DHH 442 Capstone Course Stephen F. Austin State University College of Education Department of Human Services Deaf and Hard of Hearing Program
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1 WhitneyScott 1 DHH 442 Capstone Course Stephen F. Austin State University College of Education Department of Human Services Deaf and Hard of Hearing Program Instructor: Scott Whitney Ed.D. Office Hours T/H 2:30 5:00 PM T/H 9:00-10:00 AM M 9:00 12:00 AM OR by appointment Office: Human Services 315** Credits: 3 Semester Hours Office Phone: swhitney@sfasu.edu*** Credits: 3 Semester Hours ** You may sometimes find me in HSTC 312 (the ASL lab). *** If you do not receive a response within 24 hours, remember that junk filters and other technical glitches may have blocked your message. Try again, ask me in person, or call 2906 and give our department assistant a number where I can reach you text is preferred. Prerequisites: B or better in SPH 470, corequisite SPH 476 Location and times MW 1:00 2:15 PM BUSI 121 I. Course Description II. This is the capstone course for DHH majors. In this course we cover Math, Science, and Deaf studies as well as review previously covered content in preparation for the TExES test. The course has 3 key emphases: 1. Increasing and maintaining knowledge related to certification test (TExES 181) 2. Applying the knowledge to develop your Philosophy and provide you with Resources and Skills for Life-long Learning 3. Applying the competencies (Knowledge and Skills) of deaf educators acquired through your coursework to case studies. Intended Learning Outcomes/Goals/Objectives: (Program/ Student Learning Outcomes) Although this course is not used directly in measuring Program Learning Outcomes (PLO), it is instrumental in preparing for the following PLO measure: 'The teacher candidate will accurately communicate new and existing ideas in academic subjects as well as concepts of pedagogy using American Sign Language. CORE VALUES OF THE COLLEGE OF EDUCATION SPH 442 Supports and incorporates the core values of the College of Education at Stephen F. Austin State University. Service You will read a text which is not covered in your course work, but does contain content covering competencies measured on the TExES 181. You will compare it to texts we do use and write a
2 WhitneyScott 2 critique to be published online. Additionally, you will develop practice quizzes for each chapter of the text you read. Openness During case studies, you are encouraged to develop and defend your philosophy, but also to work with classmates and professionals who may have an opposing philosophy. Collaboration Development of new study materials in the form of practice quizzes for the book critiques will benefit current and future classmates. Course discussions will also require a willingness not only to participate, but also to yield the floor to classmates. Integrity All work you submit must be your own except where the instructor specifies that a joint product must be submitted. Additional Integrity is measured through the Dispositions Checklist Academic Excellence The course requires that you score a minimum of 80% on the comprehensive test. Life-long learning Each chapter requires you to research available resources related to the chapter. The research skills and resources you find will contribute to your ability to continue learning on your own after graduating. Program Learning Outcomes (NCATE): 1. Certification knowledge: The teacher candidate will demonstrate proficiency in each of the core areas of Deaf and Hard of Hearing certification as identified by the Texas Education Agency. DOMAIN I - UNDERSTANDING STUDENTS WHO ARE DEAF OR HARD OF HEARING Domain II - PROMOTING STUDENT LEARNING AND DEVELOPMENT Domain III - PROMOTING STUDENT ACHIEVEMENT IN ENGLISH LANGUAGE ARTS Domain IV - UNDERSTANDING THE PROFESSIONAL ENVIRONMENT 2. Teaching Skill: a. The teacher candidate will demonstrate the knowledge and skills expected of beginning teachers during student teaching. The knowledge and skills are based on Council on Education of the Deaf (CED) objectives. 1.Development and Characteristics of Learners. 2.Individual Learning Differences. 3.Instructional Strategies. 4.Learning Environments and Social Interactions 5.Instructional Planning. 6.Assessment. 7.Professional and Ethical Practice. 8.Collaboration. 3. ASL Skills: a. CED Standards: DH4S1 Develop proficiency in the languages used to teach individuals who are deaf or hard of hearing. b. From the Joint CEC/CED standards and indicators (takes DH4S1 and expands upon it): i. '97 e.g., Indicators of language competence in ASL include (seeing and signing) and may be demonstrated by having lived and worked in areas of
3 WhitneyScott 3 the U.S. where ASL is used. In all cases, indicators of language competency should include formal study of the language. Indicators of ASL language competence may be demonstrated in one of the following ways: (a) A standardized measure such as the ASLPI may be used i. SFA uses the TASC c. TASC indidcators: Candidate who scores Level C or higher will i. Communicate as a partner in ASL in a clearly participatory manner. ii. Initiate, sustain, and bring to closure a wide variety of communicative tasks including description, instructions, hypothetical situations, problem solving and supported opinion iii. Demonstrate comprehension skills through understanding most of what an interviewer says. iv. Demonstrate fluency in ASL by appropriately using signs and grammar in an understandable fashion at a pace that does not impede meaning. v. Demonstrate an adequate vocabulary for familiar topics and enough for unfamiliar topics to communicate with another individual. STUDENT LEARNING OBJECTIVES FOR THIS COURSE: By the end of the semester students will: 1. Demonstrate understanding of the competencies required for certification through examinations. This includes two aspects: a. Retention of previous course content b. Acquisition of new content 2. Demonstrate self-analysis skills and follow through using the Personal Growth assignment. 3. Demonstrate the dispositions of future deaf educators through group participation, providing and receiving feedback, and 4. Demonstrate the ability to apply knowledge acquired through the Case Studies assignments. III. Course Assignments, Activities, Instructional Strategies, & use of Technology: Technology Use This course relies heavily on technology to provide you with ample practice opportunities. Technology use includes the following: Meeting in the LINC lab o Give peer feedback within the Learning Management System o Use Online Learning System quizzes during class o Access PowerPoint presentations during the instructor s presentation o Access online videos from sources such as DeafTV Instructor developed software o Efficiently focuses your study on vocabulary and phrases you need to practice o Allows you to work with a tutor to practice signing vocabulary and phrases without hesitation o Currently not available directly in Mac OS Can be accessed by installing VirtualBox on your Mac and a Windows Operating System within VirtualBox Computer-based assessment o Work at your own pace during exams
4 WhitneyScott 4 o Randomly selects questions to minimize the risk of inadvertently seeing the answer from a classmate s response. o Allows both instructor and student to refer back to the question in case of questionable grades Note: Technology is NOT designed to replace the most effective way of practicing: interacting with live Deaf ASL users. We encourage you to use ASL at every possible opportunity, with classmates, tutors, members of the Deaf Community, and instructors. Joining Talking Hands is encouraged as is attending Deaf Community events. Technical Difficulties Policy Technical difficulties will not relieve you of your responsibility for turning in assignments or completing quizzes on time. There are only two locations that are known to be properly configured for using the study tools and completing the quizzes. The ASL lab is one and Infolab I is the other. Use other locations at your own risk. Attempt all assignments and quizzes early so you may seek help as needed. I suggest allowing a minimum of 24 hours. OVERVIEW: ARD Profiles Each student will complete an ARD profile. The instructor will first show you how to do it on Profile 1, then provide guided group practice for Profile 2, then assign one last profile for independent practice for Profile 3. The ARD Profiles require students to apply knowledge acquired across multiple DHH and education courses. Capstone Project OVERVIEW: You will develop a project to demonstrate your resourcefulness and provide you with materials, resources, and tools you can use during student teaching and during your future career as a deaf educator. Create a Resource Kit For Working with Parents - This may include MANY resources. Some ideas: o Videos of vocabulary to send to parents (10 words/week) o Top Ten Online Parent Resources. Explain the value of each ASL + audio. o Tools to demonstrate the impact of a disability o Etc o DO NOT just copy resources you find online. Add to them, organize them, modify them and so forth. Create a Resource Kit for Your Specialization I have a list of available resources for each specialization. Your job is to first evaluate the materials. You may purchase, borrow, download or obtain the materials through any LEGAL means. You MUST add to the resources. Your additions may include: worksheets, lesson plans, Kahoot, etc. If you use Kahoot, you must demonstrate the quizzes to me live. Other ideas: Get written approval. Attendance: Attendance and Participation
5 WhitneyScott 5 Learning a language depends on exposure to expert language models. This course continues your ASL development through class discussions. Your attendance impacts the class - by attending regularly you will keep up on minimal information needed for in-class activities. Each week s participation will be graded based on preparation, involvement, and professionalism. Participation: Use of voice inhibits effective participation. Using sign language only during class is a critical part of your learning experience. Voicing may result in a 2.5% deduction from your overall grade for each instance. I will protect the desire of highly motivated students to learn by asking those who persist in using their voice to leave the class session. Answering questions is normally done on a class basis. I pose questions and students may attempt to sign a response. Incorrect responses are not penalized, but lack of effort may be penalized at the rate of 2.5% from your final grade per instance. Appropriate use of technology: There will be times when your instructor may tell you to use your cell phones to set reminders. Otherwise, cell phones and other communication devices not required for disability purposes should not be used during class. If you have an ongoing emergency, please inform your instructor at the start of class and take your calls outside of class. Failure to comply with this policy may result in removal from class and being marked absent. DO NOT use the Internet except as directed for class purposes. IV. Evaluation and Assessment Quizzes: The quizzes randomly select questions from a database. Each question typically has between 2 and 4 variations. It is in your best interest to repeat the quizzes often so that you can see all the possible questions. The quizzes are multiple-choice to reflect the type of test you will see in the TExES 181 test. It is recommended that you stagger your practice on a quiz start with a first attempt. Reread the chapter and study as needed and repeat the quiz until you reach 80%. Repeat the quiz one day later, then again 3 days after your last attempt and again 7 days after your last attempt. This helps transfer the knowledge to long term memory, especially if you add active study methods (outlines, mind maps, making charts, comparison and contrast). Exams: Exams use the same questions as the quizzes, but require you to be present in the LINC lab in order to verify that your quiz scores reflect your actual ability without notes or texts. Dispositions Checklist: The dispositions checklist is used to ensure that all teacher candidates demonstrate the dispositions and attitudes expect of professionals in the field of education. If you score Needs improvement you may, depending on the severity of the deficiency, be required to complete remedial activities in order to pass the course.
6 WhitneyScott 6 Item Value How measured? Exams (Online Learning System Essay and Multiple choice receptive tests in class) 100 points each tests Final Exam 200 points Multiple choice test Quizzes (TExES practice) both Stewart and Scheetz texts 10 points each Highest score Capstone Project 200 points Rubric ARD project 50 points total Rubric Dispositions Checklist P or F F means you must repeat the course to earn credit Dispositions checklist Grading Scale: A = 90% or better B = 80 89% C = 70-79% D = 60-69% F = below 60% Grade calculation = Points earned to date x 100 Points Possible to date Extra credit, if permitted will not exceed 2.5% of the total grade. Extra credit is only given with the intention of raising borderline grades to the higher grade. Late work and make-up tests will be graded with an automatic 10% deduction per week after the original due date. Any portion of a week counts for a full week. All late work and make-up tests must be completed within three weeks of the original due date. Makeup for tests and quizzes as well as submission of assignment late work is allowed only for documented excused absences.
7 WhitneyScott 7 V. Readings Required Texts Required: Stewart, D. & Kluwin, T. (2001).Teaching Deaf and Hard of Hearing Students, Allyn & Bacon, X Scheetz, N.( 2001). Orientation to Deafness. Allyn & Bacon. ISBN-10: ISBN-13: VI. Course Evaluations: Near the conclusion of each semester, students in the College of Education Electronically evaluate courses taken within the COE. Evaluation data is used for a variety of important purposes including: 1. Course and program improvement, planning and accreditation 2. Instruction evaluation purposes; and 3. Making decisions on faculty tenure, promotion, pay, and retention. As you evaluate this course, please be thoughtful, thorough, and accurate in completing the evaluation. Please know that the COE faculty is committed to excellence in teaching and continued improvement. Therefore your response is critical! In the College of Education, the course evaluation process has been simplified and is completed electronically through MySFA. Although the instructor will be able to view the names of students who complete the survey, all rating and comments are confidential and anonymous, and will not be available to the instructor until after final grades are posted. 10 EXTRA CREDIT points will be added to your total points before your grade is averaged if you complete a course evaluation BEFORE the university deadline. VII. Student Ethics and Other Policy Information: Use of ASL: Making this course accessible to your instructor and Deaf or hard of hearing peers is a priority. You also need to make your future classrooms fully accessible. Use of American Sign Language is required at all times. Using voice during class disrupts the learning process and may result in penalties of up to 2.5% of the final course grade.
8 WhitneyScott 8 VIII. Student Ethics and Other Policy Information: Class Attendance and Excused Absence: Policy 6.7 Regular, punctual attendance, documented participation, and, if indicated in the syllabus, submission of completed assignments are expected at all classes, laboratories, and other activities for which the student is registered. Based on university policy, failure of students to adhere to these requirements shall influence the course grade, financial assistance, and/or enrollment status. The instructor shall maintain an accurate record of each student s attendance and participation as well as note this information in required reports and in determining final grades. Students may be excused from attendance for reasons such as health, family emergencies, or student participation in approved university-sponsored events. However, students are responsible for notifying their instructors in advance, when possible, for excusable absences. Daily quizzes will be used to keep track of attendance. If you miss 4 or more class sessions during a fall or spring semester, you will not pass the course. Academic Accommodation for Students with Disabilities: Policy 6.1 and 6.6 To obtain disability related accommodations, alternate formats and/or auxiliary aids, students with disabilities must contact the Office of Disability Services (ODS), Human Services Building, and Room 325, / (TDD) as early as possible in the semester. Once verified, ODS will notify the course instructor and outline the accommodation and/or auxiliary aids to be provided. Failure to request services in a timely manner may delay your accommodations. For additional information, go to Academic Integrity (A-9.1) Please copy and paste the following information regarding Academic Integrity into your syllabus. In addition, you may include your own guidelines for academic integrity as appropriate. Academic integrity is a responsibility of all university faculty and students. Faculty members promote academic integrity in multiple ways including instruction on the components of academic honesty, as well as abiding by university policy on penalties for cheating and plagiarism. Definition of Academic Dishonesty Academic dishonesty includes both cheating and plagiarism. Cheating includes but is not limited to (1) using or attempting to use unauthorized materials to aid in achieving a better grade on a component of
9 WhitneyScott 9 a class; (2) the falsification or invention of any information, including citations, on an assigned exercise; and/or (3) helping or attempting to help another in an act of cheating or plagiarism. Plagiarism is presenting the words or ideas of another person as if they were your own. Examples of plagiarism are (1) submitting an assignment as if it were one's own work when, in fact, it is at least partly the work of another; (2) submitting a work that has been purchased or otherwise obtained from an Internet source or another source; and (3) incorporating the words or ideas of an author into one's paper without giving the author due credit. Please read the complete policy at Self-Plagiarism Submitting the same work to more in more than one course without the express written consent of the professors is considered self-plagiarism and will be treated as academic dishonesty. Similarly, students retaking the course may not resubmit the same exact project twice (especially the Cultural Essay Assignment). Test Policies Since the instructor is deaf, any mouth movements will be interpreted as talking. Signing to peers during a test or voicing to them or communicating with them in any form is strictly prohibited. Penalties for Academic Dishonesty Penalties may include, but are not limited to reprimand, no credit for the assignment or exam, re-submission of the work, make-up exam, failure of the course, or expulsion from the university Student Appeals A student who wishes to appeal decisions related to academic dishonesty should follow procedures outlined in Academic Appeals by Students (6.3). Withheld Grades Semester Grades Policy (A-54) Please copy and paste the following information regarding Withheld Grades into your syllabus. Add additional information as needed to meet your departmental or course needs. Ordinarily, at the discretion of the instructor of record and with the approval of the academic chair/director, a grade of WH will be assigned only if the student cannot complete the course work
10 WhitneyScott 10 because of unavoidable circumstances. Students must complete the work within one calendar year from the end of the semester in which they receive a WH, or the grade automatically becomes an F. If students register for the same course in future terms the WH will automatically become an F and will be counted as a repeated course for the purpose of computing the grade point average. Student Code of Conduct: Policy 10.4 Classroom behavior should not interfere with the instructor s ability to conduct the class or the ability of other students to learn from the instructional program (see the Student Conduct Code, policy D-34.1). Unacceptable or disruptive behavior will not be tolerated. Students who disrupt the learning environment may be asked to leave class and may be subject to judicial, academic or other penalties. This prohibition applies to all instructional forums, including electronic, classroom, labs, discussion groups, field trips, etc. The instructor shall have full discretion over what behavior is appropriate/inappropriate in the classroom. Students who do not attend class regularly or who perform poorly on class projects/exams may be referred to the icare: Early Alert Program at SFA. Information regarding the icare program is found at or call the office at VIII. Other Relevant Course Information: Due to problems with viruses no attachments will be accepted without my written permission. Grades may not be released through . The Family Privacy Act considers too public. In order to prevent others from seeing your grades unless you so desire, I may only discuss grades in person or over the phone.
11 WhitneyScott 11 Mon, 01/14/13 Mon, 01/21/13 In-Class Discussions and Activities Syllabus Quiz due by midnight MLK day of service Mon, 01/28/13 Stewart 1 Stewart 1 Scheetz 1 Mon, 02/04/13 Stewart 2 Stewart 2 Scheetz 7 TExES quiz due Midnight In Readings (on D2L SPH 442 content page), read Policy Guidance before attempting Policy Guidance quiz Mon, 02/11/13 Personal Growth 1 Stewart 4 Policy Guidance Mon, 02/18/13 Case Studies Part 1 Stewart 5 Scheetz 13 Mon, 02/25/13 Test 1 Stewart 1, 2, 4, 5 Mon, 03/04/13 Personal Growth 2 Stewart 6 Scheetz 14 In Readings (on D2L SPH 442 content page), read TEXAS DEAF BILL OF RIGHTS and NAD BILL OF RIGHTS before attempting Deaf Bill of Rights quiz Mon, 03/11/13 Spring Break Mon, 03/18/13 Case Studies Part 2 Stewart 9 Deaf Child Bill of Rights Mon, 03/25/13 Personal Growth 3 Stewart 10 Scheetz 11 (2 Quizzes) Transition Rehabilitation Mon, 04/01/13 Easter Break Mon, 04/08/13 Case Studies Part 3 Stewart 11 Scheetz 4 Mon, 04/15/13 Test 2 Stewart 6, 9, 10, 11 Mon, 04/22/13 Personal Growth 4 Scheetz 5 (2 quizzes) Modes Stewart chapter 12 Inflections Stewart 13 (2 quizzes) Class Management Mon, 04/29/13 Case Studies Part 5 MHC Scheetz 12 Mon, 05/06/13 After the course: Final Exam All Scheetz and Stewart Content Submit any Remaining Personal Growth Activities On your own for TExES Stewart 14 Sheetz 3, Scheetz 2
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