SYLLABUS FOR EDEC
788
Mastering the art of
teaching: Preparing proactive educators to improve the lives of all
children
EDUC 788 ECE Capstone Exhibition
INSTRUCTOR
INFORMATION:
Name: Dr. Barbara Benson
Office Location: Commons,
E201, Office C
Phone Numbers: (706) 548-8505
Ext. 8007; home (706) 613-8287
E-mail:
bbenson@piedmont.edu
Fax Number: (706)
433-1750
Office Hours: Mondays,
3:30-4:30 pm; Tuesdays, 1:30-4:30 pm; Wednesdays, 4:00-5:00 pm and before and
after class and by appointment
TIME AND
PLACE:
CAMPUS:
SEMESTER: Fall
YEAR: 2007
Dates: Every other Monday
beginning August 20, 2007- December 3, 2007
Time: 5:00-8:00 p.m.
Place: Room 311/313W
COURSE
INFORMATION:
Prerequisites: Completion of the majority of your
coursework. Capstone is taken
during your final academic semester
Credits: 3
Period: 13
I. TEXT AND SUPPLEMENTARY
American Psychological
Association. (2001). Publication manual of the American Psychological
Association (5th ed.).
Supplemental readings will
be required as needed throughout the course. These readings will include
research, professional documents, and personal reading.
II. PIEDMONT COLLEGE
III. COURSE DESCRIPTION AND
PURPOSE:
The purpose of this course
is to bring together a student’s graduate experience, culminating in a project
which demonstrates the individual’s mastery of conceptual, content, and
pedagogical skills. In other words,
students will demonstrate the integration of theory and practice related to
content knowledge and pedagogical strategies. The culminating project could consist of
such things as an action research project, an exhibition, or a professional
paper. While collaboration is
encouraged, students will be assessed individually. Students will give a public
demonstration of their culminating project at the end of the semester.
IV.
(Core Candidate Learning
Outcomes by ECE and Dispositions for ALL Candidates)
V. COURSE OUTCOMES (CO):
This course is designed to synthesize the student’s graduate experience, culminating in a project that demonstrates the individual’s mastery of the material covered in the graduate program. Students will be expected to demonstrate the integration of theory and practice in regard to content as well as pedagogical strategies. In short, it is expected that students will use this opportunity to demonstrate the attainment of all Core Candidate Learning Outcomes.
Upon successful completion of the course, students will be able to:
A. Demonstrate the integration of technology in their teaching: (CCLO: 7,12,13)
B. Give evidence of reflective teaching; (CCLO: 5,6,7,8,9,14)
C. Demonstrate the integration of theory and practice (CCLO: 1-10)
D. Communicate and teach effectively using an interdisciplinary approach and knowledge base; (CCLO: 2, 8, 10).
E. Demonstrate an understanding of the various social and cultural contexts in which teaching takes place (CCLO: 1,3,4) and
F. Demonstrate the use of critical thinking and analytical skills (CCLO: 1,3,5)
VI. COURSE POLICIES & PROCEDURES:
(In addition to information provided on
1.
Class
Attendance/Participation:
Attendance, timeliness, and
participation are required and part of your grade. NOTE: This Capstone class only meets six times
with the whole class. Time is
designated later for dry runs and exhibitions. Active participation means that EVERY
student prepares for class by turning in drafts of the written paper on time and
that each student actively participates in discussions and activities conducted
during class. Attendance and
participation are expected for all classes and activities. It is also important that you arrive in
a prompt and timely fashion. THIS
WILL IMPACT YOUR CLASS PARTICIPATION GRADE. Criteria for successful participation
and attendance include arriving on time, collaboration with your critical
friends, contributing to discussions, turning in assigned drafts of the written
paper as designated on the syllabus, staying until the end of class, and
successful completion of the dry runs and capstone exhibitions. You will be given up to 30 points for
successful completion of the Capstone presentation. You have the opportunity to earn 70 more
points for a total of 100 points.
During each class and during the dry run, you will be able to earn 10
points: 5 points for arriving on
time and attending the entire class period and 5 points for class participation
(collaborating with your critical friends, contributing to a discussion, being
prepared, and turning in the written drafts and /or revisions when they are due
as outlined on the syllabus.)
PARTICIPATION - Active participation
means to:
Ø
prepare for classes by
reading the text and/or other assigned readings;
Ø
attend all classes for
duration of allotted class time;
Ø
take active part and
contribute significantly during class discussions and activities;
Ø
be attentive and respectful
of peers and the professor during the discussions, dialogue, and
presentations;
Ø
submit all assignments on
time.
2. Written Work:
Use APA style
(5th ed.). All papers
for the course are to be typed using size 12 print and one of the following
fonts: Bookman, Times New Roman,
Quality is
important! Work submitted should
reflect your professionalism and graduate level work. Your writings and reflections will be
assessed according to the depth, breadth, clarity, and accuracy they convey. Be
sure to keep a duplicate copy of all submitted work for your own
records.
3. Academic Integrity:
(
4. Special Consideration: (
5. Cell Phone Usage: (
VII.
INSTRUCTIONAL METHODS,
DESCRIPTION OF ASSIGNMENTS, AND FIELD EXPERIENCES:
1. Instructional Methods: (See
As we progress through the
class, we will be using the following checkpoints:
A.
Preparation of a formal
proposal for approval. A proposal
is the first step in producing a major project. Its intent is to convince a supervisor
that your theme and a plan of action are sound, so that you gain approval to
proceed. For additional information
about academic proposals see http://www.utoronto.ca/writing/proposal.html
The proposal will
include: Title Page (Title of the
Capstone exhibition and names of Capstone members), Introduction (Explanation of
the Capstone theme, rationale for the project/theme, and description of what you
plan to accomplish in the Capstone exhibition), and Literature Review (brief
description of what you plan to review and a brief outline of names of some of
the theorists to be reviewed).
B. Presentation of a timeline for
completing each stage of the project.
C. Submission of sections that are
completed in order that they may be reviewed.
D. A plan for the presentation
E. A final Capstone notebook (4
copies). This will provide the
College with archival material for future reference and will be given to the
evaluators to review two weeks prior to the presentation. This document should serve as a
stand-alone summary of all of your work as outlined in the Capstone notebook
description (invitation, formal written document, presentation guide, video, and
technology component). Refer
to the Piedmont handout titled, “Early Childhood MAT/MA Capstone Notebook” for a
description of what should be included in the notebook which will be handed out
during the first class session.
F. A dry run of the Capstone with the instructor present. Additional dry runs may be recommended or required by the instructor.
2. Description of Assignments:
Each
student will participate in the planning, implementation and presentation of a
final project.
Students
will be expected to attend and participate in all Capstone meetings.
Each
student will complete a reflective paper in which the following will be
evaluated:
1.
An
introduction (Explanation of the Capstone
theme, rationale for the project/theme, and description of what you plan to
accomplish in the Capstone exhibition)
2.
A
review of literature (Critically examine a published body of knowledge through
summary, classification, and comparison of prior research studies, reviews of
literature, and theoretical articles)
3.
Synthesis
(Synthesize and
demonstrate your development as a scholarly, reflective, proactive
professional. Reflect how your
graduate program of study and field experiences have enhanced your
knowledge and understanding of each of the following: (1) learning theories, (2)
content & curriculum, (3) pedagogy, (4) assessment, and (5) school and
community relations)
Other assignments or
activities may be required as deemed necessary to assure the mastery of the
course objectives as stated.
Assignments to Be Completed
for This Course:
The candidate
must:
·
select an
appropriate theme for a written project or presentation
·
Submit the
theme for approval to the professor in the form of a proposal
·
Turn in all
draft materials and meet with the professor as required
·
Make ALL
necessary corrections to the project as suggested by the professor
·
Follow APA
style in the written work
·
Present the
finding of the project to a public forum
·
Receive final
approval of the project from the professor
·
Receive an
overall Pass rating on the Evaluation
Matrix as assessed by the three-faculty member team.
3. Field Experiences (Initial and
Advanced Certification Tasks):
Candidates
may complete field experiences as they work through the assignments required
to
prepare
the presentation. It is the
responsibility of each candidate to document these experiences.
XI.
RESOURCES:
1. Previous Capstone
Projects
Previous Capstone Exhibition
videos and notebooks are housed in the office of the instructor. I can assist you to locate an
appropriate Capstone Exhibition that matches your area of interest.
2. Bibliography
Burnaford, G., Fischer, J.,
& Hobson, D. (2001). Teachers doing research: The power of action through inquiry
(2nd ed.).
Schmuck, R.A (1997).
Practical action research for change.
3. Webpages
·
Registrar’s
Office for current course schedules
·
Catalogue
information
·
Faculty/Staff
Phone list
·
Piedmont
News
·
Galileo http://www.galileo.peachnet.edu/
Georgia Professional
Commission’s homepage provides information on teacher certification, access to
the Certification Channel (contains records on teachers and pre-service teachers
accessed by social security number), links to Educational Testing Services, Code
of Ethics, the Georgia Department of Education, and additional
information.
Georgia Department of
Education has links to every organization for teachers in the state, as well as
links to the Quality Core Curriculum (QCC’s) and Public School Report
Cards.
http://www.georgiastandards.org/
Georgia Standards is the new
site for the Georgia Performance Standards.
http://www.education-world.com/
Education World
Internet Public
Library
ftp://dhawkins:n40836@www.piedmont.edu/educ/websites.htm
Multiple Educational related
links
lesson
plans. Education issues, ERIC database
www.uwsp.edu/psych/apa4b/htm APA website—actually includes material
from 5th edition and a
template
for typing
Education
Website Clearinghouse: http://library.ucf.edu/internet/Education/webed.htm
Educational Software Institute: http://www.edsoft.com/
National
Council of Teachers of English: http://www.ncte.org/
Center for
Research on Education, Diversity and Excellence (CREDE): http://www.crede.ucsc.edu/
Center on
English Learning and Achievement (CELA): http://cela.albany.edu/
3. GACE (
(
4. Admission to Teacher Education
(
5. Application for Certification
(
IX. ASSESSMENT AND
EVALUATION:
Based
on the explanation under “Class Attendance/Participation”, candidates will receive up to 30 points
for successful completion of the Capstone Exhibition and an additional 70 points
for attendance and participation in the 6 class meetings and the dry run. Total
points are based on a 100-point scale and grades will be determined using the following
weights and scale as outlined below:
A+
= 95
A=92
A- =90
B+ = 88
B=85
B- =80
C+
= 78
C=75
C- =72
All requirements of the
course must be successfully completed in order to receive a passing grade.
X. TENTATIVE COURSE SCHEDULE
|
August 20, 2007 |
Introductions/
Syllabus overview/Capstone description/Review of Conceptual Framework/
Discussion of previous capstone exhibitions/ tentative schedule for dry
runs and exhibitions/Review of Assignment due next class |
|
Week of September 3,
2007 |
Due: TURN IN PROPOSAL
Discussion of
introduction/conferencing with instructor to ask questions and/or share
concerns/Group assignments/Review candidate list of evaluators/
Review of Assignment due next
class |
|
September 17,
2007 |
DUE: INTRODUCTION Work on the written
components of Capstone/ Discuss script/Update progress/How to Write a
Review of Literature/Review APA Guidelines/ Review of Assignment due next
class |
|
October 1,
2007 |
DUE: LITERATURE REVIEW
& REVISED INTRODUCTION / Be prepared to practice 5 minutes of your
script with a partner in class |
|
October 15,
2007 |
DUE: REVISED
LITERATURE REVIEW Work on script/ group
work/Review evaluation matrix/ Review of Assignment due next class/ Be prepared to practice 10 minutes
of your script with a partner in class |
|
October 29,
2007 |
DUE: SYNTHESIS Final revisions of all
sections also due/ Work on script/ group work/ Review evaluation
matrix Be prepared to practice 30 minutes
of your script with a partner in class |
|
November 12, 2007
Other dates, as needed for additional practice |
DRY RUNS FOR ALL
CANDIDATES/ SCRIPT WITH
TECHNOLOGY COMPONENT |
|
November 26 &
December 3, 2007: Other dates as needed |
CAPSTONE
EXHIBITIONS. NOTEBOOKS DUE
WHEN CANDIDATES PRESENT CAPSTONES
|