syllabus-spring2015 edu 680 is

8/9/2019 Syllabus-Spring2015 EDU 680 Is

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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 athttp://tinyurl.com/spaldingcredithrpolicy
http://tinyurl.com/spaldingcredithrpolicyhttp://tinyurl.com/spaldingcredithrpolicyhttp://tinyurl.com/spaldingcredithrpolicyhttp://tinyurl.com/spaldingcredithrpolicy


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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 websitehttp://bibme.org for each citation. Note:

check to make sure APA style is selected.

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 yourfinancial 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;

(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
http://www.iste.org/standards/nets-for-coacheshttp://www.iste.org/standards/nets-for-coacheshttp://www.kyepsb.net/documents/EduPrep/Kentuckyteacherstandards.dochttp://www.kyepsb.net/documents/EduPrep/Kentuckyteacherstandards.dochttp://chrome.google.com/http://chrome.google.com/http://chrome.google.com/http://windows.microsoft.com/en-US/internet-explorer/downloads/iehttp://windows.microsoft.com/en-US/internet-explorer/downloads/iehttp://windows.microsoft.com/en-US/internet-explorer/downloads/iehttp://livebinder.com/http://livebinder.com/http://livebinder.com/http://diigo.com/http://diigo.com/http://diigo.com/http://www.techlearning.com/currentissuehttp://www.techlearning.com/currentissuehttp://www.techlearning.com/currentissuehttp://fluency21.com/sardines.htmlhttp://fluency21.com/sardines.htmlhttp://fluency21.com/sardines.htmlhttp://bibme.org/http://bibme.org/http://fluency21.com/sardines.htmlhttp://www.techlearning.com/currentissuehttp://diigo.com/http://livebinder.com/http://windows.microsoft.com/en-US/internet-explorer/downloads/iehttp://chrome.google.com/http://www.kyepsb.net/documents/EduPrep/Kentuckyteacherstandards.dochttp://www.iste.org/standards/nets-for-coaches


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

implement the NETSS and NETST

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. Visithttp://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.

Diversitydefined as differences among groups of people and individuals based on ethnicity, race, socioeconomic

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

Assessmentdefined as strategies used to continuously monitor and modify instruction to meet student needs and

support proficient student work.
http://blog.spalding.edu/arc/http://blog.spalding.edu/arc/


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Personal Learning PlanDue: TBD

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

Requirements: Personal Learning Plan

At least 500 wordsnot 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 athttp://blog.spalding.edu/education/files/2010/09/Assignment-Paper-TEMPLATE.dotx

Rubric: Personal Learning Plan

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

Course

Clearly demonstrates links to

effective strategies for integrating

technology into instruction and/or

professional practice.

Demonstrates some link to




Demonstrates little or no link to




Reflection Self-assessment reflects reason forselecting the goal included in the

Personal Learning Plan.

Some justification for selecting the

goal included in the Personal

Learning Plan is provided.

No self-assessment evident.

SMART Goal Specifies at least one SMART goalthat is Specific, Measureable,

Attainable, Relevant, and

Tractable.

Specifies at least one goal, but only

addresses 3 out the 5 SMART

attributions of: Specific,

Measureable, Attainable, Relevant,

and Tractable

Specifies at least one goal, but does

not address SMART attributions of:

Specific, Measureable, Attainable,

Relevant, and Tractable

Acquisition ofKnowledge

Plan to acquire substantialknowledge; suggests appropriate

self-improvement activities to

perform with considerable

independent and consistent

responsibility related specifically to

this course

Plan to acquire some knowledge;suggests some self-improvement

activities to perform with

independent and consistent

responsibility related to this course

Plan indicates acquisition of littleknowledge; suggests few or little

self-improvement activities to

perform; little relation to this course

Connection

with the

Education

Community

Employs strategies to ensure

connections between the school

community and the larger

education community.

Articulates the role of their

professional associations and

journals in their own professional

growth.

Demonstrates the potential for

establishing connections to other

educators and the larger education

community for resource sharing,

networking, and developing

common policies and procedures.

Articulates the role of their

professional associations and

journals in their own professional

growth.

Is unaware of the potential for

benefits to their teaching from

making connections to the larger

education community.

Has limited or no understanding of

the role of professional associations

and journals in their professional

lives.

Instructional

Partner

Anticipates providing leadership to

school and district committees by

sharing expertise in the design of

appropriate instruction and

assessment activities with other

professional colleagues.

Acknowledges the importance of

participating on school and district

committees and in faculty staff

development opportunities.

Does not acknowledge the

importance of participating on

school and district committees and

in faculty staff development

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

Educational

Leader

Develops an instructional plan that

reflects the best practices of

education.

Has a thorough understanding of

current trends and issues in

instructional technology.

Is able to articulate the relationship

of the educator with current

educational trends and important

issues.

Is unaware of basic trends and

issues in the field of education.

Review of Web 2.0 toolDue: 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






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.pdfhttp://www.heacademy.ac.uk/assets/EvidenceNEt/Conole_Alevizou_2010.pdfhttp://www.wordstopages.com/http://www.wordstopages.com/http://tinyurl.com/SpaldingCOEstylesheethttp://tinyurl.com/SpaldingCOEstylesheethttp://tinyurl.com/SpaldingCOEstylesheethttp://blog.spalding.edu/education/files/2010/09/Assignment-Paper-TEMPLATE.dotxhttp://blog.spalding.edu/education/files/2010/09/Assignment-Paper-TEMPLATE.dotxhttp://blog.spalding.edu/education/files/2010/09/Assignment-Paper-TEMPLATE.dotxhttp://blog.spalding.edu/education/files/2010/09/Assignment-Paper-TEMPLATE.dotxhttp://tinyurl.com/SpaldingCOEstylesheethttp://www.wordstopages.com/http://www.heacademy.ac.uk/assets/EvidenceNEt/Conole_Alevizou_2010.pdf


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Rubric: Review of Web 2.0 tool

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


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


practice is brief and does not

address the 4Cs.

Personal Opinion Opinion(s) have been presented andsupported, 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 andconsistently 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

Evaluation of Educational Technology BlogDue: March 20, 2013

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.

Your Web 2.0 tool review should include

Description of blog Why you chose to evaluate this particular blog

Strengths and Weakness

Who is this blogs audience?

Level of participation by visitorshow active do others comment or contribute to the activity of this blog?

Conclusion (Would this blog be useful to follow and add to your PLN?)


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Requirements: Evaluation of Educational Technology Blog






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

Rubric: Evaluation of Educational Technology Blog


Application to

Course

Web site clearly demonstrates an





Web site demonstrates some

understanding of effective strategies

for integrating technology into


practice.

Web site demonstrates little or no





Summary is

thorough

Summary is thorough and

detailed, including audience, whythis blog was chosen for review

and level of participation by

visitors.

Summary discusses main ideas, and

includes at least 2 of the following:audience, why this blog was chosen

for review and level of participation

by visitors.

Summary is brief and includes

only 1 of the following: audience,why this blog was chosen for

review and level of participation

by visitors.

Educational

analysis

Strengths and weaknesses address

its value to instruction and/or

professional practice

Only one side (strength or

weakness) of the discussion of its

value to instruction and/or

professional practice is included.

Minimal or no discussion of its

value to instruction and/or

professional practice is included.

Personal Opinion Opinion(s) have been presentedand supported whether this blog

would be worth adding to your

PLN, demonstrating professional

reflection.





APA Style APA format is used accuratelyand consistently in the paper and

on the "References" page.

APA format is used with minorerrors.

There are frequent errors in APAformat; or the format of the

document is not recognizable as

APA.

Composition-

Grammar,

spelling,

punctuation





Numerous mistakes in grammar,

spelling, and punctuation are

evident

Create a PodcastDue: 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.
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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 supplementalresources.

Podcast content is partly outlined

but is incomplete, flows logically,

and includes some appropriatemedia 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 ofthe 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 keyinformation.

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 appropriatelyand enhance the content.

Audio and video are acceptable but

contain some noticeable

distractions or background noise.

Music or sound effects are presentbut ineffective.

Audio or video errors,

distractions, and background

noise are prevalent. Music or

sound effects detract from thecontent.

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 Online QuizDue: TBD

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.

You are to develop an online assessment of student learning. The topic of the quiz is open to your own experience,

needs, and curriculum.

Your Online Quiz consists of two parts:

1.

Development of an online quiz and

2.

Paper reviewing the web 2.0 tool used to create, description of your quiz with the questions and feedback, link

to the quiz online and quiz results analysis

Requirements: Online Quiz

Your online quiz is to include the following:


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Contain at least 10 questions

Have at least 5 people take the quiz to collect data to demonstrate analysis capabilities.

Be created and completed online using a Web 2.0 tool of your choice

Provide appropriate feedback for students as they complete the quiz, including remediation if incorrect. This

does not require branching to additional questions as in computer based testing, but simply explanation of why

the answer is incorrect and how to find the correct answer. Ability to track and monitor individual student scores

Class wide formative assessment analysis for adapting instruction

Contain at least 3 questions that assess HOTS (Higher Order Thinking Skills) in the New Blooms Taxonomy

(http://edorigami.wikispaces.com/Bloom%27s+and+ICT+tools)

Paper should include:

Review of the web 2.0 tool used to create the quiz,

description of your quiz with the questions and feedback,

link to the quiz online

quiz results analysis

At least 350 wordsnot including bibliography (use this handy little calculator to estimate how many pages that is:http://www.wordstopages.com/)




Rubric: Online Quiz


Tool Appropriate Web 2.0 tool used tocreate and complete the quiz

online. Allows for questionfeedback to students.

Web 2.0 tool used to create and

complete the quiz online. Does not

support individual questionfeedback to students.

Web 2.0 tool used to only create the

quiz online. Does not provide for

students to complete the quiz online

Review of Tool

thorough

Review of tool is thorough and

detailed, including system

requirements, cost analysis and

summary of reviews.

Review of tool is brief, but includes

at least 2 of the following: system

requirements, cost analysis and

summary of reviews.

Review of tool is brief and only

addresses one of the following:

system requirements, cost analysis

and summary of reviews.

Personal

Opinion

Opinion(s) have been presented

and supported, demonstrating






Quiz Contains at least 10 questions andat least 3 assess HOTS.

Contains at least 10 questions but

only 1 or 2 assess HOTS

Does not contain at least 10

questions or does not assess HOTS.

Analysis of quiz

results

The analysis moves beyond

simple description of the results to

an analysis of how the resultscontributed to assessment of

individual student learning, item

analysis for improving assessment

tool, and possible changes in

instruction.

The analysis includes simple

description of the results and a

minimal analysis of how the resultscontributed to assessment of

individual student learning, item

analysis for improving assessment

tool, and possible changes in

instruction.

The analysis is only a simple

description of the results.

Composition-

Grammar,

spelling,

punctuation






spelling, and punctuation are eviden
http://edorigami.wikispaces.com/Bloom%27s+and+ICT+toolshttp://edorigami.wikispaces.com/Bloom%27s+and+ICT+toolshttp://edorigami.wikispaces.com/Bloom%27s+and+ICT+toolshttp://www.wordstopages.com/http://www.wordstopages.com/http://tinyurl.com/SpaldingCOEstylesheethttp://tinyurl.com/SpaldingCOEstylesheethttp://tinyurl.com/SpaldingCOEstylesheethttp://blog.spalding.edu/education/files/2010/09/Assignment-Paper-TEMPLATE.dotxhttp://blog.spalding.edu/education/files/2010/09/Assignment-Paper-TEMPLATE.dotxhttp://blog.spalding.edu/education/files/2010/09/Assignment-Paper-TEMPLATE.dotxhttp://blog.spalding.edu/education/files/2010/09/Assignment-Paper-TEMPLATE.dotxhttp://tinyurl.com/SpaldingCOEstylesheethttp://www.wordstopages.com/http://edorigami.wikispaces.com/Bloom%27s+and+ICT+tools


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errors.

There are frequent errors in APA

format; or the format of the


APA.

Class (or school) Technology ContractDue: TBD

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

information and technologies

Requirements: Class (or school) Technology Contract

Rubric: Class (or school) Technology Contract

Develop and Offer a WorkshopWorkshops will be offered on Wednesday, 7:00 p.m. on the following dates: April 10

th, 17

th, and 24

th

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.


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Rubric: Workshop


Subject The subject taught is directly correlatedto 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 studentlearning

The instructor uses questions

sometimes that effectively guidestudent learning

The instructor is ineffective in

using questions to guidestudent 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 3-4features 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 ofonly 2 features of Google+

Hangouts to enhance learning

and engagement.

The instructor took advantageof only one feature of Google+

Hangouts to enhance learning

and engagement.

Preparedness The instructor is completely preparedand 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 accuratelyanswer 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 EvaluationThe 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:


14/23

3.

Development of an online survey and

4.

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 SurveyConsist 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






Rubric: Workshop Evaluation


Reflection The reflection moves beyondsimple description of the

experience to an analysis of how

the experience contributed tostudent 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 changesif 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 possiblechanges if offered in the future.

The analysis is only a simple

description of the results.




errors.




APA.

Composition-

Grammar,

spelling,

punctuation







evident
http://tinyurl.com/SpaldingCOEQuestionProhttp://tinyurl.com/SpaldingCOEQuestionProhttp://tinyurl.com/SpaldingCOEQuestionProhttp://www.wordstopages.com/http://www.wordstopages.com/http://tinyurl.com/SpaldingCOEstylesheethttp://tinyurl.com/SpaldingCOEstylesheethttp://tinyurl.com/SpaldingCOEstylesheethttp://blog.spalding.edu/education/files/2010/09/Assignment-Paper-TEMPLATE.dotxhttp://blog.spalding.edu/education/files/2010/09/Assignment-Paper-TEMPLATE.dotxhttp://blog.spalding.edu/education/files/2010/09/Assignment-Paper-TEMPLATE.dotxhttp://blog.spalding.edu/education/files/2010/09/Assignment-Paper-TEMPLATE.dotxhttp://tinyurl.com/SpaldingCOEstylesheethttp://www.wordstopages.com/http://tinyurl.com/SpaldingCOEQuestionPro


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Identify PLNDue: TBD

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 NETSS and NETST

A PLN (Personal Learning Network) is often considered synonomous with a PLC (Personal Learning Community) but I like

to differentiate them in this way: unlike a PLC which is based primarily on face-to-face interaction, a PLN consists of

online resources and connections.

There are four key elements to developing your PLN:

ConnectThe growth engine of your learning network is your willingness to reach out and make connections with new

people. Leave a comment on a blog post or podcast, reply to a question on twitter, or +1 a post on Google+ (or like

something on Facebook). Merely reading, listening, or watching is not connecting.

ContributeIf you have something to share, post it online where it may be accessible and useful to others. Your

expertise (and even your struggles) are valuable to others who dont have your experience. Making contributions is a

way to offer something of value to the new people you are connecting with.

ConverseOver time the connections and contributions you make online will evolve into conversations as others

respond to you as well. These conversations will in turn grow into relationships, if not friendships.

RequestIf youve made connections, offered contributions, and cultivated relationships over time, then when you

make requests, they are more likely to fall on fertile soil. In professional circles, making a request is acceptable and

welcome. Youll find that youll receive much higher quality answers and support by asking your network, than you will

by simply searching online.

References:

50 Great Ways to Grow Your Personal Learning Network > Online College Search - Your Accredited Online Degree

Directory. (n.d.).Accredited Online Colleges - Online College.org. Retrieved September 27, 2012, from

http://www.onlinecollege.org/2011/10/26/50-great-ways-to-grow-your-personal-learning-network/

How to Use Twitter to Grow Your PLN | Edutopia. (n.d.). K-12 Education & Learning Innovations with Proven Strategies

that Work | Edutopia. Retrieved September 27, 2012, fromhttp://www.edutopia.org/blog/twitter-expanding-pln

How to cultivate a personal learning network. (n.d.). The Mind Mapping Software Blog. Retrieved September 27, 2012,fromhttp://mindmappingsoftwareblog.com/ personal-learning-network/

Sanders, r. (n.d.). Personal Learning Networks for Educators: 10 Tips - Getting Smart by Dr. Mark Wagner - edchat,

EdTech, PLN. Home - Getting Smart. Retrieved September 27, 2012, fromhttp://gettingsmart.com/news/ personal-

learning-networks-for-educators-10-tips/

Social Media for PR Class: Incorporating Personal Learning Networks into Course Projects. (n.d.). Social Media for PR

Class. Retrieved September 27, 2012, fromhttp://socialmediaprclass.blogspot.com/2010/08/incorporating-personal-

learning.html
http://www.onlinecollege.org/2011/10/26/50-great-ways-to-grow-your-personal-learning-network/http://www.onlinecollege.org/2011/10/26/50-great-ways-to-grow-your-personal-learning-network/http://www.edutopia.org/blog/twitter-expanding-plnhttp://www.edutopia.org/blog/twitter-expanding-plnhttp://www.edutopia.org/blog/twitter-expanding-plnhttp://mindmappingsoftwareblog.com/%20personal-learning-network/http://mindmappingsoftwareblog.com/%20personal-learning-network/http://mindmappingsoftwareblog.com/%20personal-learning-network/http://gettingsmart.com/news/%20personal-learning-networks-for-educators-10-tips/http://gettingsmart.com/news/%20personal-learning-networks-for-educators-10-tips/http://gettingsmart.com/news/%20personal-learning-networks-for-educators-10-tips/http://gettingsmart.com/news/%20personal-learning-networks-for-educators-10-tips/http://socialmediaprclass.blogspot.com/2010/08/incorporating-personal-learning.htmlhttp://socialmediaprclass.blogspot.com/2010/08/incorporating-personal-learning.htmlhttp://socialmediaprclass.blogspot.com/2010/08/incorporating-personal-learning.htmlhttp://socialmediaprclass.blogspot.com/2010/08/incorporating-personal-learning.htmlhttp://socialmediaprclass.blogspot.com/2010/08/incorporating-personal-learning.htmlhttp://socialmediaprclass.blogspot.com/2010/08/incorporating-personal-learning.htmlhttp://gettingsmart.com/news/%20personal-learning-networks-for-educators-10-tips/http://gettingsmart.com/news/%20personal-learning-networks-for-educators-10-tips/http://mindmappingsoftwareblog.com/%20personal-learning-network/http://www.edutopia.org/blog/twitter-expanding-plnhttp://www.onlinecollege.org/2011/10/26/50-great-ways-to-grow-your-personal-learning-network/


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The Social Media Guide to Growing Your Personal Learning Network Online College Search - Your Accredited Online

Degree Directory. (n.d.).Accredited Online Colleges - Online College.org. Retrieved September 26, 2012, from

http://www.onlinecollege.org/2012/09/24/the-social-media-guide-growing-your-personal-learning-network/

What Are Hashtags ("#" Symbols)?. (n.d.). Twitter Help Center. Retrieved September 27, 2012, from

https://support.twitter.com/articles/49309-what-are-hashtags-symbols

What is a Professional Learning Network (PLN)?. (n.d.). LiveBinders: Tools for Building your Personal Learning Network.

Retrieved September 27, 2012, fromhttp://www.livebinders.com/play/play_or_edit?id=207036

Tips & Ideas

Get started developing your social media PLN with these tips and ideas for great ways to make use of social tools.

Actively make ties:Its not enough to just follow and read, you need to connect. Leave comments, reply to

questions, and start your own conversations.

Join Twitter chats:Educators can chat, collaborate, and connect through Twitter chats using hashtags. To find

hashtags to follow check outhashtags.org.To participate in a live twitter discussion you may find a tool such as

TweetChathelpful. Share your presentations and documents:Use services like Tumblr, Edublogs, or Facebook to share documents

with your learning network.

Discover new people to add to your network:Network through social media.

Start conversations:Use your social media accounts to ask questions and spark conversations that encourage new

thinking.

Find new resources to follow using social bookmarking:Social bookmarking services like Diigo and Delicious can

help you not only find great resources, but also get your connected with other professionals to add to your

network.

Tools & Resources

Want to really make the most of your PLN? Use these popular social media tools for learning to grow and take

advantage of your network with the latest technology.

Facebook:Another powerhouse for PLNs, Facebook is a great place to connect, share, and grow your network.

Check out:Spalding-Faculty-Techspiration on Facebookhttp://tinyurl.com/8gg726e

Twitter:Because Twitter integrates with so many other tools, a Twitter account is recommended for growing you

PLN.

Diigo.com: Collect, highlight, remember, and share all of the great resources you find online with your PLN on

Diigo.

Check out:http://groups.diigo.com/group/spaldingfaculty

http://groups.diigo.com/group/spaldingcoe

LinkedIn.com: The gold standard in professional networking, LinkedIn is a great place for professionals to get

connected.

Pinterest.com: Create a board to pin pictures from websites as a visual collection of resources.

ning.com: On Ning, you can create your own social website.

Google Reader:With Google Reader or any other great RSS tool, you can subscribe to blogs and stay on top of it all

slideshare.net: On SlideShare, you can upload presentations to share with your personal learning network.
http://www.onlinecollege.org/2012/09/24/the-social-media-guide-growing-your-personal-learning-network/https://support.twitter.com/articles/49309-what-are-hashtags-symbolshttps://support.twitter.com/articles/49309-what-are-hashtags-symbolshttp://www.livebinders.com/play/play_or_edit?id=207036http://www.livebinders.com/play/play_or_edit?id=207036http://www.livebinders.com/play/play_or_edit?id=207036http://gettingsmart.com/news/personal-learning-networks-for-educators-10-tips/http://gettingsmart.com/news/personal-learning-networks-for-educators-10-tips/https://www.learnboost.com/blog/social-media-in-education-5-ways/https://www.learnboost.com/blog/social-media-in-education-5-ways/http://hashtags.org/http://hashtags.org/http://hashtags.org/http://tweetchat.com/http://tweetchat.com/https://www.learnboost.com/blog/share-your-lesson-plans/https://www.learnboost.com/blog/share-your-lesson-plans/http://mindmappingsoftwareblog.com/personal-learning-network/http://mindmappingsoftwareblog.com/personal-learning-network/http://www.learningsolutionsmag.com/articles/659/nuts-and-bolts-building-a-personal-learning-network--plnhttp://www.learningsolutionsmag.com/articles/659/nuts-and-bolts-building-a-personal-learning-network--plnhttp://socialmediaprclass.blogspot.com/2010/08/incorporating-personal-learning.htmlhttp://socialmediaprclass.blogspot.com/2010/08/incorporating-personal-learning.htmlhttps://www.facebook.com/https://www.facebook.com/http://www.facebook.com/pages/Spalding-Faculty-Techspiration/177303122326060http://tinyurl.com/8gg726ehttp://tinyurl.com/8gg726ehttp://tinyurl.com/8gg726ehttps://twitter.com/https://twitter.com/http://www.diigo.com/http://groups.diigo.com/group/spaldingfacultyhttp://groups.diigo.com/group/spaldingfacultyhttp://groups.diigo.com/group/spaldingfacultyhttp://groups.diigo.com/group/spaldingcoehttp://groups.diigo.com/group/spaldingcoehttp://www.linkedin.com/http://pinterest.com/esheninger/personal-learning-networks/http://theinnovativeeducator.blogspot.com/2010/08/5-ways-to-build-your-10-and-20-personal.htmlhttp://theinnovativeeducator.blogspot.com/2010/08/5-ways-to-build-your-10-and-20-personal.htmlhttp://theinnovativeeducator.blogspot.com/2010/08/5-ways-to-build-your-10-and-20-personal.htmlhttp://pinterest.com/esheninger/personal-learning-networks/http://www.linkedin.com/http://groups.diigo.com/group/spaldingcoehttp://groups.diigo.com/group/spaldingfacultyhttp://www.diigo.com/https://twitter.com/http://tinyurl.com/8gg726ehttp://www.facebook.com/pages/Spalding-Faculty-Techspiration/177303122326060https://www.facebook.com/http://socialmediaprclass.blogspot.com/2010/08/incorporating-personal-learning.htmlhttp://www.learningsolutionsmag.com/articles/659/nuts-and-bolts-building-a-personal-learning-network--plnhttp://mindmappingsoftwareblog.com/personal-learning-network/https://www.learnboost.com/blog/share-your-lesson-plans/http://tweetchat.com/http://hashtags.org/https://www.learnboost.com/blog/social-media-in-education-5-ways/http://gettingsmart.com/news/personal-learning-networks-for-educators-10-tips/http://www.livebinders.com/play/play_or_edit?id=207036https://support.twitter.com/articles/49309-what-are-hashtags-symbolshttp://www.onlinecollege.org/2012/09/24/the-social-media-guide-growing-your-personal-learning-network/


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Scribd.com: Read, publish, and share documents on Scribd with your PLN. Plus, you can find documents and get

connected with their owners.

Google+:Google+ is a growing network that offers lots of great possibilities for developing PLNs.

Delicious:One of the most popular social bookmarking sites on the web, Delicious makes it easy to share what

youve found and find new followers for your PLN.

Paper.li:Publish Twitter, Facebook, Google+ or any web content into an online newspaper..

Scoop.it:Like Paper.li, Scoop.it is a great tool for curating an engaging PLN magazine based on resources from your

network.

Literature Review PaperDue: TBD

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

instructional technology

http://guides.library.ucsc.edu/write-a-literature-review

http://writing.wisc.edu/Handbook/ReviewofLiterature.html

http://library.stkate.edu/pdf/litreview.pdf

A good literature review will look at the research that has been done and synthesize or pull together those elements

that are similar or most pertinent to the theme you have chosen.

Do not consider a literature review a simple summary of an unrelated group of articles.

Topics should be selected from current technology education issues such as (but not limited to):

1:1 programs

BYOD (Bring Your Own Device)

Social Media in the classroom

Online publishing (blogging, writing books, etc.)

Game based learning

Flipping the classroom

Online learning

Digital Citizenship

Ebooks

Requirements: Literature Review Paper






Page size: 8 inches by 11 inches
http://www.scribd.com/https://plus.google.com/https://plus.google.com/http://delicious.com/http://delicious.com/http://www.livebinders.com/play/play_or_edit?id=207036http://www.livebinders.com/play/play_or_edit?id=207036http://www.scoop.it/http://www.scoop.it/http://guides.library.ucsc.edu/write-a-literature-reviewhttp://guides.library.ucsc.edu/write-a-literature-reviewhttp://writing.wisc.edu/Handbook/ReviewofLiterature.htmlhttp://writing.wisc.edu/Handbook/ReviewofLiterature.htmlhttp://library.stkate.edu/pdf/litreview.pdfhttp://library.stkate.edu/pdf/litreview.pdfhttp://www.wordstopages.com/http://www.wordstopages.com/http://tinyurl.com/SpaldingCOEstylesheethttp://tinyurl.com/SpaldingCOEstylesheethttp://tinyurl.com/SpaldingCOEstylesheethttp://blog.spalding.edu/education/files/2010/09/Assignment-Paper-TEMPLATE.dotxhttp://blog.spalding.edu/education/files/2010/09/Assignment-Paper-TEMPLATE.dotxhttp://blog.spalding.edu/education/files/2010/09/Assignment-Paper-TEMPLATE.dotxhttp://blog.spalding.edu/education/files/2010/09/Assignment-Paper-TEMPLATE.dotxhttp://tinyurl.com/SpaldingCOEstylesheethttp://www.wordstopages.com/http://library.stkate.edu/pdf/litreview.pdfhttp://writing.wisc.edu/Handbook/ReviewofLiterature.htmlhttp://guides.library.ucsc.edu/write-a-literature-reviewhttp://www.scoop.it/http://www.livebinders.com/play/play_or_edit?id=207036http://delicious.com/https://plus.google.com/http://www.scribd.com/


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Margins: 1 inch top,right and bottom; 1 inch, left

Font:Times New Roman

Font size: 12 point

Line spacing: Double space

Alignment: Left with ragged right margin. Exceptionjustify abstracts

Paragraphs: Indent first line .5 inch (use tab). Do not add space between paragraphs. Tabs: Use tabs for alignment, do not use spaces

Page numbers and pagination: center page numbers at the bottom of the page. Front matter (use roman

numerals; main text, use Arabic numbers beginning on first page of chapter 1; back matter, use roman

numerals)

Headers and footers: follow APA Style

Cover pages: Use a cover page on every assignment that includes, properly centered and spaced, name of

assignment, student name, class descriptor, professors name, Spalding University, Louisville, Kentucky, and date

(see attached sample)

Plagiarism: Using some elses words or ideas as your own and without proper acknowledgement is unacceptable

practice for this class as well as for Spalding University. It is grounds for failing the class and being expelled from theschool! Turn-it-in will be used to check for plagiarism.

If you would like someone to review your paper or give assistance in the writing paper, please take advantage of the

services provided by the Spalding Writing Center

(http://blog.spalding.edu/arc/writing-center/)

A good place to start your scholarly research ishttp://scholar.google.com(unlike a general Google search, Google

Scholar searches scholarly literature (articles, thesis, books, and abstracts).

Our Spalding Library can get you a copy of just about any article you need for your research topic. They are a great

resource to help you in getting started with your research. (http://spalding.edu/library)

Rubric: Literature Review Paper


Use of

References

Used seminal readings in a

meaningful way to create an original

product that clearly addresses the

topic with accuracy, detail and

understanding. Compelling evidence

from professionally legitimate

sources is given to support claims.

Attribution is clear and fairly

represented.

Used seminal readings in a way

that reflects learning using

some detail and accuracy.

Professionally legitimate

sources that support claims are

generally present and

attribution is, for the most part,

clear and fairly represented.

Work does not reflect seminal

readings and only answers part of

the question. Although attributions

are occasionally given, many

statements seem unsubstantiated.

The reader is confused about the

source of information and ideas.

Quality of

References

References are primarily peer-

reviewed professional journals or

other approved sources (e.g.,

government documents, agency

manuals, etc.). The reader is

confident that the information and

ideas can be trusted.

Although most of the

references are professionally

legitimate, a few are

questionable (e.g., trade books,

internet sources, popular

magazines, etc.). The reader is

uncertain of the reliability of

some of the sources.

Most of the references are from

sources that are not peer reviewed

and have uncertain reliability. The

reader doubts the accuracy of

much of the material presented.
http://blog.spalding.edu/arc/writing-center/http://blog.spalding.edu/arc/writing-center/http://blog.spalding.edu/arc/writing-center/http://scholar.google.com/http://scholar.google.com/http://scholar.google.com/http://spalding.edu/libraryhttp://spalding.edu/libraryhttp://spalding.edu/libraryhttp://spalding.edu/libraryhttp://scholar.google.com/http://blog.spalding.edu/arc/writing-center/


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Content Balanced presentation of relevantand legitimate information that

clearly supports a central purpose or

argument and shows a thoughtful, in-

depth analysis of a significant topic.

Reader gains important insights.

Information provides

reasonable support for a central

purpose or argument and

displays evidence of a basic

analysis of a significant topic.

Reader gains some insights.

Information supports a central

purpose or argument at times.

Analysis is basic or general. Reader

gains few insights.

Organization The ideas are arranged logically tosupport the purpose or argument.

They flow smoothly from one to

another and are clearly linked to each

other. The reader can follow the line

of reasoning.

The ideas are arranged logicallyto support the central purpose

or argument. They are usually

clearly linked to each other. For

the most part, the reader can

follow the line of reasoning.

Occasionally ideas fail to makesense together. Concept and ideas

are loosely connected; lacks clear

transitions; flow and organization

are choppy

APA Style APA format is used accurately andconsistently in the paper and on the

"References" page.


errors.




APA.

Composition-

Grammar,

spelling,punctuation







evident

PortfolioDue: 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 = 91100

B = 8190

C = 7180

D = 6570

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


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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 Policiesmay be found inthe University Catalog athttp://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

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.

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

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 studenmust 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 students commanding officer.

a.

A major religious holidayis a day that is traditionally celebrated within one of the worlds majorreligions.

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


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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

Universitys 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 heor 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 Fand 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 clas

instructor. Appeals to decisions shall be made in accordance with the Universitys appeal process.

Graduate & Undergraduate

W indicates approved withdrawal from class, in accordance with published university policies. See the University'sWithdrawal 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 notcompleted 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 procedure

found in the University Catalog. As graduate work is at a higher level of study than undergraduates, students who plagiarize
http://www.spalding.edu/catalog/catalog.asp?cat_id01=1154#wd_polhttp://www.spalding.edu/catalog/catalog.asp?cat_id01=1154#wd_pol


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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 IntegrityCharacteristics of academic integrity include fairness, respect for others, personal responsibility, and proper recognition an

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.

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 guideline

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


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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

https://www.spalding.edu/catalog/catalog.asp?cat_id01=4297
https://www.spalding.edu/catalog/catalog.asp?cat_id01=3087https://www.spalding.edu/catalog/catalog.asp?cat_id01=3087https://www.spalding.edu/catalog/catalog.asp?cat_id01=4297https://www.spalding.edu/catalog/catalog.asp?cat_id01=4297https://www.spalding.edu/catalog/catalog.asp?cat_id01=4297https://www.spalding.edu/catalog/catalog.asp?cat_id01=3087

syllabus-spring2015 edu 680 is

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