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The University of Southern MississippiCollege of Education and Psychology

Department of Curriculum, Instruction, and Special Education

PSYCHOLOGY & EDUCATION OF EXCEPTIONAL CHILDRENSPE 400

 Instructor Name: Shannon Haley-Mize, M.S.Contact Info: Office: SRS 148

Phone: 601-606-9227Email: shannon.haley@usm.edu

Office hours: Mon. and Wed.: 11a.m. – 2 p.m.Tues. and Thurs.: 9:00 a.m. – 9:30 p.m., 11:00 a.m. – 2:00 p.m.

Lead Faculty: Sandra Manning, Ph.D.Contact Info: 601-266-6301, SRS 149

 Course Prerequisite(s): USM Teacher Education Gold Card

Number of Hours of Course: 3 hours

Nature of Course: Required ______ Non-Required ______

Nature of Student: Graduate ______ Undergraduate __x___

Format of Course: Guided Discovery Learning, Direct Instruction, Multi-Media, Lecture, Universal Design, Group Assignments

Course Description/Overview:The Psychology and Education of Exceptional Children is a course within The University of Southern Mississippi’s Professional Education Unit. The Professional Education Unit is a community of learners who value the power of knowledge to inform, inspire, and transform lives. This course is designed to give students a foundation in the characteristics and needs of learners with exceptionalities. Assessment of the knowledge and skills learned within this course will be measured through assignments and tests.

A portion of the course is devoted to introducing the student to educating learners with exceptionalities. Brief histories, legal influences and unique processes of exceptional schooling are emphasized. A second portion of the class will deal with the presentation of the characteristics of learners with exceptionalities. Discussion will provide an overview of individual student needs with the assumption that the SPE 400 student has studied the text. A third aspect of the course will focus on curricula, discipline, cultural diversity (increasingly more present among pupils in school) and program alternatives for teachers. The final emphasis of the course will be the process of program referral to match pupil needs with instructional options to include parental consent and due process.

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Catalog Description of Course: An introduction to exceptional populations and procedures and policies relating to their education. Course Generally Scheduled/Offered: summer, fall, spring

Required Materials & Resources: Text: Vaughn, S., Bos, C.S., & Schumm, J.S. (2011). Teaching students who are exceptional, diverse, and at-risk students in the general education classroom (5th edition). Pearson: Boston.

Blackboard: Students enrolled in SPE 400 should automatically be enrolled in the corresponding course shell on Blackboard. Students are to access the course supplement frequently for course materials, assignments, quizzes, and exams. In addition, the course will use Ning (www.ning.com) for blogging and other collaborative activities. Please utilize iTech’s LEC help staff for access issues in Blackboard and contact the course instructor for issues with the Ning site.

Online Resources: Cook Library at USM has a number of resources available for your use online. Try this link, http://avatar.lib.usm.edu/dised/ , for directions to use the Library online.

Conceptual Framework Addressed In Course: The overarching theme of the College of Education and Psychology and NCATE Unit conceptual framework is “Freeing the Power of the Individual.” The Unit’s conceptual framework is by design aligned with the university’s mission. The conceptual framework is consistent with the university’s historical roots as a normal college and with the university’s future. The University, since our founding in 1910, has been committed to outstanding preparation of teachers, counselors, administrators, and other school personnel. In accordance with this history and the present vision of the University, the mission of the Unit is seven-fold: a) preparing Mississippi teachers; b) promoting cutting-edge research; c) creating a healthier region; d) leading in economic development; e) taking Mississippi to the world; f) enhancing the cultural environment; and g) educating the whole student (University Mission). Within these mission statements, the Unit has embedded the knowledge, skills, and diversity goals to enable its members to prepare effective educational leaders to serve in a variety of roles in the P-12 setting. With this in mind, all educational leaders graduating from The University of Southern Mississippi are to possess:

Power of Knowledge to InformPower to Inspire

Power to Transform LivesEmpower Community of Learners

Course Goals: The information in parentheses following each course goal refers to the Council for Exceptional Children Knowledge and Skill standards for beginning special education teachers and the standards of the Interstate New Teacher Assessment and Support Consortium (INTASC).

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1. Relationship of special education to the organization and function of educational agencies (CC1K3; INTASC 10)

2. Rights and responsibilities of students, parents, teachers, and other professionals, and schools related to exceptional learning needs      (CC1K4; INTASC 10)

3. Historical points of view and contribution of culturally diverse groups (CC1K8; INTASC 3).

4. Historical foundations, classic studies, major contributors, major legislation, and current issues related to knowledge and practice (GC1K3; INTASC 10).

5. Continuum of placement & services available for individuals with disabilities (GC1K5; INTASC 2, 4).

6. Educational implications of characteristics of various exceptionalities (CC2K2; INTASC 2)

7. Impact of sensory impairments, physical and health disabilities on individuals, families and society (GC2K2; INTASC 2).

8. Common etiologies and the impact of sensory disabilities on learning and experience (GC2K5; INTASC 2).

9. Effects an exceptional condition(s) can have on an individual’s life (CC3K1; INTASC 3).10. Use strategies to facilitate integration into various settings (CC4S1; INTASC 4).11. Prevention and intervention strategies for individuals at-risk for a disability (GC4K4;

INTASC 4).12. Ways specific cultures are negatively stereotyped (CC5K9; INTASC 5)13. Strategies used by diverse populations to cope with a legacy of former and continuing

racism (CC5K10; INTASC 5).14. Identify supports needed for integration into various program placements (CC5S3;

INTASC 5).15. Use performance data and information from all stakeholders to make or suggest

modifications in learning environments (CC5S6; INTASC 5).16. Barriers to accessibility and acceptance of individuals with disabilities (GC5K1; INTASC

5).17. Effects of cultural and linguistic differences on growth and development (CC6K1;

INTASC 3)18. Identify and prioritize areas of the general curriculum and accommodations for

individuals with exceptional learning needs (CC7S1; INTASC 1, 7)19. Interventions and services for children who may be at risk for learning disabilities

(GC7K3; INTASC 3, 4, 5, 7).20. Access information on exceptionalities (CC9S10; INTASC 1, 3)21. Sources of unique services, networks, and organizations for individuals with disabilities

(GC9K1; INTASC 6, 10).22. Organizations and publications relevant to individuals with disabilities (GC9K2; INTASC

9, 10).23. Models and strategies of consultation and collaboration (CC10K1; INTASC 6, 9, 10).

Course Technology Expectations and Competencies:The Department of Curriculum, Instruction, and Special Education infuses the National Educational Technology Standards for Teachers into its curricula. These standards focus on preservice teacher education, defining the fundamental concepts, knowledge, skills, and attitudes for applying technology in educational settings. All candidates seeking certification or endorsements in teacher preparation should meet these educational

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technology standards. The following course components and/or assignments help meet the NETS-T standards:

Quizzes & Exams – I-A, I-B, V-A, V-C, V-D, VI-EResource Guide Assignment – I-A, I-B, III-B, IV-C, V-A, V-C, VI-DPlanning Matrix – I-A, I-BCurriculum Adaptation Assignment - I-A, I-B, II-A, II-D, VI-B

Unit Vision:The University of Southern Mississippi’s Professional Education Unit is a community of learners who value the power of knowledge to inform, inspire, and transform lives (NCATE Conceptual Framework conceptual framework adopted by the USM’s Professional Education Unit).

Departmental Vision Statement:The department of Curriculum, Instruction, & Special Education is a community of learners committed to: 1. providing high quality experiences related to teaching and learning for professional development of teachers;2. addressing the service needs of our society;3. fostering respect for diversity;4. serving as a center for scholarship, research, creativity, & as a major catalyst for economic development;5. promoting leadership skills and professional dispositions essential for our graduates; and6. assessing the degree to which our programs meet standards of excellence.

In order to meet the unique educational needs of all individuals, there is an urgent demand for qualified personnel in all fields of education. A basic goal of the department is directed toward preparing competent educational leaders who value the power of knowledge to inform, inspire, and transform lives.

Departmental Mission Statement:Within the framework of the democratic American society, an appropriate education should be provided for every child. Thus the mission of the department of Curriculum, Instruction, and Special Education is to provide programs which reflect the values of teaching and learning, research and creativity, and scholarship in service to society.

Course Assessments/Course Requirements :

Attendance and Punctuality: Class attendance is required. You must arrive on time & stay for the entire class meeting to be considered

present. Class sessions are intended to help students explore & clarify content reviewed

through readings. Participation in class discussions and activities is assumed. The instructor may

deduct points when students are physically present in class but are not participating – especially during group activities.

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There are no ‘excused’ or ‘unexcused’ absences. If you miss class for whatever reason, you miss valuable information.

If you encounter an unusual circumstance during the semester, you must make the instructor aware of your situation. The instructor will then discuss your options (including withdrawing from the course).

Class sessions will frequently involve group activities. If you are in attendance and actively participate in the activity, you will earn participation points. If you are not in attendance, you do not earn the points for that activity. You have the potential to earn at least 78 participation points over the course of the semester. This is worth more than two of the assignments. The points are earned for being present, on time, and actively participating in small group activities that will be incorporated throughout the semester. If you are absent on a day that an activity is part of the class period, you cannot make that activity up. In addition to general attendance and participation, we will have at least two class activities that will be worth 10 pts. Keep in mind that these points will also be affected by participation during the group discussion. You must actively participate in order to earn all 10 points.

Assignments:There are three major, required assignments for SPE 400: 1) Ning participation; 2) Planning Matrix; and 3) Curriculum Adaptation Project.

Please be sure to read the Assignment Description and Grading Rubric available in Blackboard for the Planning Matrix and the Curriculum Adaptation assignment. I am very specific about what I want you to submit! Be sure to cover all elements given in the assignment description. Ning participation guidelines are outlined in the assignment description and will be completed on the Ning class site.

The Planning Matrix and the Curriculum Adaptation assignments must be submitted through the Blackboard drop box. Acceptable formats include Microsoft Word (.doc or .docx), rich text format (.rtf), and HTML (.html). DO NOT submit assignments developed using Microsoft WORKS (.wps files). Instructors cannot access these files and these assignments will be considered late. Guidelines to use the dropbox are available in the STUDENT RESOURCES tab at the top of the log-in page for the online courses. If you have difficulty submitting an assignment through the drop box, you are to contact iTech support immediately in order to resolve the issue. Assignments should be emailed only as a last resort and with the expectation that improper submission will delay receipt of a grade.

All assignments should be submitted to the instructor no later than the due date. Late assignments will be penalized one letter grade per week. No assignments will be accepted after 2 weeks from the original due date.

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Assignments are designed to address the following NCATE, INTASC, and/or NETS-T standards:

Assignment Standards Due date Group/Individual

Grading/Points

Rubric Attached*

Ning Participation NCATE/CEC: CC9S10, GC9K1, GC9K2 INTASC: Principles 1, 3, 6, 9 & 10NETS-T:

I-A, I-B, III-B, IV-C, V-A, V-C, VI-D

ongoing Individual 45 See attached

Planning Matrix Planning Matrix:NCATE/CEC:CC2K2, CC4S1, CC5S3, CC7S1 INTASC: Principles 1, 2, 4, 5, 7NETS-T:

I-A, I-B

9/24 Individual 35 See attached

Curriculum Adaptation Assignment

NCATE/CEC:CC2K2, CC4S1, CC5S3, CC5S6, CC7S1 INTASC:Principles 2, 4, 5, 7NETS-T:

I-A, I-B, II-A, II-D, VI-B

11/5 Individual 80 See attached

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Quizzes and Exams:

Four objective tests will be administered through Blackboard at the close of each module of instruction. Each examination is of equal weight in computing a final grade. Tests will be comprehensive over the goals of the course. The instructor may exercise assessment of knowledge through subjective, open-ended responses such as essay questions.

All exams are open-book and must be taken through the Blackboard course site. However, it is highly recommended that you prepare for the exams as though you were not able to use your materials.

Academic honesty policies apply to all exams. It is surprisingly simple for instructors to detect cheating on exams. Don’t cheat, it’s not worth it.

Exams are timed. Penalties apply for exceeding the stated time limit. Exams may only be taken once. Students will only be allowed to make up missed exams with an appropriately

documented, legitimate excuse explaining why the student was unable to complete the quiz or exam during the entire period the exam was open. Do not wait until the last minute to complete exams. Procrastination is not a valid excuse.

If the instructor approves a make-up exam, students must make up exams within the specified period.

         Evaluation and Grading System:

Component Number Points Each Total Points Possible

Exams   3 75 points each 225 points

Chapter activities

Wiki participation (UDL checklist)

Effective Classroom Plan Quick Writes (4)

6 8 points each 48 points

Curriculum Adaptation Project  1 80 points 80 points

Ning Participation ongoing 45 points 45 points

Planning Matrix 1 

35 points 35 points

Participation   26 3 points 78 points

Total     511 points

Please note that it is impossible to always project accurately the total number of points available in the course for each individual group of participants. There are times that time constraints and student interest in particular topics translate into assignments and points being tweaked to change the focus slightly. The number of available points may be

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adjusted over the course of the semester, but students will be updated with any changes that are made.

Grades in this course will be derived from the following scale:A        90 – 100% B        80 – 89%C        70 – 79% D        60 – 69%F        below 60%

Competence Measurement Classroom Activities (wiki, classroom plans, etc)

Ning Curriculum Adaptation Assignment

Planning Matrix

1. Relationship of special education to the organization and function of educational agencies (CC1K3; INTASC 10)

Exam 1 X

2. Rights and responsibilities of students, parents, teachers, and other professionals, and schools related to exceptional learning needs (CC1K4; INTASC 10)

Exam 1 X X X X

3. Historical points of view and contribution of culturally diverse groups (CC1K8; INTASC 3).

Exam 1

4. Historical foundations, classic studies, major contributors, major legislation, and current issues related to knowledge and practice (GC1K3; INTASC 10).

Exam 1 X

5. Continuum of placement and services available for individuals with disabilities (GC1K5; INTASC 2, 4).

Exam 1 X

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6. Educational implications of characteristics of various exceptionalities (CC2K2; INTASC 2)

Exams 1 – 4 X X X X

7. Impact of sensory impairments, physical and health disabilities on individuals, families and society (GC2K2; INTASC 2).

Exam 1 & 3 X

8. Common etiologies and the impact of sensory disabilities on learning and experience (GC2K5; INTASC 2).

Exam 3 X

9. Effects an exceptional condition(s) can have on an individual’s life (CC3K1; INTASC 3).

Exam 1Exam 2

X X X X

10. Use strategies to facilitate integration into various settings (CC4S1; INTASC 4).

Exam 1 – 4 X X X X

11. Prevention and intervention strategies for individuals at-risk for a disability (GC4K4; INTASC 4).

Exam 4

12. Ways specific cultures are negatively stereotyped (CC5K9; INTASC 5)

Exam 4

13. Strategies used by diverse populations to cope with a legacy of former and continuing racism (CC5K10; INTASC 5).

Exam 4

14. Identify supports needed for integration into various program placements (CC5S3; INTASC 5).

Exam 1 – 4 X X X X

15. Use performance data and information from all stakeholders to

Exam 2 - 4 X X X X

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make or suggest modifications in learning environments (CC5S6; INTASC 5).

16. Barriers to accessibility and acceptance of individuals with disabilities (GC5K1; INTASC 5).

Exam 1Exam 2

X

17. Effects of cultural and linguistic differences on growth and development (CC6K1; INTASC 3)

Exam 3

18. Identify and prioritize areas of the general curriculum and accommodations for individuals with exceptional learning needs (CC7S1; INTASC 1, 7)

Exam 2 – 4 X X X X

19. Interventions and services for children who may be at risk for learning disabilities (GC7K3; INTASC 3, 4, 5, 7).

Exam 4

20. Access information on exceptionalities (CC9S10; INTASC 1, 3)

X

21. Sources of unique services, networks, and organizations for individuals with disabilities (GC9K1; INTASC 6, 10).

X

22. Organizations and publications relevant to individuals with disabilities (GC9K2; INTASC 9, 10).

X

23. Models and strategies of consultation and collaboration (CC10K1; INTASC 6, 9, 10).

Exam 1

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All readings and supplemental materials are available through Blackboard. I recommend that you print any PowerPoint presentations and/or handouts prior to coming to class to assist with note taking and preparation for activities and discussion.

Incomplete Policy:Please be aware that instructors very rarely give a grade of “Incomplete (I)” at the end of the semester. It would be to your benefit to complete all assignments in a timely manner. If, at any point during the semester, you are concerned with your course progress or grade, you should make an appointment with the instructor. The time for concern is not once grades have been issued. Please be proactive so that you will be satisfied with your grade at the end of the semester. ADA StatementIf a student has a disability that qualifies under the American with Disabilities Act (ADA) and requires accommodations, he/she should contact the Office for Disability Accommodations (ODA) for information on appropriate policies and procedures. Disabilities covered by ADA may include learning, psychiatric, physical disabilities, or chronic health disorders. Students can contact ODA if they are not certain whether a medical condition/disability qualifies.

Address:The University of Southern Mississippi

Office for Disability Accommodations118 College Drive # 8586Hattiesburg, MS 39406-0001

Voice Telephone: (601) 266-5024 or (228) 214-3232 Fax: (601) 266-6035Individuals with hearing impairments can contact ODA using the Mississippi Relay Service at 1-800-582-2233 (TTY) or email Suzy Hebert at Suzanne.Hebert@usm.edu

PLAGIARISM/CHEATING STATEMENT: Students are expected to adhere to the highest standards of academic honesty as outlined in the USM Student Handbook. Any information that is copied from another source must be noted as such in student materials. Page number or Internet reference must appear in the text ad full bibliographic references must appear in the reference section of the paper/assignment. Sources must be in quotes, and include author(s), year of publication or other reference notes as required by the college department format (e.g. APA, Chicago). Other forms of academic dishonesty include, but are not limited to buying papers, copying paragraphs/pages of text/whole papers off the Internet, copying another student’s answers, etc. Academic dishonesty will result in the grade of a “0” on the assignment and/or in the course and/or the student may be reported to the Vice President for Academic Affairs for further action.  Plagiarism:Plagiarism is scholarly theft and it is defined as the unacknowledged use of secondary sources. More specifically, any written or oral presentation in which the writer or speaker does not distinguish clearly between original and borrowed material constitutes plagiarism. Because students, as scholars, must make frequent use of the concepts and the facts developed by other scholars, plagiarism is not the mere use of another’s facts and ideas. However, it is plagiarism when students present the work of other scholars as if it were their own work. Referring to commonly known facts is not plagiarism. Students may

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refer in their own words to generally known and widely accepted ideas or theories without fear of plagiarism as long as they do not copy the plan or organizational scheme used by another scholar.

Plagiarism is committed in a number of ways: Reproducing another author’s writing as if it were one’s own Paraphrasing another author’s work without citing the original Borrowing from another author’s ideas, even though those ideas are reworded,

without giving credit Copying another author’s organization without giving credit

Plagiarism is avoided when students give credit (footnotes or other documentation forms) to the source in the following instances:

When quoting directly from someone else’s writing (A direct quotation must always be enclosed in quotation marks.)

When paraphrasing someone else’s writing (To paraphrase means to restate a passage from someone else’s writing in one’s own words.)

When following the outline or structure of another author’s argument, explanation, or theory, even though the material is summarized in one’s own words.

When in doubt about how widely known ideas are, observe these steps: Ask your instructor. Document the source.

Academic dishonesty and plagiarism are serious offenses. Academic dishonesty and/or plagiarism may lead to a failing grade on the paper/exam and in the course, as well as sanctions that may be imposed by the student judicial system.        

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Planning Matrix Scoring Rubric

8 points possible

Inclusion of IEP Skills

7- 8 points = 5 - 6 skills were infused

5-6 points = 3 - 4 skills were infused

3-4 points = 2 skills were infused

2 points = 1 skill was infused12 points possible

Impact of Infusion on Typical Students in the Class

9-12 points =The methods for infusing skills maintained the integrity of the lesson and flowed well.

5-8 points = While the skills were infused, they were a little cumbersome and have the potential to impact the flow of the lesson.

0-4 points = The method of infusing the skills altered the integrity/intent of the lesson in such a way that the learning opportunities of other students in the class may be affected (this includes taking too much time to implement).

12 points possible

Opportunities to Practice Specialized Skills

9-12 points =The method of infusing the skills enabled the student with a disability to have opportunities to practice his/her individualized skill within a typical learning activity.

5-8 points =The method of infusing the skills provided some limited opportunities for the student with a disability to practice his/her skills.

0-4 points = The method of infusing skills was ineffective at providing opportunities for the student with a disability to practice his/her skills.

3 points possible

Dignity

3 points = The method upheld his/her dignity and facilitated true membership in the class.

1-2 points = The method was acceptable as far as dignity goes, but made them stand out a little.

0 points = The method unnecessarily called attention to the student with a disability and was not appropriate.

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Ning Participation Assignment Guidelines

What is Ning?Ning is the social platform for the world’s interests and passions online. Based in Palo Alto, Calif., Ning offers an easy to use service that allows people to join and create Ning Networks. ‐ ‐With more than 1.9 million Ning Networks created and 40 million registered users, millions of people every day are coming together across Ning to explore and express their interests, discover new passions, and meet new people around shared pursuits. Ning was founded in October 2004 by Gina Bianchini and Marc Andreessen. The company is privately held. For more information, visit www.ning.com

(quoted from the Ning website)

Why does SPE 400 incorporate Ning participation?Digital media provides an engaging and malleable forum for collaborative learning and sharing. Each of you comes to this course and the content with your own experiences, thoughts, expectations, and fears. As an instructor, I believe that the most powerful learning occurs when everyone is involved in building the learning environment and each individual is acknowledged for what they have to contribute to the endeavor. Ning provides a variety of opportunities for you to share what you bring to the table, rather than passively sitting in lecture. You can customize your page, share music and photos, and blog about your reactions to the material. The medium also supports threaded discussions so you can create dialogue with other participants to actively construct understanding.

In addition to all of these benefits, I believe that digital media is a powerful tool when incorporated into the K 12 classroom. It can create opportunities for active learning and ‐problem solving as well as provide support to students who have a variety of learning needs. I hope that your exposure to Ning and the capabilities that it offers will help prepare you to think about technology integration in your own professional life – whether it be as a classroom teacher or a consultant to others.

What do I have to do?The minimum requirements are outlined below, but part of the beauty of social networking sites is that they are entirely created by the users. So, feel free to go far beyond the minimal requirements to reflect your vision of online learning spaces.

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Steps to Active Ning Participation1. Include your email address on the initial class sign in sheet and you will receive an invitation

to join a Ning that I have already set up for SPE 400 (www.spe400sum2010.ning.com). Personalize your page and explore the site’s capabilities. (As you can see, those of you that use facebook or myspace will find the interface very familiar.)

2. Upload a photo to your profile; please make this photo one of your face and not your internet boyfriend, child, or pet iguana. These other photos can be added to your page, but to build classroom community, I’d like to be able to associate your contributions with your (current) face.

3. Complete the required blog postings and peruse classmates’ postings. 4. Go above and beyond! Add music, pictures of your family and hobbies, chat with classmates

on the discussion board. You can also join other Nings of interest and link your Ning account to Twitter.

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Due Date11:59

pm

Assignment Point Value

6/13 Profile Photo.Accept the invitation to join the Ning network (SPE 400 Fall 2010) and upload a current, clear photo of yourself to your profile.

2

8/27

Blog Post. Topic: You and Your Learning StyleUse the Multiple Intelligences survey to write your first blog post. In your post, describe your learning strengths and weaknesses based on the survey and your own self awareness.‐ What makes a great learning environment for you (if I was going to learn the maximum amount in this class, the instructor would ...)? Also include some personal information to help us learn more about you, what career path you are currently on, and what you hope to gain from this course. (500 - 700 words)

7

9/3

Blog Post. Topic: InclusionHow do you feel about serving children with various abilities either in the classroom or in a therapeutic setting? What fears do you have related to serving students with diverse abilities? What is your experience level with students with disabilities? Should all students be included? Why or why not? (500 – 700 words)

7

9/8 Read and respond.Read some of the member blog posts on inclusion and leave your thoughts in the comments. (min: 2 comments)

4

9/24

Blog Post. Topic: Universal Design for LearningHow does UDL fit with your role with students? What are some ideas that you have about providing alternative ways for students to demonstrate knowledge (assessment)? How could you use technology to support the three areas: representation, expression and engagement? Does the Ning provide a way to do that? Other technologies? (500 – 700 words)

7

10/1Music Upload.

Upload your theme song or provide a link to a YouTube version. Write a short blog post about how you might incorporate music into the classroom.

2

10/13 Blog Post. Topic: Current Events (TBA) 7

11/15

Resources Blogging. Topic: Web Based Resources‐Create a blog post that includes at least 6 high quality links for ‐ professionals in your field (not parents) that provide information on serving children with exceptionalities. Include a short synopsis of the link provided and a statement about why you thought it worth sharing. YouTube, TeacherTube, and other videos can also be great resources! Also, look for scholarly articles that provide timely guidance and/or interactive news stories.

7

11/22

Reflective Blogging. Topic: ConnectionsWhat connections have you made this semester between your coursework and the kind of professional you hope to be? What content or experience (any course) has most helped you gain perspective on teaching and learning? (800–1000 words)

7