Course Development Manual

Transcription

1 Course Development Manual 1079 West Morse Boulevard Suite B Winter Park Florida Phone: Fax: Fax:

2

3 Teacher Education University Course Development Guide Welcome! Teacher Education University is honored that you are interested in becoming a course author for the University. This guide will offer you information on what the University expects from its course authors and how courses are reviewed after the initial course development process. We ask that you take time to read the University s Course Development Guide and become familiar with the Teacher Education University s online pedagogy and course development process. If at any time you have questions about the process, please feel free to contact the University s Academic Programs Director or Chief Education Officer (CEO) at About Teacher Education University In the early 1980s, Kenneth Miller founded the Continuing Education Institute, the original name of the Teacher Education Institute, in Winter Park, Florida. The Continuing Education Institute started out with one course in the catalog, Teacher Effectiveness Training, which was co-written by Kenneth Miller. The course was marketed in the state of Florida but eventually the Continuing Education Institute s reach expanded into additional states in the East. In 1992, the company was incorporated and the name was changed to Teacher Education Institute (TEI). Continuing Education Institute was founded in an effort to offer quality graduate education to teachers. In its 14 years of incorporated operation, Teacher Education Institute has trained over 150,000 teachers, with over 11,000 students participating in online learning. TEI s course catalog now has 30 graduate courses available online in 13-week long classes or in the classroom, in which students meet for either two weekends or 5 weekdays. Teacher Education Institute has held partnerships with 16 universities in the past two and a half decades, and currently maintains partnerships with 6 universities across the country. Each of TEI s classes allows teachers to earn 3 graduate credits from one of the partnering universities. In 2005, as a result of students inquiring about obtaining an online master s degree from Teacher Education Institute, the idea for Teacher Education University was created. Following the philosophy of TEI, the University would provide relevant online graduate level degrees for educators. After a year of research regarding online universities, including surveying TEI participants on the degrees they would be interested in, representatives from Teacher Education Institute met with the Florida Department of Education Commission for Independent Education to obtain a provisional license for Teacher Education University. On December 15, 2005, Teacher Education University was granted a

4 provisional license by the Commission for Independent Education. With the license granted, the Teacher Education Institute and Teacher Education University staff finalized plans to offer three online graduate degrees designed specifically for educators: Masters of Education: Concentration in Instructional Strategies Masters of Educational Leadership Masters of Educational Technology These three degrees were selected as they were the most requested degrees from TEI course surveys and other research conducted by TEI staff. Teacher Education University Philosophy Teacher Education University designs courses around generally accepted learning principals, including those from Bloom (Taxonomy of educational objectives. Published by Allyn and Bacon, Boston, MA. Copyright (c) 1984 by Pearson Education.), Gardner; ( retrieved May 17, 2007), Vygotsky (1962, Thought and language. Cambridge, MA: M.I.T. Press) and Moursund Retrieved May 17, Courses include activities at all levels of Bloom s Taxonomy, focusing on higher order thinking skills. Following Gardner s Theory of Multiple Intelligences, subject matter is presented with assignments that allow students to create products speaking to each intelligence. Moursund s emphasis on using technology as a tool for instruction and learning rather than as the center of instruction is the foundation for the University s use of online websites, s and forum postings. All use of the technology is to instruct, measure students learning, and to model how technology is best used in the real educational settings. For Example: o Use word processing software and for verbal / linguistic intelligence o Use spreadsheets and collect data for logical / mathematical intelligence o Design graphic organizers for visual / spatial intelligence o Participate in a forum for interpersonal intelligence The University is aware of the studies of Kurt Lewin (1951, Field theory in social science; selected theoretical papers. D. Cartwright (ed.). New York: Harper & Row.) showing that human behavior is affected by the environment. Courses are designed to encourage students to interact with each other and the instructor. By sharing successes and challenges with coursework and with implementing the strategies into their classroom, students learn from each other. In the online environment this is accomplished by establishing the learning community through the Forums.

5 Assignments are often project based, with students adjusting the parameters to meet the needs of their individual educational setting. In accordance with these theories Teacher Education University believes the following about learning: Much learning takes place outside the traditional classroom Learners that select to participate in online courses are usually mature and motivated by their interest in the subject or earning a credential or degree The professor in an online course is a facilitator of learning, guiding and encouraging the student with feedback and motivation Adult learners learn best by applying knowledge and theories to real life applications, such as their current situation or job Frequent interaction between the Professor and student for feedback and questions is critical Creating a community of learning between the students and the professor is important With these core beliefs in mind, each of the online courses are designed and presented focusing on the success of the student. All Teacher Education University students are adult learners K-Postsecondary educators and the majority are motivated to earn their degree to progress farther in their career. All Teacher Education University courses are instructor led and include: A syllabus for the course A grade sheet for the student to track his or her progress Modules that include information that supplements the textbook and links to current, relevant Web sites Assignments in the form of projects and reflections with a corresponding rubric to convey to students exactly how the assignment will be graded Printed textbook An online Forum To ensure that the student is an informed consumer, their first interaction with the course is through the course syllabus. Each syllabus states both the overall course objectives and the objective(s) for each course module. Allowing students to see both the overall and individual objectives provides an opportunity to better understand the learning outcomes and expectations for the course. In addition to the objectives, syllabi contain descriptions of assignments so students are aware of the type of work that will be expected. Students are required to log in to their online classroom weekly to read module contents, textbook page assignments, and corresponding websites. Students then complete module assignments which include written reflections on module content, textbook and corresponding website readings, and activities integrating course content into practical application. They are expected to focus on how this information can be applied to inform and modify teaching in their classroom

6 situation. All assignments are ed to the professor and/or posted to the forum for the professor to evaluate, give feedback, reinforcement, and encouragement. The course culminates with students completing a capstone project and/or exam derived from of the learning outcomes for the course. The weekly and culminating projects, along with the reflections, help students apply and evaluate the new information in their own professional setting. Project assignments are designed to be applicable to the students individual professional educational field. This allows students to choose a project that they can use immediately in their current educational setting and/or the job they are striving towards upon completion of the degree program. Professors interact with each student weekly, or as frequently as needed, to answer questions about assignments and to assist them in linking new knowledge to current and/or future job situation. This interaction strengthens the bond between the Teacher Education University instructors and students motivating students to complete their courses and degrees in this online environment. Teacher Education University only offers Graduate Degrees in the field of education consequently all students have earned at the minimum of a bachelor s degree. Course authors should be aware that students enrolled in Teacher Education University courses are mostly likely employed as a classroom teacher or in an educational setting. With this in mind, all courses are written with the assumption that the target audience has prior knowledge and experiences to understand the new concepts that will be presented. Teacher Education University curriculum focuses on the expectation that enrolled professionals will gain a knowledge base and skills to better meet the needs of their K- postsecondary students. Success in this program should result in the advancement of University students educational careers. Each course begins with an Introduction assignment. In this assignment, students introduce themselves and give some personal and professional background either via or posting to the class forum. This assignment serves two purposes. Purpose number one is to establish a method for professors to accumulate background information on students. This allows professors to personalize communication in responses to assignments throughout the course. Professors also use the information to keep students focused on the goal of completing their degree programs. Purpose two is to establish a mechanism for students to connect to and become a member of a learning community. Coursework is organized into modules, which in a face-to-face setting would correlate to weekly class activities. By chunking the course into smaller, weekly sections course authors help students accomplish their goals in a step-by-step manner, which instills the feeling of accomplishment and achievement.

7 Each course is designed around one or two specific objectives which focus on practical application of educational theory. Class activities may include: Textbook and online readings that emphasize how the concepts apply to real life situations and vignettes describing teachers employing the concepts. Assignments which integrate concepts into student s specific educational settings. Students must earn a final grade of a B in the course, therefore must successfully complete the number of assignments to earn a B. Students module reflections on what was learned and how the skill or strategy can positively be integrated in their classroom are ed to the professor or posted on class forum. The modules move sequentially starting with the introductory information on the overall course objective and culminating with a course capstone project and/or exam. This step-by-step approach helps students increase their Zone of Proximal Development and builds on new knowledge. Professors have the opportunity, through reviewing weekly modules assignments, to evaluate student performance and content understanding. In addition to scoring and commenting on correct responses professors can when necessary assist students in revising and resubmitting assignments, to assure understanding of the content thereby increasing their knowledge base. Because each module focuses on specific objectives that relate to and build upon the previous module, professors can use examples from previous modules in assisting students. Learning styles fall into three categories: Visual Auditory Kinesthetic Course developers take steps to integrate activities that will meet the needs of the visual, auditory and kinesthetic learner. Teacher Education University courses that include the course module content, text and web links appeal to those who are visual learners. In addition to reading the printed and Web based material, students are encouraged to engage peers and their K-postsecondary students in conversations about topics covered in coursework. To meet the needs of auditory learners Teacher Education University further encourages students to communicate with classmates, peers in their field and to practice concepts in their educational settings. Each course contains at least one long term project where the students learn by doing. These projects allow the students to experience a concept then apply it to their specific educational setting. For example in the Action Research course students may complete an action research project about ESOL methods, the most effective communication methods to increase parent involvement, or the effects of handheld computers on student attendance. The forum postings often encourage students to share what

8 has been successful in their specific settings and teach each other about new methods, strategies and resources. Sharing and informal teaching experiences allow the students to both synthesize and evaluate information from each module. Course Development Teacher Education University prides itself in offering quality, instructor-led online courses. Each Teacher Education University course is designed to help students meet a set of objectives to ensure attainment of the program competencies providing the University student with the knowledge and skills necessary to be an effective leader in their chosen educational field. A new course is developed when the University s administration and committees perceive the need to add new competencies to a program or the addition of a new University master level program. By becoming a Teacher Education University course author, you are joining the ranks of a group of course authors of online courses that have over a 90% student completion rate! One of the reasons for the success of our courses is that all University courses follow a specific format combining student participation, relevant information, and development of a learning community. As you write your course, please follow the information provided in the University s Course Development Guide. Teacher Education University makes the decision to add new programs and needed courses through analyzing survey responses from the University s and/or Teacher Education Institute students, and trends in education. Information for additional programs and courses is derived from expressed interest from the community and calls from potential students. The University s Executive Committee made the decision to offer the course you are invited to write. Although there is a high probability that your course will be accepted, the invitation to write does not imply automatic approval of your course as written. All courses submitted to be added to the University s catalog must successfully complete the approval process meeting all committees expectations and requirements. Courses submitted without specific invitation by the University are not guaranteed entrance into the approval process. Interested course authors are requested to contact the Chief Education Officer prior to submitting courses to the University. ALL courses must successfully complete the approval process prior to being considered for inclusion in the University s catalog. The preferred method for course submission is to receive an invitation from the University and to receive and accept a course development contract in which you will agree to: Read and follow the Teacher Education University s Course Development Manual

9 Use the materials supplied to you by the University which include: general course description, syllabus, and textbook Write the course using the approved University format listed in this manual for online courses and adhere to current APA style Submit the course within 90 days from the date of the signed contract to the Academic Programs Director who will initiate the review process Write course revisions as recommended by the University s committees Teach the course the first term that the course is offered and make any necessary changes based on course evaluations and personal observations. Considerations about Adult Learning Online Teaching online courses is somewhat different from teaching students in face-toface courses. Online courses offer University students a convenient, flexible, effective and efficient format to obtain a master s degree. Most online students are independent learners. Research about online learners suggests that they are motivated by their interest in the given subject and in earning a higher degree (in their chosen field. Online students are usually described as self-starters, selfdirecting, and self sustaining; therefore, they are motivated and take responsibility for completing their degree. Many online students bring a wealth of real life experiences to their course of study and accept the challenge of a curriculum that evokes problem-solving skills. Using these life experiences as a foundation, online students are able to synthesize course concepts and analyze underlying principles identified in the course modules. Such metacognition skills help students develop a deeper understanding of a given theory and to see practical applications for this theory in their educational settings. Course Delivery All Teacher Education University courses are instructor-led. The role of the online instructor is to provide feedback to the student on how they are progressing in their course work. Instructors individualize the course experience by supplying additional information or resources pertinent to individual student s particular settings or needs. If needed, students can also obtain assistance in using the technology required for taking an online course by contacting the University office. The University monitors student retention and completion for all programs. Students have been known to drop out of college online courses due to issues such as isolation, disconnectedness, technological problems, and low level assignments (Willging & Johnson, 2004). While course authors have little or no control over students technology issues, they can help students become a part

10 of an online learning community and be engaged in the content. Developing a sense of community and connection between the instructor and classmates happens by using the course forum format in the course design. Many students enroll in an online program with a preconceived notion of an online program that may or may not be realistic. Course authors must guide students and offer the tools necessary to complete assignments that relate to the course and the student s program of study. In short, course authors should: Organize course content that will help students create a study schedule Provide links and resources that will help students further comprehend the content Develop lesson activities that have application to the student s current professional setting Develop course content and materials relative to the educational positions for which students are preparing to enter By following Teacher Education University s proven course development format, you as a course author will help students succeed. Teacher Education University strives to uphold its mission statement and attainment of its institutional objectives in all of its operations, policies, and procedures. As a course author it is important that your course support Teacher Education University s mission statement and institutional objectives. Teacher Education University Mission Statement Teacher Education University s mission is to provide innovative, quality, professor-led online graduate programs for professional educators by promoting the use of reasoned judgment in meeting the needs of K-postsecondary students, practical application of current research in educational theory, and development of skills to be change agents and educational leaders. University Objectives To offer individualized student learning experiences with instructor-led online learning. To provide students with the tools to be educational leaders through a curriculum that balances theory and practice and utilizes current resources and research in the field. To build and sustain an active community of learners by using standard online accepted practices. To demonstrate academic accountability by requiring students to submit assignments specific to their professional setting. To encourage program completion to meet students educational goals. To provide graduates who demonstrate the specialized skills desired by employers in their professional field.

11 To positively impact educational communities and to maintain accountability to the public. To become recognized leaders in providing relevant online courses for educators. A more in-depth understanding of each of the University s institutional objectives is found in Appendix A. It is expected that each course author clearly understands the University s mission and institutional objectives and formulates the course to support the University s mission and objectives. Once you have a clear understanding of Teacher Education University s mission statement and institution objectives (Appendix A), it is time to review the program (s) objectives in which your new course will be offered. It is your responsibility as course author to make sure all University and program(s) objectives are understood and considered before beginning to develop the specific objectives for your course. Teacher Education University s suggested steps for writing a new course include first developing clear, concise course objectives; developing the appropriate assignment to assess that these objectives were taught in the course; then follow the given steps for developing individual modules for the relaying of the theory and application of principles for your course. Teacher Education University has several resources available to ensure that your course objectives meet the University s acceptance, including: Preparing Instructional Objectives. (1997) by Robert Mager; and Test Better, Teach Better; The Instructional Role of Assessment (2003) by W. James Popham. Some other sites that may assist you in developing appropriate course objectives include the following sites: Identifying Desired Results and Developing Essential Questions Developing Course Objectives Writing Course Objectives and Program Objectives Scoring Rubrics / Scoring Guide Writing Course Objectives Instructional objectives state the competencies students should acquire by completing a given course. Instructional objectives for all the courses in a program compose the set of competencies a student needs to master to perform successfully in the given field. Your task as course author is to develop course objectives using clear statements that accurately indicate what students are to know by the end of the semester. These objectives must be clear, concise, and

12 able to be evaluated to determine what students have gained by taking your course. On the other hand, it is important that the course objectives not be so specific as to interfere with creativity on the part of the students. Your course objectives are written in terms of what the student will be able to do and know by the end of the course and not what the instructor will teach. These objectives should use words that convey a clear message about what is expected and not leave questions about your required outcomes. Mager (1997) notes that the objectives developed for a course should communicate clear performance statements that include the main intent with an indicator of behavior stated in the simplest and direct manner. The conditions/criterion students need to meet are expressed clearly and a rubric is developed to explain realist expectations. In writing these clear and easily understood objectives, you as the course author must keep in mind Bloom s Taxonomy and the three basic domains on how students learn. Bloom s Revised Taxonomy Writing Objectives Using Bloom s Taxonomy Develop Course Assessment The next step in writing your course is to develop an appropriate course assessment based on the course objectives. Clear assessment measures express how you will quantify the level of competency students reach on the course objectives listed in the syllabus. The assessment can take many forms such as a test, capstone project, or research paper. Popham (p.60) indicates that the course assessment should reflect instructional decisions on the importance/weight of each objective, with valid test-based inferences used in developing the end of course assessment. Popham stresses that the assessment is developed first and then the course text is developed. If creating a capstone project as the end of course assessment following Gardner s, Vygotsy, and Moursund s learning principals, the student should develop and demonstrate research and analytical skills achieved through your course. The goal of the capstone project is for the student to apply the skills and competencies they have acquired from your course in a profession setting. This project should contribute to the student s knowledge of a problem (interpretive, pedagogical, theoretical, etc.) and represent a culmination of the information presented in the course. In the capstone project the student should demonstrate: Ability to develop a problem and provide research from the course module or from their own research on the topic

13 Knowledge of recent trends based on the given theory of the course and apply relevant aspects of the theory to their project Ability to use material from the course and methods to answer the problem they have developed Mature academic writing skills following current APA standards Once an appropriate end of course assessment has been developed, you will need to develop a rubric to assist students in understanding the scoring criteria. All assignments students complete for Teacher Education University courses are evaluated using a rubric. A rubric is a set of categories which define and describe the important components of the work being completed, critiqued, or assessed. Each category contains a gradation of levels of completion or competence with a score assigned to each level and a clear description of what criteria need to be met to attain the score at each level. As an assessment tool, rubrics allow for complex critiques of multimedia projects, presentations, written reports, and other classroom work. Since the criteria for assessment is clearly defined, teachers and students share a common understanding of the project goals and criteria, and the various levels of completing the defined criteria. Rubrics also allow for various modes of assessment. Using the rubric, the course instructor can assess projects, student groups, or individual students; and students can use the rubric for selfassessment as individuals or in groups, and also for peer assessment. Each rubric should be designed to meet the specific elements required for your assessment. The following web sites can assist you in developing an appropriate rubric system for your course: Scoring Rubrics/Scoring Guides Assessment and Rubric Information Create Rubrics for your Project-based Learning activities Why Use A Rubric? RubiStar Rubric Builder If you decide to create an exam for the end of class assessment, DETC (p. 81) suggests the following five elements be followed in the test/examination process: Decide what to test Determine the value of the test Identify the required level of student learning Select the type of test questions to use

14 Perform statistical analysis of the test questions for both test validity and reliability Practical ideas for test development Construction of Objective Tests Tips on Testing Course Content It is now time to develop modules for your course. Modules are the delivery format for the course content, containing information about the topics that are most significant and the assignments that students will complete. Each module must include theory and practical applications for your course objectives and ensuring information and activities to enhance your assessment activities. As you follow the University s module format for courses, you will provide the most recent research and theory supporting course topic(s) and provide the best techniques to incorporate this theory in a practical manner. Specific assignments and activities for integrating the theory and practical application of that theory should be created to establish an adequate level of understanding of specific module objectives. You must also make sure that end of module assignments meet the needs of all learners by designing activities that can be adjusted and individualized. The end of module assignments are developed to be sent directly to the course instructor or to be shared on the course forum. Forum It is your responsibility as course author to develop appropriate forum activities. The forum is one way the University creates a community of learners who discuss, evaluate, and expand the course content through peer interaction. The forum may also serve as a platform for peer review of assignments, projects and a sounding board for the discussion of local school issues or trends. The University has provided a Forum Tutorial for instructor and student use and is available on the University website, Assignments Topics for the end of module activities are selected to reinforce course content, procedures, and current trends and issues. Students complete all module assignments in some form of task that often integrate technology. Assignments can include:

15 Design PowerPoint presentations to illustrate an idea Develop a Web site Find Web sites that relate to specific module objectives Compose lesson plans Compile brochures Create graphic organizers Remember that these assignments are based on the objectives for that module. For example, if the objective states In developing your lesson plan, describe and write educational goals and objectives using Mager s theories.., then create an assignment related to this objective such as, Write three educational objectives which should include observable behavior, criterion for evaluation and the conditions under which the behavior will occur. You should include content and resources that will help students successfully complete the assignment. Remember, students may become bored with the course when given busy work. Keep assignments focused on higher order thinking skills from Bloom s Taxonomy (analysis, synthesis, and evaluation) and application to the educational setting. (Major Categories in the Taxonomy of Educational Objectives) Some of the assignments you develop may require student reflections that allow the student to practice metacognition to reflect on the given educational theory and information. Remember assignments can be ed directly to the course instructor, be posted on the forum with or without peer reactions/responses. Course Layout All Teacher Education University courses are laid out in the same manner. Courses follow a model that has been proven successful in other programs. Students know what to expect from course to course, which makes them able to concentrate on the content, not navigating the course. Each course uses the following consistent organizational module content. This organizational template contains the following files Index This is the page that students see when they log into the course. It contains the instructor s name that is also a link to send an , a link to the course materials, and a link to the forum. Begin Here This page tells the student about the course. The course expectations are addressed, as well as why the course is important and relevant to educators. Sometimes, course authors like to share background information such as the point of view from which the course was written and/or any extra-recommended texts. A brief description of background

16 knowledge a student should have to fully appreciate the course material and successfully participate in the course can be placed here. Assignment Log The Assignment Log is a useful tool for students. This table includes a list of all assignments, the point value for each assignment, and the grading scale for the final course grade.

17 Syllabus The course Syllabus includes a course description, course outcomes, course objectives, time requirements, skill and hardware requirements, course materials, modules session outline, grading criteria, student requirements and references. The sequence for information on a syllabus is: Course Description Course Objectives

18 Teaching Methodologies & Time Requirements o Course Name is a forty-five hour, three graduate credit course that is taught over fifteen weeks online. A description of the timeline to complete assignments, such as -Modules 1 through 8 will be completed over a ten week period. Modules 9 and 10 will be completed over a five-week period so students will have the opportunity to complete the final integration project. Hardware and Computer Skills Requirements o Students may use either a Macintosh computer or a PC with Windows 2000 or higher. Students should possess basic word processing skills and have Internet access with an active account. Students are also expected to have a basic knowledge of how to use a Web browser, such as Netscape Navigator, Microsoft Internet Explorer, or America Online s browser. Course Materials Session Outline o Describe the objectives and assignments for each module. Student Requirements Grading Forum Participation 30 A Reading and reviews 30 B Final Integration Project 40 C Total Points 100 Student Academic Integrity o Participants guarantee that all academic class work is original. Any academic dishonesty (taking ideas, writings, etc. from another and offering it as one s own) is a violation of the academic behavior standards as outlined by the Teacher Education University Catalog and will result in academic disciplinary action. References Introduction Each course Introduction is similar. The purpose of the Introduction is for the students and instructor to get to know each other and beginning the process of developing a learning community.

19 Modules This is the format for providing the content of your course, including information, resources and assignments. The content should include information that you want to share with the students. The information in each module should be applicable to the course topic and help the student to achieve each objective for that module. It is also the place for you to include your carefully chosen resources. Creating effective modules can be the greatest challenge for a course author so it is helpful to remember that you must organize the resources and provide students with useful information about the module topic. Your job as course author is to create an interaction between the student and the course content, the course instructor, and their classmates. The information you provide in each module must be up-to-date and provide current information on application in educational settings. If you do not expect student to use a given set of information, do not include it in your modules. Each course contains modules. The number of modules can vary based on the amount of course content and types of assignments. Some course project assignments are involved and require 2-3 weeks for completion. If you incorporate a project that is designed to be completed in a 2-3 week period, you may have fewer modules, if all of the assignments you create are designed to be completed in 1 week, then you will have 14 or 15 modules. If you are not sure how many modules your course should contain, contact the Academic Programs Director or the Chief Education Officer. There is no magic number for the number of modules, but the course content must flow in a logical and sequential manner.

20 A module is organized as follows: Objectives List the objectives for the module. Topics This content enhances the information contained in the textbook. Must See Links Links to Web sites that relate to the content. Annotate the links so students have the opportunity to better decide the link that will give them the information the need most. Assignments- Assignments should tie to the objectives and involve the students creating something meaningful. Develop Supplementary Material and Any Study Booklets-if needed The course author has the option to add any supplementary materials and/or study booklets needed to ensure that the course objectives and individual module objectives are fully developed. As all modules follow the online format, these items will be hyperlinked into the specific module (s) as needed. Developing Module Assignments The course author develops the end of module assignments to provide students with a variety of learning activities to enhance the development of the module objectives. These module assignments also serve as assessment activities for the given module objectives. The course author must develop all module assignments to meet the needs of all learners and carefully integrate the educational theory. The following cognitive processes may be used for end of module activities with emphasis on higher level thinking skills included in the assignment:

21 Activities that require the student to understand the module information and exhibit this understanding by completing activities through interpreting, exemplifying, classifying, summarizing, inferring, comparing and/or explaining given information. Activities that require students to apply module information through executing and/or implementing projects. Activities to analyze the module information thorough opportunities to differentiate, organize, and /or characterize given module information. Activities that evaluate the given module information by having students use the course content to apply and critique practical application in an educational setting. Activities to create projects using the module information to generate, plan or produce new or renewed projects in the educational setting. Activities that require an appropriate amount of time to demonstrate course effort for a master s level course. The following format is suggested for use in developing your module assignments: Module One Assignment Required Readings this can be from the text book and Web links Reflection Forum Posting (may be used in each module, but not required for every module assignment. In the Classroom/Educational Setting It is the course author s responsibility to develop an appropriate rubric with assigned points to scoring each of the developed activities. The developed rubric will not only give the student immediate information concerning the earned grade but will give students information upfront so they can produce the work to meet clearly expressed expectations for success. Each module assignment must have a rubric developed that meets the specific requirement of the assignment. Rubrics A Rubric Checklist Helpful Adjectives and Adverbs for Rubric Construction Scoring Rubrics Create Rubrics for your Project-Based Learning Activities.

22 Course Format Requirements When you are writing your course, it is required that each section, including Begin Here, Assignment Log, Syllabus, Introduction, and each Module be developed and sent in as a separate Word document. Use Arial 12 font and black font color. It is important that the course author NOT use red, blue or green. Red and green font colors are difficult for visually impaired individuals to read online and blue font color is only for hyperlinks. Do not include any paragraph styles or columns when creating modules. You may use bold or text emphasis. Course authors are encouraged to add graphics in their modules, but unless you have personally designed the graphic, each graphic MUST cite the source in APA style. Each module must contain at least four (4) links for each separate topic discussed within the module. Each link should include one sentence describing the information about the link. Course authors have the option to develop a final capstone project or final exam to demonstrate that the student has mastered the course objectives. If you choose to develop a final exam, it must have at least 50 questions. Questions should be written at higher level thinking order using multiple choice or matching. This exam will be scored by RubiStar and therefore needs to be developed with selected-response questions. You must submit an answer key with the exam. Other Areas of Consideration APA Format: All Teacher Education courses are written to follow the most current APA format. Please review the following links to make sure you are correctly using this format. Remember all quotes, graphics and references must be correctly formatted in APA style: APA Formatting and Style Guide APA Citation Style Publication Manual of the American Psychological Association, 5th edition - A Guide for Writing Research Papers based of Styles Recommended by The American Psychological Association

23 Copyright Laws Teacher Education University follows all copyright laws. Teacher Education University requires faculty, staff, and students to abide by applicable copyright law. Pursuant to United States Code, Title 17, Section 101, federal copyright law protects original works of authorship fixed in any tangible medium, which includes works of literature, music, drama, film, sculpture, visual art, architecture, and other creative media. Before others perform any of the activities protected as the owner's exclusive rights, they must obtain the owner s permission. If a copyright owner discovers that someone has infringed his or her copyright, the owner can recover monetary damages in a court of law. Copyright is an intangible right granted by statute to the author or originator of certain literary or artistic productions, whereby he or she is invested, for a specified period, with the sole and exclusive privilege of multiplying copies of the same and publishing and selling them (Black s Law Dictionary). As a course author for Teacher Education University, you will want to become familiar with the Copyright Clearance Center, an organization that provides access to copyright permission for millions of publications worldwide. Fair Use is a term used in copyright law that educators must be familiar with. United States Code, Title 17, Section 107 states that the fair use of a copyrighted work, including such use by reproduction in copies or phonorecords or by any other means specified by that section, for purposes such as criticism, comment, news reporting, teaching (including multiple copies for classroom use), scholarship, or research, is not an infringement of copyright. The following works are not protected by Fair Use and may be used freely when posting to the Forum: Works in the public domain United States government works Works in which the author has disclaimed a copyright interest Ideas, processes, methods, and systems described in copyrighted works Facts If you have any questions or concerns about information you are using as you develop your course, please review the following Copyright Laws links: What is Copyright Protection? The Copyright Website Ten Big Myths of Copyright Explained - Before you Submit your Course Questions to review before submitting your course for University review and possible approval:

24 Do the course objectives reflect Teacher Education University Mission statement and Institutional objectives? Do course objectives reflect the program(s) objectives where this course will be offered? Are the course objectives reflected in the final assessment? Do the module objectives build a base for developing the course objectives? Do the end of module activities/assignments reflect the module objectives? Does the module content of the course match the course description given in the syllabus? Does this course provide academic rigor and instruction for a master s level course? Does the course format offer the most recent theory and research on the given topic? Do the module activities/assignments offer practical application of the given theory/research into the educational setting? Does the course format follow the University s required course and APA formatting requirements? Are there at least 13 modules of current and applicable course content? Has the course been reviewed by the author for grammatical accuracy? Will the student be required to invest an appropriate amount of time in reading and researching module information and completing module activities to demonstrate rigor at the graduate course level? Review Process for Acceptance of Completed Course When you have completed the writing of your course and have answered yes to the above questions, you will submit the course by to the University s Academic Programs Director. The Academic Programs Director will review your course and contact you with any questions or items of concern. Once your course is reviewed and any necessary corrections completed, it will be sent to the members of the Curriculum Committee for review before the next scheduled

25 meeting. At the Curriculum Committee meeting, your course will be discussed and submitted to the University s CEO with any comments or concerns. The CEO will submit your course to the University s Executive Committee for final approval.

26 Appendix A Mission Statement Teacher Education University s mission is to provide innovative, quality, instructor-led online graduate programs for professional educators by promoting the use of reasoned judgment in meeting the needs of K-postsecondary students, practical application of current research in educational theory, and development of skills to be change agents and educational leaders. Institution Objectives Teacher Education University programs offer graduate students the potential to become lifelong learners who use reasoned judgment in meeting the needs of K- postsecondary students; access to the most current research in educational theory and practical application of that theory in the field; and the opportunity to develop skills to be change agents and educational leaders. University Objectives To offer individualized student learning experiences with instructor-led online learning. Students are required to submit at least one assignment per module via or forum posting to the course instructor. Instructors respond individually via to each student for each assignment. These weekly exchanges allow students and instructors to develop a relationship and present instructors with an opportunity to personally encourage students while evaluating their knowledge and application of course content. Students are encouraged to adjust assignments to fit their individual educational setting. For example, in each reflection assignment, students are asked to describe how they can apply or have applied strategies and theories to their educational setting. In these assignments and subsequent interactions, students and instructors develop personal and professional relationships which results in a more qualitative evaluation of the students overall learning. When completing course activities students adjust the content to fit curricular and developmental needs of their particular educational setting. To provide students with the tools to be educational leaders through a curriculum which balances theory and practice and utilizes current resources and research in the field. Teacher Education University courses are designed to offer information and activities to help professionals make the connection between

27 educational theory and classroom practice. Assignments for each course include student reflections on learning, capstone projects, and interacting with classmates via online forums. Written reflections are required to provide student opportunities to practice metacognition, which assists students in analyzing what they have learned and how that information applies to their specific educational needs. Through capstone projects students demonstrate knowledge of research and theory and learn how to effectively apply that knowledge in their educational setting. Pre and posttests are used to assess students development and their ability to successfully apply educational theories learned into their specific educational setting. The University involves course authors, faculty, and committees to make certain that course content accomplishes the objective of blending theory and practice into course offerings. Course authors include hyperlinks to current educational research in each online module. Faculty members complete a pre and post course evaluation of content, level of instruction, methodology, presentation, and implementation of learning outcomes. The Curriculum Committee, in addition to evaluating and approving new courses to be added to programs, reviews faculty and student evaluations and determines what changes may need to be made. To meet the needs of all learners by utilizing activities designed for a variety of learning styles. Course authors take steps to integrate activities that will meet the needs of visual, auditory and kinesthetic learners. Because courses are primarily text based through printed material and the Web, Teacher Education University recognizes that the online format of courses lend themselves primarily to visual learners. Consequently, course developers have taken steps to integrate activities that meet the needs of auditory and kinesthetic learners. Encouraging or requiring students to invoke conversations with peers and their students about topics covered in courses helps to meet the needs of the University s auditory learners. The needs of kinesthetic learners are addressed through the hands on application of assignments encouraged or required in each of the University s online courses. To build and sustain an active community of learners by using standard online accepted practices. Teacher Education University uses standard accepted practices such as student participation in forums. Students use the forums to share indicated assignments and/or activities and to correspond with other students to discuss topics and concepts introduced in course work or through web readings. Capstone projects may be posted to the forums so the learning