MAT 728 Engaging Learners with Brain Compatible Teaching Instructor: Patti Carnahan, Ed.D Cell:

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "MAT 728 Engaging Learners with Brain Compatible Teaching Instructor: Patti Carnahan, Ed.D carnahanp@stmary.edu Cell: 913-963-9961"

Transcription

1 Summer I, 2011 MAT 728 Engaging Learners with Brain Compatible Teaching Instructor: Patti Carnahan, Ed.D Cell: Course description: Participants will examine the theories and research on how the function of the brain influences learning. This research will be analyzed in relation to teaching and learning in any classroom. Curriculum and instructional models related to the research will be studied. Action research principles will allow participants to examine the use of these theories and models in their own classrooms. University of Saint Mary Mission Statement The University of Saint Mary educates students of diverse backgrounds to realize their God-given potential by preparing them for value-centered lives and careers that contribute to the well being of a global society. University of Saint Mary Values Statement The University of Saint Mary believes in the dignity of each person s capacity to learn, to relate, and to better our diverse world. We value community, respect, justice, and excellence. Candidates in the Master of Arts in Education Program are responsible for meeting the following graduate level expectations: NCATE Standard #1 National Council for Accreditation of Teacher Education, Candidates preparing to work in schools as teachers or other school professionals know and demonstrate the content knowledge, pedagogical content knowledge and skills, pedagogical and professional knowledge and skills, and professional dispositions necessary to help all students learn. Assessments indicate that candidates meet professional, state, and institutional standards. (Refer to NCATE Standards for target performance markers). NBPTS Five Core Propositions National Board for Professional Teaching Standards 1. Teachers are committed to students and their learning. 2. Teachers know the subjects they teach and how to teach those subjects to students. 3. Teachers are responsible for managing and monitoring student learning. 4. Teachers think systematically about their practice and learn from experience. 5. Teachers are members of learning communities.

2 USM Graduate Conceptual Framework Dispositions Professionalism Candidates will demonstrate their commitment to teaching and learning through aligning their course work with the Graduate Conceptual Framework Dispositions listed as follows: 1. Foster the learning of all students and the belief that all students can learn (NBPTS 2) 2. Dedicate themselves to life-long learning and professional development (NBPTS 2, 5) 3. Provide leadership in shaping change within learning communities (NBPTS 5) 4. Respect and honor diversity and global perspectives to promote fairness. (NBPTS 5) 5. Perform critical analysis and reflective practice. (NBPTS 4) 6. Fulfill professional responsibilities with honesty and integrity. (NBPTS 5) 7. Encourage and model self-assessment. (NBPTS 3) 8. Promote student learning utilizing assessments, technologies, and best instructional practices. (NBPTS 2, 3) USM Graduate Conceptual Framework Our conceptual framework builds upon the belief that teachers (our candidates) are leaders who shape change through research and reflective practice. The vehicle for accomplishing this is the Knowledge in Action conceptual model. The model rests on the theoretical framework of the practical argument, based on the work by Fenstermacher (Fenstermacher, G.D. & Soltis, J.F. [1992]. Approaches to teaching [2 nd ed]. New York: Teachers College Press). Following Aristotle, Fenstermacher distinguishes between the logic of knowledge use and the logic of knowledge production. The logic of knowledge use consists of premises that lead to action. The premises and the action constitute a practical argument. Because the University of Saint Mary advanced program in teaching is designed for professional practitioners, rather than professional scholars, graduate faculty found the discussion of the logic of knowledge use pertinent to the program and determined that the practical argument offers one of the most useful theoretical frameworks for an advanced program design. Students are encouraged to examine the premises of their practical arguments. These premises can be empirical propositions derived from research, or value statements, statements of faith, or beliefs derived from experience. The conceptual framework honors the complexity of practical decision making and repudiates the idea that teaching or any other kind of practice is merely the application of research knowledge. Education faculty are interested in assisting students in developing the habits of mind, sustaining such reflection, and in promoting commitment to doing so. The aim of the Knowledge in Action model, therefore, is to help students identify and improve their practical arguments. This should result in improved classroom practices and greater student achievement. By acquiring habits of mind aimed at examining and improving premises that ground action, practitioners improve their actions and results. While promoting a rigorous study of current educational research and critical analysis of practice through course work and field experiences, the University of Saint Mary program also encourages the reflective

3 examination of personal values. Such critical reflection involves contemporary issues and their relationship to instructional methodologies, leadership, program development, and performance assessment. See the visual representation of the USM Conceptual Framework Model at the end of this syllabus. University of Saint Mary Master of Arts in Teaching Program Outcomes This course addresses the bolded program outcomes: 1. Candidates draw from their knowledge of education theory and research to undergird the formal and informal education processes that impact P-12 students learning and the environment. 2. Candidates demonstrate knowledge of diverse learners, including all forms of exceptionality, and create instructional opportunities that meet the needs of all learners. 3. Candidates critically reflect on ethical and moral implications of actions as they relate to all learners. 4. Candidates apply their knowledge of curriculum content and design to support learners construction of knowledge. 5. Candidates implement appropriate instructional models, strategies, and technologies to enhance the learning of all students. 6. Candidates utilize measurements and evaluation accurately and systematically to monitor and promote learning. 7. Candidates apply quality principles of leadership, including skills of effective communication, collaboration and motivation to shape change and improve the learning community, and 8. Candidates demonstrate the ability to be reflective practitioners by identifying a problem, examining research, advocating solutions, implementing a plan, and measuring and evaluating outcomes. Course Outcomes (CLO): 1. The teacher as a researcher will review and synthesize professional resources related to brain based learning to articulate a clear philosophy of a brain-based classroom 2. The teacher as researcher will apply ideas found in research to create an inquiry-based action research project. 3. The teacher a researcher will conduct a review of professional literature related to the chosen problem related to brain-based instruction. 4. The teacher as researcher will select, evaluate, and use brain-based strategies to engage learners in the classroom. 5. The teacher as a researcher will demonstrate and evaluate one s own work in the course and synthesize the new learning related to brain-based research with professional goals. 6. The teacher as a researcher will share reflections and discuss with classmates the final results from the brain-based research project.

4 Course Policies Academic Honesty Academic honesty is the policy of the University of Saint Mary. Academic dishonesty includes, without limitation, any form of cheating whether in or out of the classroom; the presenting of purchased or stolen papers, computer programs, reports, or other written work as one s original work; failure to acknowledge the source of quotations, unique ideas, figures, tables, charts, and diagrams through academically acceptable attribution when these are used in papers, reports or formal presentations, falsification of information; and destruction concealment or unauthorized modification of academic materials of the University, faculty, other student or any other persons) for purposes of self-gain or diminishing the academic work of another. Violations of academic honesty will result in penalties ranging from failure of an assignment, failure in the course, dismissal from the program, and/or dismissal from the University of Saint Mary. If an instructor fails a student in a course or significantly lowers the final grade because of academic dishonesty, he/she will file a written report with the Vice President of Academic Affairs. A student who has serious reason to challenge a judgment of cheating or plagiarism may use the standard appeal process. Accommodations Please contact the professor at the beginning of the semester or when special needs are identified if accommodations are required for your participation in the learning environment. Disability Policy USM supports the Americans with Disabilities Act and makes reasonable accommodations for students with disabilities. If students have special needs that prevent full expression of their abilities, they should contact the course instructor during the first week of class to discuss resources and accommodations. Reasonable Accommodation Any student may request a reasonable accommodation from his or her supervisor or instructor. All requests for reasonable accommodation will be shared only with individuals conducting official USM business or with members of the USM community who have a need to know in order to act in the student s educational interest. Attendance Instructors monitor attendance throughout the course. Attendance is based upon participation in the course and communication with the instructor. Textbooks:

5 For your assignments, you are required to cite all references using the Publication Manual of the American Psychological Association (6 TH ed.). You are encouraged to purchase the most current version of this text. You can access an online resource for APA style at Jensen, E. (2008). Brain-based learning: The new paradigm of teaching. Thousand Oaks, CA: Corwin. Willis, J. (2006). Research-based strategies to ignite student learning: Insights from a neurologist and classroom teacher. Alexandria, VA: ASCD. Required assignments for Engaging Learners with Brain Compatible Teaching 1. Participate in all threaded discussion boards using substantive posts and responses to course mates posts. 2. Create an annotated bibliography with 10 sources that demonstrate your investigation/acquisition of knowledge about the current and/or role of brain-based research in education; post, discuss, and respond with a significant post of 50 words with at least one of the classmates. 3. Critically examine the classroom environment as a result of your research and study on brain-compatible teaching; create a problem statement which leads to an in-depth analysis of a brain-compatible teaching. 4. Synthesize and evaluate credible professional literature related to the chosen problem within the classroom; create a written synopsis of the literature on brain-based instruction. 5. Evaluate and site the credible professional research to determine possible braincompatible strategies to introduce in the classroom 6. Apply the ideas found in brain-based research to create an implementation plan for addressing the problem. 7. Synthesize the action research data and report results based on 3 specific artifacts; write a refection based on the results 8. Synthesize, evaluate, and share reflections of the action research process and results of the brain-based project. Grading Scale: Final grades are based on the following scale: % A 82-91% B 72-81% C Below 72% unsatisfactory graduate work; failing

6 Calendar for the Course Unit 1 (three weeks) Read: The entire Willis text and pages 2-27 of the Jensen text, and additional research and professional sources about brain-compatible teaching. Write: A research based paper on My Ideal Brain Compatible Classroom. Unit 2 (two weeks) Read: Finish the Jensen text. Read additional research on brain-based education. Write: An annotated bibliography on your research and a philosophy statement that demonstrates your beliefs. Unit 3 (one week) Write: Your problem statement Discuss: Your problem statement Unit 4 (one week) Write: A review of literature related directly to your problem. Unit 5 (one week) Write: Your advocated solutions Discuss: Your advocated solutions Unit 6 (one week) Write: Your implementation plan/implementation plan narrative (for non-classroom teachers). Unit 7 (three weeks) Classroom teachers: implement plan Non-classroom teachers: interviews Discuss: progress update Unit 8 (two weeks) Submit: Three artifacts with reflections Unit 9 (one week) Discuss: Final reflections

7 Conceptual Framework Dispositions NBPTS National Board for Professional Teaching Standards University of Saint Mary USM Education GRADUATE PROGRAM OUTCOMES (GPO) Matrix GPOs Graduate Program Outcomes MAT 723 Action Research in the Classroom MAT 733 Research Based Teaching Strategies and Assessments MAT 735 Meeting the Needs of Diverse Students MAT 728 Engaging Learners with Brain Compatible Teaching MAT 726 Technology in Reflective Teacher Leadership 1 Draw from theory and research that undergird and impact P- 12/16 learning & learning environment 2 Demonstrate knowledge of diverse learners, exceptionalities; meet needs of all learners 3 Critically reflect on ethical and moral implications of actions as they relate to all learners 4 Apply knowledge of curriculum content and design to support construction of knowledge 5 Implement instructional models, strategies, technologies to enhance learning of all X X X X X X X X X X X X X X X X X 2, 5,7, 8 4, 5, 6, 7, 8 4, 5, 6 2, 8 5, 7, 8 2, Utilize measurements and evaluation to monitor and promote learning X X X X 4, 5, 7, Apply principles of leadership, shaping change; communication, collaboration, motivation 8 Be reflective practitioners; identify problem, examine research, advocate, plan, measure, evaluate X X X X X X X 2, 3, 4, 5, 6, 7 2, 3, 4, 5, 6, 7, 8 4, 5 4

8 University of Saint Mary Education Department Graduate Programs Knowledge in Action Conceptual Model Defining Problem-based Inquiry within the University of Saint Mary Conceptual Model Beginning Premise Statements Empirical, Value, Faith, & Experience Action Identify a challenge or problem Describe setting and scenario State problem Clarifying Examining Improving Research & review Gather information to solve problem Generate alternatives Advocate solutions Implementing Better Action Establish outcomes Develop a plan Implement plan Record progress New Premises & Redefining Statements Empirical, Value, Faith, & Experience New Action Continue process Reflecting on Processes Reflect upon impact on teaching and learning Refine practical argument Measuring and Evaluating Collect artifacts Outcomes & data Analyze results Knowledge in Action Conceptual Model Problem-based Stages of Inquiry (Bulleted items refer to Problem-based Inquiry)

COLLEGE OF EDUCATION UNIT LEARNING OUTCOMES (Checked if addressed in this course)

COLLEGE OF EDUCATION UNIT LEARNING OUTCOMES (Checked if addressed in this course) QATAR UNIVERSITY COLLEGE OF EDUCATION EDEL 608 Issues in Educational Leadership (3CHS) SEMESTER AND YEAR: INSTRUCTOR: OFFICE NUMBER: PHONE: EMAIL: OFFICE HOURS: CLASS MEETING TIME/LOCATION: COLLEGE OF

More information

Department of Elementary & Early Childhood Education SYLLABUS ECEL 5240 Leadership & Analysis of Teaching Children Fall 2009

Department of Elementary & Early Childhood Education SYLLABUS ECEL 5240 Leadership & Analysis of Teaching Children Fall 2009 Department of Elementary & Early Childhood Education SYLLABUS ECEL 5240 Leadership & Analysis of Teaching Children Fall 2009 Delivery On site/on line/ hybrid Required Materials Texts: Steffy, B. E., Wolfe,

More information

ED 428: Psychological Foundations of Education University of Saint Mary Fall 2011

ED 428: Psychological Foundations of Education University of Saint Mary Fall 2011 1 ED 428: Psychological Foundations of Education University of Saint Mary Fall 2011 Instructor Information Instructor: Joe Novak Ed. D, Class: Monday, Wednesday, Friday - 9:30 10:20A.M. DePaul 12 Contact:

More information

ASU College of Education Course Syllabus ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Clinical Teaching

ASU College of Education Course Syllabus ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Clinical Teaching ASU College of Education Course Syllabus ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Clinical Teaching Course: ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Credit: 9 Semester Credit Hours (Undergraduate),

More information

Iowa State University Educational Leadership and Policy Studies RESEV 550XA: Educational Research

Iowa State University Educational Leadership and Policy Studies RESEV 550XA: Educational Research Iowa State University Educational Leadership and Policy Studies RESEV 550XA: Educational Research Meeting Times: Wednesdays: 2/27, 3/6, 3/13, 3/27, 4/3 from 5:30pm-9:30pm Saturdays: 4/13, 4/20, AND 5/4,

More information

The University of Mississippi School of Education

The University of Mississippi School of Education The University of Mississippi School of Education Master s Degree in Literacy Education Department of Teacher Education Educators as Reflective Professionals Graduate Handbook Revised Fall 2012 1 Table

More information

UNLV Department of Curriculum and Instruction Masters in Education Degree with an emphasis in Science Education Culminating Experience

UNLV Department of Curriculum and Instruction Masters in Education Degree with an emphasis in Science Education Culminating Experience UNLV Department of Curriculum and Instruction Masters in Education Degree with an emphasis in Science Education Culminating Experience The culminating experience for the Masters of Education degree with

More information

Course Syllabus. PED 231: History and Introduction to Physical Education. Winter 2013-2014. Online

Course Syllabus. PED 231: History and Introduction to Physical Education. Winter 2013-2014. Online Course Syllabus PED 231: History and Introduction to Physical Education Winter 2013-2014 Online Instructor: Mr. Greg Bullock Office: LRS 115 E-mail: cbullock@wmcarey.edu Phone: 601-318-6558 (Office) Mission

More information

RN to Bachelor of Science in Nursing DISTANCE LEARNING PROGRAM

RN to Bachelor of Science in Nursing DISTANCE LEARNING PROGRAM RN to Bachelor of Science in Nursing DISTANCE LEARNING PROGRAM Application Packet Contents Admission Requirements Application Guidelines RN to BSN Curriculum Employment Verification Reference Form FAQs

More information

KSPE 7170 FOUNDATIONS OF PHYSICAL EDUCATION 6 SEMESTER HOURS

KSPE 7170 FOUNDATIONS OF PHYSICAL EDUCATION 6 SEMESTER HOURS KSPE 7170 FOUNDATIONS OF PHYSICAL EDUCATION 6 SEMESTER HOURS Dewar College of Education Valdosta State University Department of Kinesiology & Physical Education Conceptual Framework: Guiding Principles

More information

Intro to Graduate Education and Technology ED 500 Spring, 2012 ONLINE Course Outline

Intro to Graduate Education and Technology ED 500 Spring, 2012 ONLINE Course Outline Intro to Graduate Education and Technology ED 500 Spring, 2012 ONLINE Course Outline COURSE INSTRUCTOR: Larry Beard, Ed.D. lbeard@jsu.edu Ph: 256-782-5078 CLASS MEETINGS: OFFICE HOURS: Online Email me

More information

Section Two: Ohio Standards for the Teaching Profession

Section Two: Ohio Standards for the Teaching Profession 12 Section Two: Ohio Standards for the Teaching Profession 1 Teachers understand student learning and development and respect the diversity of the students they teach. Teachers display knowledge of how

More information

EMPORIA STATE UNIVERSITY THE TEACHERS COLLEGE. CLASSROOM MANAGEMENT: ED334 Spring, 2011 Three Hours

EMPORIA STATE UNIVERSITY THE TEACHERS COLLEGE. CLASSROOM MANAGEMENT: ED334 Spring, 2011 Three Hours EMPORIA STATE UNIVERSITY THE TEACHERS COLLEGE CLASSROOM MANAGEMENT: ED334 Spring, 2011 Three Hours Instructor: Steve Neill, Associate Professor Office: Visser Hall 203B Address: Box 4037 Emporia, Kansas

More information

School of Advanced Studies Doctor Of Education In Educational Leadership With A Specialization In Educational Technology. EDD/ET 003 Requirements

School of Advanced Studies Doctor Of Education In Educational Leadership With A Specialization In Educational Technology. EDD/ET 003 Requirements School of Advanced Studies Doctor Of Education In Educational Leadership With A Specialization In Educational Technology The mission of the Doctor of Education in Educational Leadership degree program

More information

Masters of Science (MS) in Educational Psychology

Masters of Science (MS) in Educational Psychology College of Education and Human Development (CEHD) Graduate School of Education (GSE) School of Recreation, Health, and Tourism (SRHT) Masters Programs Teacher Licensure Certification Programs & Advanced

More information

GEORGIA STANDARDS FOR THE APPROVAL OF PROFESSIONAL EDUCATION UNITS AND EDUCATOR PREPARATION PROGRAMS

GEORGIA STANDARDS FOR THE APPROVAL OF PROFESSIONAL EDUCATION UNITS AND EDUCATOR PREPARATION PROGRAMS GEORGIA STANDARDS FOR THE APPROVAL OF PROFESSIONAL EDUCATION UNITS AND EDUCATOR PREPARATION PROGRAMS (Effective 9/01/08) Kelly Henson Executive Secretary Table of Contents Standard 1: Candidate Knowledge,

More information

Master of Education in Educational Leadership. Field Experiences and Internship Handbook

Master of Education in Educational Leadership. Field Experiences and Internship Handbook Master of Education in Educational Leadership Field Experiences and Internship Handbook Together We Shape the Future through Excellence in Teaching, Scholarship, and Leadership College of Education Qatar

More information

THE LINCOLN UNIVERSITY DEPARTMENT OF NURSING COURSE SYLLABUS. INSTRUCTOR: TBA EXTENSION: XXX OFFICE: XXX EMAIL: XXX OFFICE HRS: XXX OTHER: (Hybrid)

THE LINCOLN UNIVERSITY DEPARTMENT OF NURSING COURSE SYLLABUS. INSTRUCTOR: TBA EXTENSION: XXX OFFICE: XXX EMAIL: XXX OFFICE HRS: XXX OTHER: (Hybrid) 1 COURSE NUMBER: NUR325 COURSE TITLE: Transcultural Nursing CREDITS: 3 Credits TERM: Fall/ Spring FORMAT: Hybrid (7-week Hybrid) PREREQUISITES: All Pre-nursing courses Co-Requisites: XXX THE LINCOLN UNIVERSITY

More information

Section 2: Program Summary Economics (CA): Secondary Major and Minor

Section 2: Program Summary Economics (CA): Secondary Major and Minor Section 2: Program Summary Economics (CA): Secondary Major and Minor The University Detroit Mercy (UDM), a Catholic institution whose mission flows from the educational traditions of the Sisters of Mercy

More information

Georgia Regents University College of Education Department of Teacher Education. EDTD 7950A Advanced Topics in Content Area

Georgia Regents University College of Education Department of Teacher Education. EDTD 7950A Advanced Topics in Content Area Georgia Regents University College of Education Department of Teacher Education EDTD 7950A Advanced Topics in Content Area Instructor: Barry Thompson, Ph. D. Phone: 706-729-2495 Office: UH 378 Email: bthompson1@gru.edu

More information

EDUC 9941 01 Summer 2010 1 Models of School Improvement and Reform-EDUC9941-01. Semester Hours 3. Semester/Year Summer 2010

EDUC 9941 01 Summer 2010 1 Models of School Improvement and Reform-EDUC9941-01. Semester Hours 3. Semester/Year Summer 2010 Semester Hours 3 Semester/Year Summer 2010 EDUC 9941 01 Summer 2010 1 Models of School Improvement and Reform-EDUC9941-01 Time/Location Tues. 3:20-9:40/Ed Annex 220 Instructor Office Location Office Hours

More information

Council on Social Work Education. Curriculum Policy Statement for Baccalaureate Degree Programs in Social Work Education

Council on Social Work Education. Curriculum Policy Statement for Baccalaureate Degree Programs in Social Work Education Council on Social Work Education Curriculum Policy Statement for Baccalaureate Degree Programs in Social Work Education B1.0 SCOPE AND INTENT OF THE CURRICULUM POLICY STATEMENT B1.1 This document sets

More information

Assessment Plan Department of Educational Leadership Nathan Weiss Graduate College Kean University

Assessment Plan Department of Educational Leadership Nathan Weiss Graduate College Kean University Assessment Plan Department of Educational Leadership Nathan Weiss Graduate College Kean University Advanced Professional Education s MA in Educational Administration, Post MA in Educational Administration,

More information

Assessment Coordinator: Bill Freese 214 Reid Hall 994 3072

Assessment Coordinator: Bill Freese 214 Reid Hall 994 3072 MSU Departmental Assessment Plan 2009 2010 Department: Education Department Head: Dr. Joanne Erickson Assessment Coordinator: Bill Freese 214 Reid Hall 994 3072 Degrees/Majors/Options Offered by Department

More information

OTTAWA ONLINE EDC-7723 Instructional Design and Evaluation

OTTAWA ONLINE EDC-7723 Instructional Design and Evaluation OTTAWA ONLINE EDC-7723 Instructional Design and Evaluation Course Description Surveys the field of curriculum theory and organizational frameworks for current practices in curriculum development and evaluation,

More information

Framework and Guidelines for Principal Preparation Programs

Framework and Guidelines for Principal Preparation Programs THE FRAMEWORK FOR PRINCIPAL PREPARATION PROGRAM GUIDELINES PENNSYLVANIA DEPARTMENT OF EDUCATION 1 Purpose Of all the educational research conducted over the last 30 years in the search to improve student

More information

EDTC Program Assessment Framework

EDTC Program Assessment Framework EDTC Program Assessment Framework The University of Delaware s Master of Education in Educational Technology (EDTC) program aligns with both of the international standards bodies that inform the design

More information

Professional Education Unit Foundational and Graduate Studies in Education

Professional Education Unit Foundational and Graduate Studies in Education Professional Education Unit Foundational and Graduate Studies in Education Understanding and Conducting Research: Effective Schools (Online) EDD 810 301 Fall 2013 Instructor: L. Jeannie Justice, EdD Office:

More information

PSYC 3200-C Child Psychology 3 SEMESTER HOURS

PSYC 3200-C Child Psychology 3 SEMESTER HOURS PSYC 3200-C Child Psychology 3 SEMESTER HOURS Dewar College of Education Valdosta State University Department of Psychology and Counseling Conceptual Framework: Guiding Principles (DEPOSITS) (adapted from

More information

Course Textbook: Beattie, D. K. (1997). Assessment in art education. Worcester, MA: Davis Publications.

Course Textbook: Beattie, D. K. (1997). Assessment in art education. Worcester, MA: Davis Publications. ARTE 382-Art Education: Content II T/R 3-5:40 p.m. Instructor: Lisa Jameson FAC 300 Office Hours: T/R 1-3 p.m. or by appointment Phone: (859) 572-6659 Email: jamesonl@nku.edu Course Description: Teaching

More information

SOUTHEAST MISSOURI STATE UNIVERSITY

SOUTHEAST MISSOURI STATE UNIVERSITY COURSE SYLLABUS SOUTHEAST MISSOURI STATE UNIVERSITY Department: Elementary, Early, & Special Education Course No.: CE 605 Course: Issues and Trends in Early Childhood Education Revised: Fall 2009 The Teacher

More information

Teacher Education Dispositions

Teacher Education Dispositions Teacher Education Dispositions Role of Dispositions Teaching involves more than effective planning, instructional knowledge, and teaching skills. It also extends to professional dispositions. Dispositions

More information

CLASS MEETING TIME/LOCATION:

CLASS MEETING TIME/LOCATION: QATAR UNIVERSITY COLLEGE OF EDUCATION EDEC 410: Play and the Theory of Movement (2CRS) SEMESTER AND YEAR INSTRUCTOR: OFFICE NUMBER: PHONE: EMAIL: OFFICE HOURS: CLASS MEETING TIME/LOCATION: COLLEGE OF EDUCATION

More information

M.A. Mental Health Counseling

M.A. Mental Health Counseling SOUTHEAST MISSOURI STATE UNIVERSITY DEPARTMENT OF EDUCATIONAL LEADERSHIP AND COUNSELING COURSE SYLLABUS Title of Course: Foundations of School Counseling (3 cr) Course No. CP 630 Revised Spring 2012 Semester:

More information

LU-EdS Handbook. Educational Specialist Degree Handbook

LU-EdS Handbook. Educational Specialist Degree Handbook LU-EdS Handbook Educational Specialist Degree Handbook Revised 8/2012 LU-EdS Handbook Table of Contents EdS Degree Overview EdS Degree Program Options..2 Degree Requirements/Gates of Progress. 3 Graduate

More information

It is the responsibility of each student to read and understand this syllabus.

It is the responsibility of each student to read and understand this syllabus. Building Learning Through Communities, Through Critical Reflection It is the responsibility of each student to read and understand this syllabus. UNIVERSITY OF DAYTON Fall 2012 HSS 111.01 Introduction

More information

PERSPECTIVES ON SPECIAL EDUCATION: EDU 210 Bryn Mawr and Haverford Colleges FALL 2010-2011

PERSPECTIVES ON SPECIAL EDUCATION: EDU 210 Bryn Mawr and Haverford Colleges FALL 2010-2011 PERSPECTIVES ON SPECIAL EDUCATION: EDU 210 Bryn Mawr and Haverford Colleges FALL 2010-2011 INSTRUCTOR: Debbie Flaks CLASS MEETING TIMES: Monday 7:30 10:00pm OFFICE HOURS: To be individually scheduled CELL

More information

The Lincoln University Department of Health Sciences Nursing Program

The Lincoln University Department of Health Sciences Nursing Program The Lincoln University Department of Health Sciences Nursing Program COURSE TITLE: Transcultural Nursing COURSE NUMBER: NUR456 Perspectives CREDIT HOURS 3 PREREQUISITE (S): Admission to the nursing major

More information

Internship Manual Educational Specialist (EdS) Florida Gulf Coast University

Internship Manual Educational Specialist (EdS) Florida Gulf Coast University Internship Manual Educational Specialist (EdS) Florida Gulf Coast University 2 Table of Contents The College of Education Vision... 3 The College of Education Mission... 3 Purpose of the Internship...

More information

Master of Science in Elementary Education http://www.samford.edu/education/graduate-programs.aspx

Master of Science in Elementary Education http://www.samford.edu/education/graduate-programs.aspx Master of Science in Elementary Education http://www.samford.edu/education/graduate-programs.aspx Dear Prospective Graduate Candidate: Thank you for your interest in the Master of Science in Elementary

More information

Master s in Education - Literacy Assessment Plan

Master s in Education - Literacy Assessment Plan Woodring College of Education Preparing thoughtful, knowledgeable, and effective educators for a diverse society Master s in Education - Literacy Assessment Plan Consistent with the Mission Statement of

More information

Research Strategies: Qualitative Methods and Theory

Research Strategies: Qualitative Methods and Theory Course Syllabus LI905XR Research Strategies: Qualitative Methods and Theory Fall Semester 2015 Faculty: Rochelle Rowley E-mail: rrowley1@emporia.edu Primary Phone: (620) 341-5723 Online Course Login: canvas.emporia.edu

More information

School of Advanced Studies Doctor Of Management In Organizational Leadership. DM 004 Requirements

School of Advanced Studies Doctor Of Management In Organizational Leadership. DM 004 Requirements School of Advanced Studies Doctor Of Management In Organizational Leadership The mission of the Doctor of Management in Organizational Leadership degree program is to develop the critical and creative

More information

DEPARTMENT OF NURSING C.W.POST CAMPUS LONG ISLAND UNIVERSITY GRADUATE STUDENT HANDBOOK

DEPARTMENT OF NURSING C.W.POST CAMPUS LONG ISLAND UNIVERSITY GRADUATE STUDENT HANDBOOK DEPARTMENT OF NURSING C.W.POST CAMPUS LONG ISLAND UNIVERSITY GRADUATE STUDENT HANDBOOK C.W. POST CAMPUS DEPARTMENT OF NURSING GRADUATE STUDENT HANDBOOK TABLE OF CONTENTS PAGE MISSION STATEMENT FOR C.W.

More information

Advanced Career Development and Vocational Counseling COUN 607 Summer 2014 Syllabus. Course and Instructor

Advanced Career Development and Vocational Counseling COUN 607 Summer 2014 Syllabus. Course and Instructor Advanced Career Development and Vocational Counseling COUN 607 Summer 2014 Syllabus Course and Instructor Instructor: Aida Midgett, Ed.D., LPC Office hours: by appointment aidamidgett@boisestate.edu Course

More information

Social Psychology PSY 311-601 Syllabus Fall 2014. http://connect.mheducation.com/class/s_savoy_section_601

Social Psychology PSY 311-601 Syllabus Fall 2014. http://connect.mheducation.com/class/s_savoy_section_601 Social Psychology PSY 3-60 Syllabus Fall 204 Professor Sarah Savoy, Ph.D. Department Psychology Office ED Room 25H Phone (936) 468-57 Class Location https://d2l.sfasu.edu/ **Note all student enrolled in

More information

OUR LADY OF THE LAKE UNIVERSITY SCHOOL OF BUSINESS. COURSE OUTLINE Fast Track A-Spring 2011

OUR LADY OF THE LAKE UNIVERSITY SCHOOL OF BUSINESS. COURSE OUTLINE Fast Track A-Spring 2011 OUR LADY OF THE LAKE UNIVERSITY SCHOOL OF BUSINESS COURSE OUTLINE Fast Track A-Spring 2011 COURSE NUMBER: MGMT 4395 TITLE: Business and Society Course Description: The moral and social content of business

More information

DEPARTMENT OF NURSING C.W.POST CAMPUS LONG ISLAND UNIVERSITY UNDERGRADUATE STUDENT HANDBOOK

DEPARTMENT OF NURSING C.W.POST CAMPUS LONG ISLAND UNIVERSITY UNDERGRADUATE STUDENT HANDBOOK DEPARTMENT OF NURSING C.W.POST CAMPUS LONG ISLAND UNIVERSITY UNDERGRADUATE STUDENT HANDBOOK C.W. POST CAMPUS DEPARTMENT OF NURSING UNDERGRADUATE STUDENT HANDBOOK TABLE OF CONTENTS MISSION STATEMENT FOR

More information

LOURDES UNIVERSITY Graduate School Master of Science in Nursing NUR 698 NURSING CAPSTONE

LOURDES UNIVERSITY Graduate School Master of Science in Nursing NUR 698 NURSING CAPSTONE LOURDES UNIVERSITY Graduate School Master of Science in Nursing NUR 698 NURSING CAPSTONE Credit Hours: 3 semester hours Prerequisites: All graduate nursing courses Capstone Advisors: PhD Prepared nursing

More information

OLD DOMINION UNIVERSITY DARDEN COLLEGE OF EDUCATION Dept. Of Educational Curriculum & Instruction [ECI] Norfolk, VA 23529-0161.

OLD DOMINION UNIVERSITY DARDEN COLLEGE OF EDUCATION Dept. Of Educational Curriculum & Instruction [ECI] Norfolk, VA 23529-0161. OLD DOMINION UNIVERSITY DARDEN COLLEGE OF EDUCATION Dept. Of Educational Curriculum & Instruction [ECI] Norfolk, VA 23529-0161 Syllabus Instructor: Dr. Lee Manning Office: 249-7 Educ. Phone: (757) 683-5714

More information

Summer Institute for Intercultural Communication

Summer Institute for Intercultural Communication Summer Institute for Intercultural Communication SYLLABUS: Academic Credit Fall 2015 Class #: Course #: ELP 410 for Undergraduates ELP 510 for Graduates (U) or (G) Session I A, 7/13-7/17, 3 quarter credits

More information

CI 6337 Leadership in Higher Education COURSE SYLLABUS Spring 2010

CI 6337 Leadership in Higher Education COURSE SYLLABUS Spring 2010 CI 6337 Leadership in Higher Education COURSE SYLLABUS Spring 2010 Course Description This course is designed to examine organizational theory, models, polices, governance and management processes, leadership

More information

Henderson State University Teachers College Department of Advanced Instructional Studies Educational Leadership

Henderson State University Teachers College Department of Advanced Instructional Studies Educational Leadership 1 Henderson State University Teachers College Department of Advanced Instructional Studies Educational Leadership A. Course Title: EDL 7633 Curriculum Alignment and Assessment B. Catalog Description: This

More information

Rubric for Evaluating North Carolina s Instructional Technology Facilitators

Rubric for Evaluating North Carolina s Instructional Technology Facilitators Rubric for Evaluating North Carolina s Instructional Technology Facilitators Standard 1: Instructional Technology Facilitators demonstrate leadership. Not Demonstrated Developing Proficient Accomplished

More information

Northern Kentucky University College of Education and Human Services EDG 661 Research Methods in Applied Behavior Analysis 3 Credit hours

Northern Kentucky University College of Education and Human Services EDG 661 Research Methods in Applied Behavior Analysis 3 Credit hours Northern Kentucky University College of Education and Human Services EDG 661 Research Methods in Applied Behavior Analysis 3 Credit hours "Committed to the Development of All Learners" Committed to the

More information

PSYCH 7020 A 20280 Conditions of Learning 3 Semester Hours, Spring, 2014

PSYCH 7020 A 20280 Conditions of Learning 3 Semester Hours, Spring, 2014 PSYCH 7020 A 20280 Conditions of Learning 3 Semester Hours, Spring, 2014 Dewar College of Education Valdosta State University Department of Psychology and Counseling Conceptual Framework: Guiding Principles

More information

UNIVERSITY OF SAINT MARY GRADUATE EDUCATION PROGRAMS

UNIVERSITY OF SAINT MARY GRADUATE EDUCATION PROGRAMS UNIVERSITY OF SAINT MARY GRADUATE EDUCATION PROGRAMS The Mission and Vision of the Professional Education Unit The mission of the education unit reflects the university mission: the education unit educates

More information

Introduction to Social Work and Social Welfare Social Work 140 Spring 2015 Lewis Clark State College Darci M. Graves, LMSW

Introduction to Social Work and Social Welfare Social Work 140 Spring 2015 Lewis Clark State College Darci M. Graves, LMSW Phone: 208-792-5272 Office: Spalding Hall 278 Office Hours: Tuesday/Thursday 2:00-3:00 E-mail: dmgraves@lcsc.edu Introduction to Social Work and Social Welfare Social Work 140 Spring 2015 Lewis Clark State

More information

OSU CASCADES. Master of Arts in Teaching Program ESOL Endorsement and/or Middle and High School Education Program Winter 2014

OSU CASCADES. Master of Arts in Teaching Program ESOL Endorsement and/or Middle and High School Education Program Winter 2014 1 OSU CASCADES Master of Arts in Teaching Program ESOL Endorsement and/or Middle and High School Education Program Winter 2014 TCE 573 Instructional Approaches for ESOL/Bilingual Education (3 credits)

More information

ED 666 ~ Advanced Educational Psychology ~ Karen L. Macklin

ED 666 ~ Advanced Educational Psychology ~ Karen L. Macklin UAS CTE graduates will be informed, reflective, and responsive teachers within diverse classroom, school, and community contexts ED S631 Advanced Educational Psychology - Course Syllabus Karen L. Macklin,

More information

SECTION 5: MASTER OF EDUCATION DEGREE

SECTION 5: MASTER OF EDUCATION DEGREE SECTION 5: MASTER OF EDUCATION DEGREE Beginning with the summer session in 1954, a fifth-year program of teacher education leading to the degree Master of Teaching was instituted at Northwestern Oklahoma

More information

School of Advanced Studies Doctor Of Management In Organizational Leadership/information Systems And Technology. DM/IST 004 Requirements

School of Advanced Studies Doctor Of Management In Organizational Leadership/information Systems And Technology. DM/IST 004 Requirements School of Advanced Studies Doctor Of Management In Organizational Leadership/information Systems And Technology The mission of the Information Systems and Technology specialization of the Doctor of Management

More information

Revisioning Graduate Teacher Education in North Carolina Master of Arts in Elementary Education Appalachian State University

Revisioning Graduate Teacher Education in North Carolina Master of Arts in Elementary Education Appalachian State University Revisioning Graduate Teacher Education in North Carolina Master of Arts in Elementary Education Appalachian State University A. A description of how the proposed program has been revisioned to reflect

More information

Designing and Implementing Programs for Children and Young Adults

Designing and Implementing Programs for Children and Young Adults Course Syllabus LI857XI/XJ Designing and Implementing Programs for Children and Young Adults Fall Semester 2014 Faculty: Janet Capps, Ph.D. E-mail: jcapps1@emporia.edu Primary Phone: (620) 341-5344 Online

More information

ASU College of Education Department of Curriculum and Instruction EDG 6331 Role of the School Counselor Fall A 2015 Course Syllabus

ASU College of Education Department of Curriculum and Instruction EDG 6331 Role of the School Counselor Fall A 2015 Course Syllabus ASU College of Education Department of Curriculum and Instruction EDG 6331 Role of the School Counselor Fall A 2015 Course Syllabus Table of Contents Course Description... 1 Learning Objectives and Outcomes...

More information

Program Report for the Preparation of Reading Education Professionals International Reading Association (IRA)

Program Report for the Preparation of Reading Education Professionals International Reading Association (IRA) Program Report for the Preparation of Reading Education Professionals International Reading Association (IRA) NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER EDUCATION 1: COVER SHEET 1. Institution Name

More information

University of Massachusetts Lowell Graduate School of Education Issues, Mandates, and Ethics in Special Education - 05.

University of Massachusetts Lowell Graduate School of Education Issues, Mandates, and Ethics in Special Education - 05. University of Massachusetts Lowell Graduate School of Education Issues, Mandates, and Ethics in Special Education - 05.502 Spring 2013 Instructor: Ellen J. OʼBrien, Ed.D. Phone: 413.441.2455 (cell) Email:

More information

OTTAWA ONLINE EDC-7683 Instructional Theory and Strategy in Technology Integration

OTTAWA ONLINE EDC-7683 Instructional Theory and Strategy in Technology Integration OTTAWA ONLINE EDC-7683 Instructional Theory and Strategy in Technology Integration Course Description Focus on development and implementation of educational technological policies that systematize the

More information

EDUCATION SPECIALIST IN EDUCATIONAL LEADERSHIP

EDUCATION SPECIALIST IN EDUCATIONAL LEADERSHIP EDUCATION SPECIALIST IN EDUCATIONAL LEADERSHIP SCHOOL OF EDUCATION 56 Available on the Jackson, Germantown and Hendersonville Campuses; in School Reform available online The purpose of the Education Specialist

More information

Additional Qualification Course Guideline Special Education, Specialist

Additional Qualification Course Guideline Special Education, Specialist Additional Qualification Course Guideline Special Education, Specialist Schedule D Teachers Qualifications Regulation April 2014 Ce document est disponible en français sous le titre Ligne directrice du

More information

CALIFORNIA STATE UNIVERSITY, SAN MARCOS SCHOOL OF EDUCATION

CALIFORNIA STATE UNIVERSITY, SAN MARCOS SCHOOL OF EDUCATION CALIFORNIA STATE UNIVERSITY, SAN MARCOS SCHOOL OF EDUCATION International Baccalaureate Primary Years Program Teacher Studies and Preparation: From Instruction to Action EDUC 631 Fall 2012 Professor: Laurel

More information

Graduate Teaching Area Program Revisioning Blueprints

Graduate Teaching Area Program Revisioning Blueprints Graduate Teaching Area Program Revisioning Blueprints Institutions are required to submit to the State Board of Education by July 1, 2010 blueprints of their proposed graduate teaching area programs that

More information

TOOL KIT for RESIDENT EDUCATOR and MENT OR MOVES

TOOL KIT for RESIDENT EDUCATOR and MENT OR MOVES Get to Know My RE Observe Collect Evidence Mentor Moments Reflect Review Respond Tailor Support Provide Provide specific feedback specific Feedback What does my RE need? Practice Habits Of Mind Share Data

More information

SOUTHEAST MISSOURI STATE UNIVERSITY

SOUTHEAST MISSOURI STATE UNIVERSITY COURSE SYLLABUS SOUTHEAST MISSOURI STATE UNIVERSITY Department: Elementary, Early, and Special Education Course No. CE 614 Course: Family / School Partnerships in Early Childhood Revised: Spring 2012 and

More information

Advanced Candidate/Student Handbook Master s Degree Programs in Elementary and Secondary Education

Advanced Candidate/Student Handbook Master s Degree Programs in Elementary and Secondary Education Idaho State University College of Education Department of Teaching and Educational Studies Advanced Candidate/Student Handbook Master s Degree Programs in Elementary and Secondary Education Pocatello,

More information

Psychology 6240: Comprehensive School Counseling Programs

Psychology 6240: Comprehensive School Counseling Programs Psychology 6240: Comprehensive School Counseling Programs Spring Semester 2015 Thur. 4:30-7:00 PM Instructor: Kris Hart, M.ED Office: Mountain Crest High School (435) 245-6096 FAX: (435) 245-3670 Home:

More information

Northern Kentucky University COU 602 Orientation to Professional School Counseling (3 Credits) Department of Counseling, Social Work, and Leadership

Northern Kentucky University COU 602 Orientation to Professional School Counseling (3 Credits) Department of Counseling, Social Work, and Leadership 1 Northern Kentucky University COU 602 Orientation to Professional School Counseling (3 Credits) Department of Counseling, Social Work, and Leadership Instructor: Phone Office E-mail Mailbox Location -

More information

Siena Heights University at Kellogg Community College MGT 360: Human Resources Management (HRM)

Siena Heights University at Kellogg Community College MGT 360: Human Resources Management (HRM) Siena Heights University at Kellogg Community College MGT 360: Human Resources Management (HRM) Faculty Name: Office Hours: Phone Numbers: Jeanne Doonan (pronounced do none ) By appointment Office: (269)

More information

QATAR UNIVERSITY COLLEGE OF EDUCATION COURSE NUMBER: EDUC 315 COURSE TITLE: CHILD DEVELOPMENT YEAR AND SEMESTER: CLASS MEETING TIME/LOCATION:

QATAR UNIVERSITY COLLEGE OF EDUCATION COURSE NUMBER: EDUC 315 COURSE TITLE: CHILD DEVELOPMENT YEAR AND SEMESTER: CLASS MEETING TIME/LOCATION: INSTRUCTOR: EMAIL: OFFICE NUMBER: SEMESTER AND YEAR OFFICE HOURS: PHONE: CLASS MEETING TIME/LOCATION: COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK Together We Shape the Future through Excellence in Teaching,

More information

THE LINCOLN UNIVERSITY DEPARTMENT OF NURSING COURSE SYLLABUS

THE LINCOLN UNIVERSITY DEPARTMENT OF NURSING COURSE SYLLABUS THE LINCOLN UNIVERSITY DEPARTMENT OF NURSING COURSE SYLLABUS COURSE NUMBER: NUR 320 COURSE TITLE: Patient Education CREDITS: 3 Credits TERM: Spring/Fall PREREQUISITES: All Pre-nursing courses Co-Requisites:

More information

EDF 6211 Educational Psychology

EDF 6211 Educational Psychology EDF 6211 Educational Psychology Instructor: Dr. Sharon McGee Time: Tuesday 5:00-7:40 Home: 305-253-8757 Email: smcgee@dadeschools.net Room: GC 285 Office Hours: Before and after class General Course Description

More information

EDUC 660. Organization and Administration of School Counseling Programs

EDUC 660. Organization and Administration of School Counseling Programs EDUC 0 Organization and Administration of School Counseling Programs *Note: All content provided in the professor s notes, course chart and course syllabus are based on the professor s opinion and may

More information

Master s in Educational Leadership Ed.S. in Administration and Supervision

Master s in Educational Leadership Ed.S. in Administration and Supervision Master s in Educational Leadership Ed.S. in Administration and Supervision Austin Peay State University Professional Educational Standards, TILS Standards, and NCATE Standards Austin Peay State University

More information

OTTAWA ONLINE PLS-40300 Leadership in Law Enforcement

OTTAWA ONLINE PLS-40300 Leadership in Law Enforcement OTTAWA ONLINE PLS-40300 Leadership in Law Enforcement Course Description Analysis of effective leadership in law enforcement by examining critical skills, knowledge and traits required to succeed at all

More information

BRENNAN SCHOOL OF BUSINESS DOMINICAN UNIVERSITY GSB 701-99 COST & MANAGEMENT ACCOUNTING Fall 2014

BRENNAN SCHOOL OF BUSINESS DOMINICAN UNIVERSITY GSB 701-99 COST & MANAGEMENT ACCOUNTING Fall 2014 THIS IS A DRAFT SYLLABUS THAT WILL CHANGE SUSTANTIALLY BECAUSE THE COURSE WILL BE TAUGHT ONLINE USING CANVAS. THE INFORMATION ABOUT THE TEXTBOOK AND STATED ASSIGNMENTS IS CORRECT. THE INTERACTIVE PART

More information

Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Enrollment 6 - - - - 1 33 Degrees Awarded 2 - - - - - - 1

Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Enrollment 6 - - - - 1 33 Degrees Awarded 2 - - - - - - 1 Principalship MED Enrollment and Graduate History Data in PED Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Enrollment 6 - - - - 1 33 Degrees Awarded 2 - - - - - - 1 Program description The Master

More information

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK September 2014 Authorized for Distribution by the New York State Education Department This test design and framework document

More information

Introduction to Sociology (SOC 137.500) Online

Introduction to Sociology (SOC 137.500) Online Introduction to Sociology (SOC 137.500) Online Jerry Williams, Professor Department of Social and Cultural Analysis Stephen F. Austin State University Nacogdoches, Texas 75962 E- Mail: jwilliams@sfasu.edu

More information

Faculty: Sabine Seymour, seymours@newschool.edu, Office hours by email

Faculty: Sabine Seymour, seymours@newschool.edu, Office hours by email Syllabus Parsons The New School for Design ADHT Skin as Metaphor, Theory of Fashionable Technology PGTE 5525A; CRN: 7337 3 credits, Academic Elective Fall 2012 Time: Wednesday, 3:50 5:30, Room: 66 5 th

More information

Intro to Public Relations COM 777, Fall 2011. Course Syllabus

Intro to Public Relations COM 777, Fall 2011. Course Syllabus 1 Instructor McLemore Hall, Lab156 Tel: 601-818-9311 Email: thtdream1990@gmail.com Class Time Thursday: 6:30 pm- 9:15 pm Course Prerequisite(s) Basic knowledge on Public Relations Credit Hours This course

More information

Dewar College of Education and Human Services Valdosta State University Department of Curriculum, Leadership, and Technology

Dewar College of Education and Human Services Valdosta State University Department of Curriculum, Leadership, and Technology Dewar College of Education and Human Services Valdosta State University Department of Curriculum, Leadership, and Technology CIED 7060 Curriculum, Instruction, and Technology Integration 3 SEMESTER HOURS

More information

Angelo State University Department of Psychology, Sociology, and Social Work SWK 2307: Introduction to Social Work

Angelo State University Department of Psychology, Sociology, and Social Work SWK 2307: Introduction to Social Work Page 1 of 8 Angelo State University Department of Psychology, Sociology, and Social Work SWK 2307: Introduction to Social Work Course Dates, Time, and Location Summer Session I, 2016: June 6, 2016 to July

More information

Leadership and Learning: The Journey to National Accreditation and Recognition

Leadership and Learning: The Journey to National Accreditation and Recognition VOLUME 31, NUMBER 4, 2013 Leadership and Learning: The Journey to National Accreditation and Recognition Lisa Bertrand, EdD Professor and Program Coordinator Department of Educational Leadership and Counseling

More information

Joint Doctoral Program Doctor of Education Educational Leadership

Joint Doctoral Program Doctor of Education Educational Leadership Joint Doctoral Program Doctor of Education Educational Leadership Course Number EDLD 715 / EDS 282 Leadership for a Diverse Society UH 440 Professor: Manuel Vargas, PhD Phone: 760.750.8535 E-Mail: mvargas@csusm.edu

More information

Instructional Technology Capstone Project Standards and Guidelines

Instructional Technology Capstone Project Standards and Guidelines Instructional Technology Capstone Project Standards and Guidelines The Committee recognizes the fact that each EdD program is likely to articulate some requirements that are unique. What follows are a

More information

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK September 2014 Authorized for Distribution by the New York State Education Department This test design and framework document

More information

BAKER COLLEGE SCHOOL OF NURSING

BAKER COLLEGE SCHOOL OF NURSING BAKER COLLEGE SCHOOL OF NURSING Graduate Nursing Handbook OVERVIEW MISSION, PHILOSOPHY AND PROGRAM OUTCOMES School of Nursing Mission The mission of the Baker College School of Nursing is to prepare graduates

More information

SOUTH DAKOTA BOARD OF REGENTS Revision to General Education Requirements

SOUTH DAKOTA BOARD OF REGENTS Revision to General Education Requirements SOUTH DAKOTA BOARD OF REGENTS Revision to General Education Requirements NOTE: This process does not include approval for the development of a new course. If the proposal does include the development of

More information