphor of an interlaced Celtic knot.

The never ending strands represent the permanence and the continuum of teacher professional dispositions drawn

from a knowledge-base aligned with national, state, and professional standards in support of student learning and

development.

The knot represents each of the following strands:

Knowing Demonstrate a continued devotion to acquiring knowledge about the content, pedagogy, and professional areas of teaching

Reflective Demonstrates the belief that all students can learn and the ability to evaluate teaching and learning experiences for personal and professional growth

Creative Demonstrates flexibility in meeting needs and using best practices to promote student learning

Caring Demonstrates respect for self and others, openness to diverse perspectives and cultures, and perseverance in serving learners, families, schools, and communities

Ethical Demonstrates a commitment to fairness, and the principles of personal, academic, and professional integrity

Visionary Demonstrate insight in creating a learning environment and communicating a view of teaching and learning that empowers others to achieve their potential

Learning Outcomes - Course Objectives

Based on applicable Kentucky Teacher Standards and Unit’s Conceptual Framework Evaluate emerging technologies for use in the classroom.

Model developing proficiency in the ISTE NETS-C (National Educational Technology Standards for Coaches) through

creation of an online portfolio

Develop and communicate a vision for a technology integration issue by writing a literature review of a “hot topic” in

instructional technology

Design an online quiz that effectively uses technology tools and resources to continuously assess student learning and

technology literacy by applying an assessment aligned with content.

Evaluate an educational blog that could serve as a resource for modeling design and implementation of technology-

enhanced learning experiences using a variety of research-based, learner-centered instructional strategies and

assessment tools to address the diverse needs and interests of all students.

Review a Web 2.0 tool that can be used in engaging students in local and global interdisciplinary units in which

technology helps students assume professional roles, research real-world problems, collaborate with others, and

produce products that are meaningful and useful to a wide audience.

Use digital communication and collaboration tools to communicate with peers through the participation in a

synchronous, online activity (using Google+ Hangouts and chat).

Create a podcast that models the use of online and blended learning, digital content, and collaborative learning

networks to support and extend student learning as well as expand opportunities and choices for online professional

development for teachers and administrators.

Design, develop, and implement technology-rich professional learning workshop that models principles of adult learning

and promote digital-age best practices in teaching, learning, and assessment

Evaluate results of professional learning programs to determine the effectiveness on deepening teacher content

knowledge, improving teacher pedagogical skills and/or increasing student learning

Develop a class or school technology use contract that supports safe, healthy, legal, and ethical uses of digital

information and technologies

Engage in continual learning through identifying and developing a PLN (Personal Learning Network) to deepen content

and pedagogical knowledge in technology integration and current and emerging technologies necessary to effectively

implement the NETS•S and NETS•T

Develop a personal learning plan that reflects on your professional practice and dispositions and identifies at least one

SMART objective to improve and strengthen your ability to effectively model and facilitate technology-enhanced

learning experiences

Modes of Instruction Course content will be provided through assigned readings, online electronic discussion, Webinar (Google+ Hangout)

participation, workshops, podcasts. Various available multimedia applications will be demonstrated. Students will be

actively involved in challenging constructivist learning activities involving a wide variety of multimedia technologies

available.

Academic Accommodations Any student who, because of a disability, may require special arrangements in order to meet course requirements,

should contact the instructor as soon as possible to make such accommodations as may be necessary. Students should

provide written verification of the need for such accommodations from Accessibility Services (502-873-4161).

Academic Resource Center You are encouraged to use the Academic Resource Center's free assistance with writing, math, reading and learning

strategies. Visit http://blog.spalding.edu/arc/ or call 502-873-4169 for hours and information.

Common Core Standards – KY Senate Bill 1 Along with competencies delineated in the Conceptual Framework, participants must be aware that all professional

education courses address and affirm the Common Core Standards under the Commonwealth of Kentucky Senate Bill 1

(SB1) requiring more rigorous learning standards to ensure more Kentuckians graduate from high school ready for

college or career, and for collaboration among postsecondary institutions to accomplish this goal. Further, all teacher

preparation programs value diversity and the importance of helping all children develop reading and literacy skills,

attaining high levels of skill in assessing the outcomes of instruction, and using those skills to develop strategies for

closing identified achievement gaps.

EPSB Themes All Spalding University professional programs affirm a set of four (4) EPSB Themes.

Diversity – defined as “differences among groups of people and individuals based on ethnicity, race, socioeconomic

status, gender, exceptionalities, language, religion, sexual orientation, and geographical area.”

http://blog.spalding.edu/arc/

Assessment – defined as “strategies used to continuously monitor and modify instruction to meet student needs and

support proficient student work”.

Literacy / Reading – Experiences that ensure the ability to recognize and appropriately respond to the reading needs of

all students.

Closing the Achievement Gap – Experiences that ensure candidates develop strategies for closing the gap.

In this course all candidates will be exposed to the Themes on: Diversity, Assessment, and Closing the Achievement

Gap.

Course Assignments, Assessments, & Grades

Participate in Google+ Hangout Dates: TBA 6-8 hangouts will be scheduled by group

Use digital communication and collaboration tools to communicate with peers through the participation in a

synchronous, online activity (using Google+ Hangouts and chat).

A Google+ Hangout will be created for course participation every Wednesday at 7:00 p.m. These hangouts will provide

participants a chance to ask questions, give their workshop, participate in tutorials, share their experience, etc.

Please note: Google+ Hangouts work best in Google’s own browser, Chrome.

Requirements: Participate in Google+ Hangout A Google+ account and computer with a webcam and internet access is required for participation in the Hangouts.

Rubric: Participation in Google+ Hangout

Mastered (3 pts) Developing (2 pts) Emerging (1 pt)

Initiative Completes required work, generates and pursues opportunities to expand knowledge, skills, and abilities.

Completes required work and identifies opportunities to expand knowledge, skills, and abilities.

Completes required work.

Independence Educational interests and pursuits exist and flourish outside classroom requirements. Knowledge and/or experiences are pursued independently.

Beyond classroom requirements, pursues additional knowledge and/or shows interest in pursuing independent educational experiences.

Begins to look beyond classroom requirements, showing interest in pursuing knowledge independently.

Transfer Makes explicit references to previous learning and applies in an innovative (new and creative) way that knowledge and those skills to demonstrate comprehension and performance in novel situations.

Makes references to previous learning and attempts to apply that knowledge and those skills to demonstrate comprehension and performance in novel situations.

Makes vague references to previous learning but does not apply knowledge and skills to demonstrate comprehension and performance in novel situations.


Reflection Reviews prior learning (past experiences inside and outside of the classroom) in depth to reveal significantly changed perspectives about educational and life experiences, which provide foundation for expanded knowledge, growth, and maturity over time.

Reviews prior learning (past experiences inside and outside of the classroom) with some depth, revealing slightly clarified meanings or indicating a somewhat broader perspectives about educational or life events.

Reviews prior learning (past experiences inside and outside of the classroom) at a surface level, without revealing clarified meaning or indicating a broader perspective about educational or life events.

Review of Web 2.0 tool Due: TBD

Review a Web 2.0 tool that can be used in engaging students in local and global interdisciplinary units in which

technology helps students assume professional roles, research real-world problems, collaborate with others, and

produce products that are meaningful and useful to a wide audience.

Although the following paper is addressed to Higher Education, I believe the results are appropriate for K12 as well. It

also serves as a good example of a literature review. It defines Web 2.0 tools, supporting the use of technology and

provides examples (with links).

http://www.heacademy.ac.uk/assets/EvidenceNEt/Conole_Alevizou_2010.pdf

Conole, G., & Alevizou, P. (2010). A literature review of the use of Web 2.0 tools in Higher Education. Milton Keynes, UK:

The Open University.

Your Web 2.0 tool review should include

Description of tool

System requirements

Cost analysis compared to other options,

Analysis of ease of use and support

Functionality, how can it be used in a classroom to enhance learning?

How does it support the 4Cs (collaboration, creativity, critical thinking and/or communication)?

Summary of general review by others (how many stars, comments, concerns, etc.)

Conclusion (recommend or not?)

Requirements: Review of Web 2.0 tool At least 500 words – not including bibliography (use this handy little calculator to estimate how many pages that is:

http://www.wordstopages.com/ )

You must follow the guidelines set forth in the Spalding College of Education Style Sheet

(http://tinyurl.com/SpaldingCOEstylesheet ). A Word template including the cover page and assignment following the

Style Sheet can be downloaded at http://blog.spalding.edu/education/files/2010/09/Assignment-Paper-TEMPLATE.dotx

Your bibliography should include the site you are reviewing, the sites used to find general reviews by others, and any

articles or blogs used to find alternative solutions.

http://www.heacademy.ac.uk/assets/EvidenceNEt/Conole_Alevizou_2010.pdf

http://www.wordstopages.com/

http://tinyurl.com/SpaldingCOEstylesheet

http://blog.spalding.edu/education/files/2010/09/Assignment-Paper-TEMPLATE.dotx

Rubric: Review of Web 2.0 tool


Application to

Course

Web site clearly demonstrates an

understanding of effective strategies for

integrating technology into instruction

and/or professional practice.

Web site demonstrates some

understanding of effective

strategies for integrating

technology into instruction


Web site demonstrates little or

no understanding of effective

strategies for integrating

technology into instruction


Summary is

thorough

Summary is thorough and detailed,

including system requirements, cost

analysis and summary of reviews.

Summary discusses main

ideas, and includes at least 2 of

the following: system

requirements, cost analysis an

d summary of reviews.

Summary is brief and includes

only 1 of the following: system

requirements, cost analysis an d

summary of reviews

Educational

analysis

Description of functionality and how it

can be used in instruction and/or

professional practice is detailed and

includes how it supports collaboration,

creativity, critical thinking and/or

communication.

Description of functionality

and how it can be used in

instruction and/or professional

practice is detailed, but does

not address the 4Cs.

Description of functionality and

how it can be used in

instruction and/or professional

practice is brief and does not

address the 4Cs.

Personal Opinion Opinion(s) have been presented and

supported, demonstrating professional

reflection.

Opinion(s) are evident but not

supported by evidence of

professional reflection.

Opinions are not evident.

APA Style APA format is used accurately and

consistently in the paper and on the

"References" page.

APA format is used with minor

errors.

There are frequent errors in

APA format; or the format of

the document is not

recognizable as APA.

Composition-

Grammar,

spelling,

punctuation

No grammatical, spelling, and

punctuation errors are evident

Few grammatical, spelling, and


Numerous mistakes in

grammar, spelling, and

punctuation are evident

Create a Podcast or Vodcast (may be about your webtool or other content) Due: TBD

Create a podcast that models the use of online and blended learning, digital content, and collaborative learning

networks to support and extend student learning as well as expand opportunities and choices for online professional

development for teachers and administrators.

Requirements: Podcast The podcast is to be 10 minutes in length and focus on integrating technology into instruction and/or professional

practice. This is much shorter than a workshop and must be much more focused. Identify a specific skill, resource, or

task to focus your podcast.

Rubric: Podcast The following rubric was adapted from two rubrics by Bard Williams in Educator's Podcast Guide


Organization Podcast content is clearly outlined, flows logically, and includes all appropriate media and supplemental resources.

Podcast content is partly outlined but is incomplete, flows logically, and includes some appropriate media and supplemental resources.

Podcast outline doesn't clearly express the content or organization of the podcast; media and supplemental resources are minimal.


Content Demonstrates a full understanding of the topic and is clear, concise, and correct.

Demonstrates a good understanding of the topic and is clear and correct.

Demonstrates some understanding of some of the topic, is correct, but lacks clarity.

Introduction Catchy and clever introduction. Provides relevant information and establishes a clear purpose engaging the listener immediately.

Tells who is speaking, date the podcast was produced, and where the speaker is located.

Describes the topic and engages the audience as the introduction proceeds.

Tells most of the following: who is speaking, date of the podcast, and location of speaker.

Irrelevant or inappropriate topic that minimally engages listener. Does not include an introduction or the purpose is vague and unclear.

Alludes to who is speaking, date of the podcast, and location of speaker.

Presentation Delivery is interesting, polished, compelling, grammatically correct, well-paced, and includes an appropriate and effective introduction, summary, and exit.

Delivery is somewhat interesting, rehearsed, grammatically correct, and includes an introduction, summary, and exit.

Delivery is choppy, unrehearsed, grammatically incorrect, not compelling, and includes an ineffective introduction, summary, or exit.

Conclusion Conclusion clearly summarizes key information.

Conclusion vaguely summarizes key information

No conclusion is provided.

Audio/Video Audio and video are clear and error-free, without distractions or extraneous noise or images. Music or sound effects are used appropriately and enhance the content.

Audio and video are acceptable but contain some noticeable distractions or background noise. Music or sound effects are present but ineffective.

Audio or video errors, distractions, and background noise are prevalent. Music or sound effects detract from the content.

Management Time

Podcast is within one minutes of allotted time (10 minutes) +/-

Podcast is within two minutes of allotted time (10 minutes) +/-

Podcast is outside of three minutes of allotted time (10 minutes) +/-

Develop and Offer a Workshop Workshops will be offered on Wednesday, 7:00 p.m. on the following dates: April 10th, 17th, and 24th

Design, develop, and implement technology-rich professional learning workshop that models principles of adult learning

and promote digital-age best practices in teaching, learning, and assessment

Requirements: Workshop Workshop is to be 30 minutes in length and focus on integrating technology into instruction and/or professional

practice. You may develop the workshop around the Web 2.0 site or blog that you reviewed.

The workshop will be presented online using a Google+ Hangout.

We will extend invitations to the College of Education faculty as well as people in your school to attend.

A workshop evaluation must be completed at the end of the workshop.

Rubric: Workshop


Subject The subject taught is directly correlated

to the use of technology in education.

The activity is meaningful and

appropriate for peer instructors.

The subject taught is correlated

to the use of technology in

education. The activity may not

be the best choice for

participants, time, or place.

The subject taught shows no

linkage to the use of

technology in education as a

instructor lesson.

Management

Instructional

Momentum

The instructor maintains instructional

momentum. There are smooth

transitions and minimal time is spent of

non-instructional activities.

The instructor maintains

instructional momentum. The

instructor experiences some

difficulty with transitions and

some time is spent on non-

instructional activities.

The instructor delivers a lesson

that is fragmented. A great

deal of time is spent on

transitions and non-

instructional activities

Management

Time

The instructor begins and ends

instruction promptly. Lesson is within

two minutes of allotted time (30

minutes) +/-

The instructor experiences some

difficulty beginning and ending

instruction promptly. Lesson is

within four minutes of allotted

time (30 minutes) +/-

The instructor shows little

adherence to time guidelines.

Lesson is outside of five

minutes of allotted time (30

minutes) +/-

Management

Questioning

The instructor consistently uses

questions that effectively guide student

learning

The instructor uses questions

sometimes that effectively guide

student learning

The instructor is ineffective in

using questions to guide

student learning

Presentation

Content

The instructor presents content material

accurately that is appropriate and makes

accommodations for participants

working at various levels.

The instructor presents content

material accurately with

minimal errors and makes some

accommodations for participants

working at various levels.

The instructor presents content

material that is not accurate

and appropriate. No

accommodations are made for

participants working at various

levels.

Communication

Attitude

The instructor consistently displays a

positive and enthusiastic attitude that

engages participants in the learning

process.

The instructor displays a

positive and enthusiastic attitude

that engages participants in the

learning process during the

majority of the lesson.

The instructor appears

unenthusiastic and does not

engage participants in the

learning process.

Use Of Google+

Hangout

The instructor took advantage of the 3-4

features of Google+ Hangouts to

enhance learning and engagement,

including streaming using Hangouts On

Air, chat, screen share, sharing

documents and collaborating using

Google Drive.

The instructor took advantage of

only 2 features of Google+

Hangouts to enhance learning

and engagement.

The instructor took advantage

of only one feature of Google+

Hangouts to enhance learning

and engagement.

Preparedness The instructor is completely prepared

and has obviously rehearsed.

The instructor is somewhat

prepared, but it is clear that

rehearsal was lacking.

The instructor does not seem at

all prepared to present.

Comprehension The instructor is able to accurately

answer most questions posed by

classmates about the topic.

The instructor is able to

accurately answer a few

questions posed by classmates

about the topic.

The instructor is unable to

accurately answer questions

posed by classmates about the

topic.

Workshop Evaluation The evaluation form (online survey) must be created prior to the workshop date.

The reflection paper is due: TBD

Evaluate results of professional learning programs to determine the effectiveness on deepening teacher content

knowledge, improving teacher pedagogical skills and/or increasing student learning

Your workshop evaluation consists of two parts:

1. Development of an online survey and

2. Paper including self-assessment and survey analysis

You are to develop an online workshop evaluation survey using QuestionPro.

(http://tinyurl.com/SpaldingCOEQuestionPro ). The link to this survey should be given to all participants at the end of

the workshop and they should be encouraged to complete the form.

Requirements: Online Survey Consist of at least 10 items (please note that items and questions can be counted differently in QuestionPro. A Matrix in

QuestionPro is counted as a single question, but can in fact consist of many evaluation items.)

Your workshop evaluation paper should include

Personal reflection on self-assessment

Analysis of workshop evaluation data

At least 350 words – not including bibliography (use this handy little calculator to estimate how many pages that is:

http://www.wordstopages.com/ )

You must follow the guidelines set forth in the Spalding College of Education Style Sheet

(http://tinyurl.com/SpaldingCOEstylesheet ). A Word template including the cover page and assignment following the

Style Sheet can be downloaded at http://blog.spalding.edu/education/files/2010/09/Assignment-Paper-TEMPLATE.dotx

Rubric: Workshop Evaluation


Reflection The reflection moves beyond

simple description of the

experience to an analysis of how

the experience contributed to

student understanding of self,

others, and/or course concepts.

The reflection demonstrates

student attempts to analyze the

experience but analysis lacks

depth.

The reflection is only a simple

description of the experience.

Self-

assessment


ability of the student to question

their own biases, stereotypes,

preconceptions, and/or

assumptions and define new

modes of thinking as a result.


ability of the student to question

their own biases, stereotypes,

preconceptions.

There is some attempt at self-

criticism, but the self-reflection

fails to demonstrate a new

awareness of personal biases,

etc.

Analysis of

survey results

The analysis moves beyond

simple description of the results

to an analysis of how the results

contributed to reflection, self-

assessment and possible changes

if offered in the future.

The analysis includes simple

description of the results and a

minimal analysis of how the

results contributed to reflection,

self-assessment and possible

changes if offered in the future.

The analysis is only a simple

description of the results.

APA Style APA format is used accurately

and consistently in the paper and

on the "References" page.

APA format is used with minor

errors.

There are frequent errors in APA

format; or the format of the

document is not recognizable as

APA.

Composition-

Grammar,

spelling,

punctuation

No grammatical, spelling, and


Few grammatical, spelling, and


Numerous mistakes in grammar,

spelling, and punctuation are

evident

http://tinyurl.com/SpaldingCOEQuestionPro

http://www.wordstopages.com/

http://tinyurl.com/SpaldingCOEstylesheet

http://blog.spalding.edu/education/files/2010/09/Assignment-Paper-TEMPLATE.dotx

Portfolio Due: TBD

Model developing proficiency in the ISTE NETS-C (National Educational Technology Standards for Coaches) through

creation of an online portfolio

Requirements: Portfolio The portfolio is to be completed in LIveBinder include all of the assignments.

Rubric: Portfolio The course assignments will be submitted in LiveText as part of a technology portfolio. Each assignment will be added to

the portfolio and resubmitted for assessment.

Grade Distribution

A = 91 – 100

B = 81 – 90

C = 71 – 80

D = 65 – 70

F < 65

Tentative Course Outline Participate online in Google+ Hangout: Feb. 20, 27, March 6, 20, 27, April 10, 17, 24

March 6: Creating Podcasts

March 20: Creating Online Quiz

March 27: Creating Online Survey using QuestionPro

April 10, 17, 24: Student workshops

Resources/Bibliography (Optional) See Moodle Course for resources

Academic Policies and Procedures The current University Catalog delineates pertinent academic policies, including academic and professional integrity. Each

student is responsible for compliance with these policies, as well as the regulations, requirements, and information

contained the relevant College of Education handbooks. Undergraduate and Graduate Academic Policies may be found in

the University Catalog at http://www2.spalding.edu/catalog/

Grades as Defined by the University Catalog - Graduate The interpretation of grades in graduate work is as follows. Please note that "plus and minus" (e.g., A-, B+) grades have no

effect on GPA.

A indicates work of excellent quality: a superior grasp of the content of the course, initiative in doing work beyond

ordinary assignments, originality in problem-solving, and ability to relate the knowledge of the course to other

knowledge.

B indicates work of acceptable quality for the graduate level: a grasp of the essentials of the course, the satisfactory

completion of the work assigned, and average ability to see relationships and to make applications.

C indicates grasp of only the minimum essentials of the course: it is passing but indicates work below the level

acceptable for a graduate student. Students who earn a grade of C may be dropped from their program.

F indicates failure to master the minimum essentials of the course or unauthorized withdrawal from a course. One

http://www2.spalding.edu/catalog/

course grade of F in a graduate program is cause for automatic dismissal.

Class Attendance According to Spalding policy, a student is expected to attend a minimum of 75-percent of the scheduled class meetings and

laboratory meetings for a course to receive a passing grade.


Attendance Policy A student is expected to attend all meetings of the class in which he or she is enrolled. To receive academic credit, a student

must earn a passing grade that is determined by the combined results of class assessments, class assignments, and

compliance with attendance requirements as specified in the class syllabus.

In addition to meeting the academic expectations of the class as outlined in the class syllabus, a student must attend a

minimum of 75 percent of the scheduled class and laboratory/practicum (if applicable) meetings of a class to receive a

passing grade. A student registered for a face-to-face undergraduate day class must attend a minimum of half the class

meetings during the first week of class. Instructors of all undergraduate day classes and AAP classes must clearly define the

policies and procedures for attendance and grading in the class syllabus and must include the minimum number of classes

and hours required (no less than 75 percent and, for AAP classes, no fewer than four class meetings) in order for a student

to earn a passing grade. The student is responsible for knowing the attendance and grading policies for each class, as they

may differ from instructor to instructor.

A. Excused Absences

1. With advance written notice provided to the instructor by the student, the University excuses absences from class

for major religious holidays, University-sponsored activities or events, required court attendance as certified by the

Clerk of Court, or military duties as certified by the student’s commanding officer.

a. A major religious holiday is a day that is traditionally celebrated within one of the world’s major religions.

Retreats, conventions, or other functions specific to a particular congregation or denomination are not

considered major religious holidays.

b. A University-sponsored activity or event (e.g., an athletic competition supervised by the Department of

Intercollegiate Athletics), including post-season tournaments, must be endorsed by the advisor or supervisor of

the organization sponsoring the activity and have a clear educational purpose in order to qualify under the

University’s excused-absence policy. Practice sessions or other meetings of campus organizations that can be

scheduled or rescheduled at the discretion of the organization without great inconvenience do not qualify as

excused absences.

c. The total number of absences, excused and unexcused combined, may not exceed 25 percent (or, in the AAP,

one class meeting) of the scheduled class meetings.

2. In the undergraduate day program, instructors also may choose to create written policies allowing for excused

absences involving family or personal emergencies and/or work-related emergencies.

3. The student is responsible for contacting the instructor about making up and turning in work missed due to an

excused absence. Unless an exception is made in writing by the Provost, all absences, excused and unexcused, will

be used by the instructor to determine whether a student has met the class attendance requirement.

B. Student Responsibilities

1. Prior to enrolling in classes, students in all University programs should anticipate the number of class meeting

absences that may result from family obligations, work-related responsibilities, and such other University-

sponsored activities as Debate Team and athletic events. Once a class has begun, a student who anticipates that he

or she will not meet the attendance requirements to earn a passing grade should withdraw from the class.

According to University policy, a student must follow official procedures for withdrawing from a class in order to

receive a tuition refund. Any student who stops attending a class without having officially withdrawn from that


class will receive the grade of F and must assume any remaining financial obligations for the class. Please see the

Withdrawal Policy for additional information.

C. Appeal Process

1. Questions regarding the enforcement of a class attendance and grading policy must first be discussed with the class

instructor. Appeals to decisions shall be made in accordance with the University’s appeal process.

Graduate & Undergraduate W indicates approved withdrawal from class, in accordance with published university policies. See the University's

Withdrawal Policy for more information.

I indicates a student's achievement in the course has been satisfactory but, for some good reason, the work is

incomplete and permission has been given to complete the work within a given period (not to exceed 90 days). A

contract between the student and the faculty member, stipulating the work to be completed and the date on which

the work must be completed, must be filed with the registrar. If the work is not completed within the time stipulated,

a grade of F is recorded. Students should note that the grade of I is given only in cases of emergency and not as a

matter of convenience to the student. Any extension of the three-month period for course work completion requires

the written approval of the Senior Vice President for Academic Affairs.

X indicates course work that has not been completed because of the nature of the study. Only academic courses that

have an internship or practicum as the primary course content are eligible for this category. If the work is not

completed within 12 months of the initial assignment of the X grade, a grade of F is recorded. Any extension of the

12-month period for course work completion requires the written approval of the Senior Vice President for Academic

Affairs.

College of Education Policy – Plagiarism The College of Education is committed to the highest ethical standards, which include academic integrity. Instances of

plagiarism and other unethical behavior at the undergraduate level will be handled according to the policies and procedures

found in the University Catalog. As graduate work is at a higher level of study than undergraduates, students who plagiarize

in graduate programs are held to a higher standard of conduct.

Graduate students are expected to produce original work; turning in work produced by others is unacceptable. A student

who plagiarizes at this level receives an "F" for the assignment and the course, and is dismissed from the program.

Turnitin.com will be used as a tool to test for plagiarism.

Academic Integrity Characteristics of academic integrity include fairness, respect for others, personal responsibility, and proper recognition and

acknowledgement of resources used in all educational activities. In order for this diverse community of learners to fulfill its

mission of shared exploration, creativity, and justice, all members must feel free to participate in an atmosphere of trust. A

goal of the University is for the concept of integrity to become a habit of the mind and a reality in performance, enriching

and guiding all members of the community. Members of the Spalding University community will demonstrate a high

standard of integrity in all areas of academic work and university experiences. Faculty are held to high expectations of

integrity through professional and disciplinary practices and through policies outlined in the Faculty and Employee

Handbooks. In this same spirit, students who breach the University's Policy on Academic Integrity are subject to disciplinary

action.

Students, faculty and staff have the duty to report any instance of academic dishonesty to the appropriate authority (i.e.,

faculty member, dean, chair, program director, etc.). Penalties for academic dishonesty may vary or be more stringent in

particular academic units.

http://www.spalding.edu/catalog/catalog.asp?cat_id01=1154#wd_pol

Definition of Academic Dishonesty "Academic dishonesty" includes academic lying, stealing, or cheating for the purpose of affecting one's grade, course

credit, or status, including but not limited to the following:

Submitting another person's work as one's own and misrepresenting assigned work as the product of one's sole

independent effort;

Fabricating work and/or resources as authentic material;

Submitting work for more than one course without the prior approval from each faculty member involved;

Plagiarizing (i.e., using verbal, written, or visual representations of ideas, works, phrases, paragraphs, or entire

documents by others as though the work were one's own); NOTE: This includes presentation handouts, PowerPoint

presentations, etc.).

Conducting research that does not comply with the established university policies (see the Policy on the Use of

Human and Animal Subjects);

Fabricating or falsifying data;

Assisting student(s) in engaging in academic dishonesty;

Using any unauthorized assistance in completing quizzes, tests, or examinations, or specific course

assignments/projects;

Acquiring, without permission, any academic evaluative or testing materials;

Influencing or attempting to influence through the use of bribery, threats, or any other means of coercion, any

Spalding University official, faculty member, graduate student, or employees responsible for processing grades,

evaluating students, or maintaining records;

Unethical activities related specifically to professional standards and practices (i.e., expectations regarding

internships, externships, etc.). These violations are governed by individual school or program policies and guidelines

and the Policy on Professional Integrity https://www.spalding.edu/catalog/catalog.asp?cat_id01=4301 for

graduate students and students in professional education programs.

Procedures for instances of possible breach of academic integrity

https://www.spalding.edu/catalog/catalog.asp?cat_id01=3087

Student Appeal Procedures





Syllabus-Spring2015 EDU 680 3/15

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Transcript of Syllabus-Spring2015 EDU 680 3/15