Substantive Change Prospectus for Programs. To Be Offered at Collin Higher Education Center. Texas Woman s University

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3 Substantive Change Prospectus for Programs To Be Offered at Collin Higher Education Center Texas Woman s University Prepared by Carol A. Kominski [email protected]

4 2 1. ABSTRACT Describe the proposed change; list the street address, if the change involves the initiation of an offcampus site; initial date of implementation; projected number of students, if applicable; description of primary target audience; projected life of the program (single cohort or ongoing); and instructional delivery methods. Collin County Community College District has created the Collin Higher Education Center, a multiinstitutional teaching center. The site is located at 3452 Spur 399 in McKinney, TX Texas Woman s University proposes to offer on an ongoing basis five of its current academic degree programs for which students will be able to complete 50% or more of degree requirements. First classes will be offered starting January 19, Primary target audience will be residents of Collin County for whom commuting to a more distant campus is either prohibitively expensive or impossible. Specific degrees to be offered, the target audience, and projected number of students are noted below. Degree Target Audience Delivery Mode Projected No. of Students BS, Child Development Community College Transfers with interest in child care careers Primarily traditional classroom/lecture 10 students in spring 2010; 22 students by spring BS, Mathematics with Teacher Certification RN to BS, Nursing MEd, Administration (Teaching) MEd, Special Education Community College Transfers with interest in teaching K-12 mathematics Nurses who earned certification at a community college and would like to complete a bachelor s degree Teachers wishing to advance into administration or improve their salaries as teachers by earning a master s credential Certified teachers who seek additional skills working with individuals with disabilities Primarily traditional classroom/lecture Online classes with online advising and occasional faceto-face classes Primarily traditional classroom/lecture Primarily traditional classroom/lecture students in spring 2010; 14 students by spring students in spring 2010: 20 students by spring students in spring 2010; 30 students by spring students in spring 2010; 30 by spring 2012.

5 3 2. BACKGROUND INFORMATION Provide a clear statement of the nature and purpose of the change in the context of the institution s mission and goals; evidence of the legal authority for the change (if authorization is required by the governing board or the state); and whether the proposed degree program or similar program is offered on the main campus or at other off-campus sites. Texas Woman s University s mission statement is dedicated to excellence through academic achievement, research and creativity, innovation and collaboration and committed to fiscal accountability. Offering five existing programs in collaboration with five other Texas institutions makes creative use of existing resources and demonstrates accountability by serving Texas residents who are currently underserved. The university also will receive increased formulafunded state appropriations and increased tuition revenues by educating students currently unwilling or unable to travel to its main campus in Denton. All programs are currently offered on the Denton campus or online. The THECB and SACS have previously approved the offering of complete degree programs at two off-campus sites in Dallas, one site in Houston, and online. The Texas Higher Education Coordinating Board (THECB) requires prior approval to offer degree programs at any new off-campus site. On August 1 all six institutions submitted a joint proposal for THECB approval to offer these programs at the Collin Higher Education Center (Appendix A). The Strategic Planning Committee of THECB gave preliminary and unanimous approval on September 23, The THECB is expected to give final approval at its regularly scheduled meeting on October 29, The agreement between Texas Woman s University and Collin County Community College District is scheduled for signing on November 9, The agreement is attached as Appendix B. 3. ASSESSMENT OF NEED AND PROGRAM PLANNING/APPROVAL Discuss the rationale for the change, including an assessment of need; evidence of inclusion of the change in the institution s ongoing planning and evaluation process; and documentation that faculty and other groups were involved in the review and approval of the new site or program. The population of Collin County now exceeds 760,000. Recent Collin College community surveys show that 55% of the population is interested in pursuing either a baccalaureate or graduate degree. The three Collin County municipalities of Celina, Frisco, and McKinney each have as a goal the attraction of a four year university to the community. Although four year institutions exist in neighboring counties, increasingly congested highways have made travel more difficult. Capitalizing on the resources of multiple institutions by establishing a multi-institutional teaching center is a cost-effective solution to meet increasing demand for higher education. Expansion of educational opportunities to underserved Texas residents is consistent with the university s ongoing planning and evaluation processes. The university s current strategic plan has an enrollment goal to attain 14,000 students by the year A second goal is the creation of partnerships with other

6 4 institutions to maximize use of university resources. The programs that the university plans to offer were developed by faculty after consideration of community needs, projected labor force demands, and existing strengths, experiences, and desires of faculty. 4. DESCRIPTION OF THE CHANGE Provide a description of the proposed change, including specific outcomes and learning objectives of the program, a schedule of proposed course offerings for the first year, and a copy of course syllabi. In the case of a change involving the initiation of a branch campus or an off-site program, indicate the educational program to be offered. Describe any differences in admission, curriculum, or graduation requirements for students enrolled at the new site(s), or any special arrangements for grading, transcripts, or transfer policies. Describe administrative oversight to ensure the quality of the program or services to be offered. Each program will be one in which all courses can be completed either at Collin Higher Education Center or online. Three major learning outcomes for each program are the same as those offered on other approved locations and are listed in the table below. Program Learning Outcome 1 Learning Outcome 2 Learning Outcome 3 BS, Child Development Demonstrate competency in child development domains (cognitive, social, emotional, behavioral, and physical) as they relate to guiding young children. Provide evidence of a worldview and cultural understanding of the different experiences and contexts that influence children s lives. Demonstrate growth in professional development as evidence by completion of a semester-long project and creation of a professional portfolio. BS, Mathematics with Teacher Certification RN to BS, Nursing MA/MEd, Administration MA/MEd, Special Education Demonstrate mastery of basic mathematical skills in algebra, trigonometry, calculus, and geometry. Demonstrate a positive change in critical thinking ability. Demonstrate improved overall scores for the TExES (the state principal certification examination). Demonstrate knowledge of the effectiveness of learning strategies designed to support students with disabilities and their non-disabled peers. Demonstrate understanding of Calculus III, matrix and linear algebra, and probability and statistics. Demonstrate a positive change in written communication. Demonstrate an enriched integration of theory and practice. Demonstrate knowledge of the effectiveness of how to use curriculumbased assessment measures to make effective instructional decisions. Demonstrate proficiency in the skills of reading and writing a mathematical proof. Demonstrate increased competency in conceptual understanding of communities and populations. Demonstrate an understanding of integrating research and practice. Develop writing and research skills required to successfully write and defend a thesis or professional paper.

7 5 There will be no differences in admission, curriculum, or graduation requirements for students enrolled at the Collin Higher Education Center, nor deviations from current procedures and policies for grading, transcripts, or transfer. Each Collin Higher Education Center program will be coordinated by a key faculty member qualified to teach courses in the respective program. The Faculty Rosters included in the Faculty section note these key faculty. Three year course rotations for the four programs (BS, Child Development; BS, Mathematics with Teacher Certification, M.Ed., Administration; M.Ed., Special Education) with lecture classes at the Collin site are included in Appendix B. Currently, the RN to BS in Nursing is offered only in an online format. One RN to BS course (NURS 3643) is specifically designed for the Collin Higher Education Center and will offer four face-to-face sessions at the Collin site in spring In the near future (probably starting in summer 2010) the nursing faculty expect to offer a second nursing course (NURS 3614) with four face-to-face sessions at the Collin site. The coordinator of the RN to BS program also plans to spend the equivalent of eight hours per week at the Collin site to advise students. Representative syllabi for Collin High Education Center courses to be offered in each proposed program are included in Appendix C. 5. FACULTY Provide a complete roster (using the Faculty Roster form at of those faculty employed to teach in the program(s), including a description of those faculty member s academic qualifications and other experiences relevant to the courses taught, and course load in the new program as well as course work taught in other programs currently offered; evidence that faculty members are adequate to support the program; and the impact of the new initiative on faculty workload. Faculty Rosters for each of the four programs that TWU plans to offer in traditional format at Collin Higher Education Center are attached as appendix D. The rosters document that all faculty have earned degrees appropriate to the courses they are assigned. TWU has ensured that faculty are adequate in number to support the program. Each program will start with a small number of students and expand gradually as demand increases. The university will provide increasing instructional support as enrollment grows. Each faculty member, regardless of campus, is expected to teach a semester course load of nine to twelve credit hours. No overload is expected for any faculty member. 6. LIBRARY AND LEARNING RESOURCES Describe library and information resources- general as well as specific to the program- and staffing and services that are in place to support the initiative. If reliant upon other libraries, describe those collections and their relevance to the proposed program(s) and include a copy of formal agreements in the appendix. Relative to electronic resources, describe how students and faculty will access information, training for faculty and students in the use of online resources, and staffing and services available to students and faculty. For doctoral programs, document discipline-specific refereed journals and primary source materials.

8 6 The TWU Libraries will welcome and support the teaching, learning and research needs of Texas Woman s University students and faculty on the Collin Higher Education Center (CHEC) campus. TWU students and faculty have access to library resources through the Blagg-Huey Library, located on the Denton campus and at smaller libraries located on the Parkland and Presbyterian campuses in Dallas. Library staff will teach research skills and provide instruction over the phone; via the internet using web based consultation services such as Ask A Librarian ; and through faculty scheduled classes and workshops. Faculty and students enrolled on any TWU campus are granted portal accounts for access to extensive fulltext electronic library resources, including electronic databases, electronic course reserves, electronic books, electronic journals, and governmental documents. The Libraries online catalog and web pages offer access to all available TWU resources. The library decides which databases and electronic journals to support based on input from the academic components (via a library liaison). The library s allocation formula ensures that graduate programs are funded at a higher level than other components. Students and faculty can access RefWorks, a citation manager and for personalized service they can directly contact by phone or either the TWU Distance Education Librarian or one of the other reference librarians. Support is available through interlibrary loan and self paced online tutorials accessible through links on the Libraries web pages. Faculty members are provided specific library services to assist them in teaching and research endeavors, such as the following: Interlibrary Loan is available without charge for items not found in the TWU collection. The Faculty Information Research Support Team (FIRST) assigns a reference librarian who provides individualized research, preparation of bibliographies, or guidance in any area of academic research. The Table of Contents service allows faculty members to view the article titles in journals of interest via the Internet and to order those from the reference library via . A copy of the article usually arrives in the faculty's mailbox within 24 to 48 hours. Reference Librarian Individual Assistance is available if a faculty member encounters difficulty locating materials. Turnitin, a web-based plagiarism detection service, is available worldwide to faculty members who are currently teaching at TWU. The Library Blog is another way librarians convey and share library and research information with faculty members. 7. PHYSICAL RESOURCES Provide a description of physical facilities and equipment to support this initiative. Assess the impact that the proposed change will have on existing programs and services.

9 7 The CHEC will house Collin College upper-level administration as well as space dedicated to university partners. The shared facility will reduce operational costs for all partners. All essential operational staff will support both Collin College administrative offices as well as the needs of the higher education center. Technical support staff, information desk/phone operator, custodial services, and security will serve all building users. The cost of facility operations is the responsibility of Collin College, but will be off-set by the building usage fee paid by each university partner. The CHEC facilities will provide a comfortable, convenient, and supportive teaching and learning environment for university students. Students will have access to a student services center, a quiet learning and resource center, and a student lounge. The teaching facilities will be scheduled on a flex-time system to accommodate varied instructional styles and modalities. General purpose classrooms, computer labs, seminar rooms, and two-way interactive video classrooms will all be furnished by Collin College as part of the initial construction cost and available to universities for use. In addition, each university partner will have one dedicated office plus flex-time office space for professors, and university staff to use for preparation time, office hours or scheduled meetings with students. Collin College assumes the fiscal and operational responsibility for the CHEC, therefore will employ two fulltime and two part-time staff to support operations of the facility and the student services center. The aforementioned full-time administrator will manage the CHEC with the assistance of a part-time site coordinator. Additionally, a full-time transfer coordinator and a part-time student development assistant will provide student support services such as general advising, academic planning, and connecting students with home campus resources and services. 8. FINANCIAL SUPPORT Provide a business plan that includes the following: (a) a description of financial resources to support the change, including a budget for the first year (a three-year budget is requested for a new branch campus); (b) projected revenues and expenditures and cash flow; (c) the amount of resources going to institutions or organizations for contractual or support services; and (d) the operational, management, and physical resources available for the change. Provide contingency plans if required resources do not materialize. For consolidations/mergers, and for institutions currently on sanction with the Commission for financial reasons, provide a copy of the most recent audit (audits from all institutions involved in consolidations/mergers). A three year budget to support TWU s role in the Collin Higher Education Center is displayed in the following table. Since formula funding for any given year in Texas is based upon previous enrollment history, TWU does not initially expect to receive formula funding for any additional enrollment attributable to the Collin Higher Education Center. Therefore, during the first two fiscal years of operation, university reserves will support a small net loss to the university from these programs. However, once formula funding becomes available in FY 2012, net annual revenues are expected to exceed expenditures by more than $200,000.

10 8 Estimated Budget for Programs Offered at Collin Higher Education Center FY 2010 FY 2011 FY 2012 Student Headcount Student FTE Annual Semester Credit Hours Faculty FTE Staff FTE Revenues Tuition & Fees $89,760 $282,103 $443,304 Formula Funding $0 $0 $228,038 Expenses Total Resources $89,760 $282,103 $671,342 Faculty Salaries $52,726 $130,125 $149,049 Staff Salaries $55,456 $122,404 $134,865 Fringe Benefits $25,423 $59,344 $66,720 Maintenance & Operations $5,000 $10,000 $15,000 Equipment $0 $0 $0 Rental fees based upon type of instruction and classroom usage $20,000 $28,000 $34,300 Total Expenses $158,605 $349,873 $399,933 Operating Margin -$68,845 -$67,770 $271,409

11 9 9. EVALUATION AND ASSESSMENT Describe how the institution assesses the overall institutional effectiveness as well as the means used to monitor and ensure the quality of the degree program(s), off-campus site(s), or other changes. Summarize procedures for systematic evaluations of instructional results, including the process for monitoring and evaluating programs at the new site, as well as using the results of evaluation to improve institutional programs, services, and operations. For distance learning instruction or compressed time frames, describe the methodology for determining that levels of knowledge and competencies comparable to those required in traditional formats have been achieved. All academic degree programs participate in the university s three year Academic Institutional Effectiveness System. This system requires identification of a minimum of three program learning outcomes, assessment of each of these by at least one direct measure, and at least one additional measure which may be direct or indirect. Every three years the program faculty prepares a report analyzing strengths and weaknesses in student learning, and develops an action plan to address identified weaknesses. The action plan must be directly tied to learning outcomes. Results of implementation of the previous cycle s action plan are tracked and reported at the end of each institutional effectiveness cycle. All programs, on campus as well as off-campus, must fulfill identical requirements. Comparisons of student performance for programs at different campuses are incorporated into the analysis of strengths and weaknesses so that any disparities that occur can be eliminated. 10. APPENDICES Appendices may include items such as (1) vitae of key faculty, (2) selected letters of support, and (3) copies of library and other cooperative agreements, etc.

12 A-1 Appendix A Request for THECB Approval Collin Higher Education Center A Multi-institutional Teaching Center Request for Texas Higher Education Coordinating Board Approval August 1, 2009 Collin County Community College District Dallas Baptist University Texas A&M Commerce Texas Woman s University The University of Texas at Dallas University of North Texas

13 A-2 Collin Higher Education Center Request for Texas Higher Education Coordinating Board Approval In accordance with Chapter 5, Subchapter D of the Texas Higher Education Coordinating Board Rules, seven Texas institutions of higher education respectfully submit this joint proposal requesting approval for the Collin Higher Education Center, a multi-institutional teaching center (MITC) to be located at 3452 Spur 399 in McKinney, TX Overview Collin County Community College District, Dallas Baptist University, Texas A&M Commerce, Texas Woman s University, The University of Texas at Dallas, and University of North Texas will partner to bring baccalaureate and graduate degree programs to residents of Collin County. The proposed Collin Higher Education Center (CHEC) is a multi-institutional teaching center (MITC) designed to provide convenient access to junior and senior level courses for baccalaureate completion, which compliment the associate degrees offered by Collin College. In addition, university partners will offer graduate programs that meet the needs of the community. Collin College is currently constructing an administration building at the intersection of State Highway 121 and 75 Central Expressway in McKinney, Texas. The Collin College Board of Trustees has approved 70,000 square feet of this 125,000 square foot building to the operation of The Collin Higher Education Center where university partners will have access to office and classroom space to deliver degree programs. Elements of successful higher education centers across the country include; shared physical space, affordable and cost-effective delivery, and degree program exclusivity. This proposal will outline how the CHEC is positioned to meet and exceed these success elements through a higher education collaborative. Need for the Collin Higher Education Center There are numerous higher education options in North Texas, but affordability and commuting to university campuses are obstacles for busy, working adults. According to the U.S. Census bureau, the population of Collin County now exceeds 760,000 and recent community surveys conducted by Collin College have demonstrated that 55 percent of the population is interested in pursuing a baccalaureate or graduate degree. As the Collin County population grows, demographics change, and highways become more congested, access to university degrees will decline. Accordingly, a goal to attract a four-year university to the community has become a focus in the strategic plans of three Collin County municipalities, Celina, Frisco, and McKinney. Establishing a MITC in Collin County and capitalizing on the resources of multiple institutions of higher education is a cost-effective solution to meet the increasing demand for higher education opportunities within the community. Student Demand Collin College has observed tremendous enrollment growth and is expected to be among the fastest growing community college in Texas until Since 2000, Collin College enrollment has increased nearly 65 percent, serving over 21,000 credit students in spring The lower tuition cost of community college is attractive to students and families that may not be able to afford four years of university tuition or housing costs. However, a community college alone cannot meet the higher education demands of Collin County residents. Collin College

14 A-3 conducted an extensive community needs assessment, surveying current students, reviewing census demographics, as well as engaging a national consulting firm to identify the community s higher education needs. Based on U.S. census data, 91 percent of Collin County residents, or approximately 412,000 people, have earned a high school diploma. Collin College is able to meet the immediate post-secondary education demands of the high school graduates, but the residents of Collin County express a need for more than associate degrees and workforce training. A community survey found that 55 percent of survey participants were interested in pursing a degree (Community Survey 2008). More specifically, 35 percent were interested in baccalaureate degrees and 65 percent in master s degrees (Community Survey 2008). These statistics demonstrate that there is room for higher education to expand through the establishment of the Collin Higher Education Center. Travel time and distance to local universities are obstacles for working adults, who are the most likely student to attend the CHEC (Community Survey 2008). The CHEC location is easily accessible by Highway 75 Central and Highway 121, which are primary roadways serving the dense population found in south Collin County. However, the population in north Collin County as well as Grayson County will find travel to the CHEC convenient on Highway 75. In addition, the CHEC will be accessible to residents in east Collin County and southeast Denton County via Highway 121. Parking will be free and close to the building for additional convenience. Workforce Need The Collin Higher Education Center is located approximately 30 miles north of downtown Dallas. The accessibility by major highway makes the area a prime location for business growth and expansion. Employers in the surrounding Dallas/Fort Worth Metroplex, as well as in Collin County, seeking qualified candidates look to degreed graduates of quality academic programs. For example, the North Central Texas Interlink s Labor Market Survey, as outlined in the Targeted Occupations Identified by Employers for Long Term Potential Growth report, lists the following occupations among the region s projected growth industries to 2014: management of companies and enterprises; educational services; technology and engineering; health care and social assistance; and arts, entertainment, and recreation. These are the areas of programmatic focus for the CHEC. Collin County s reported unemployment rate for March 2009 is 6.7%, employing 375,759 (Bureau of Labor Statistics 2009). Collin County residents with college degrees can take advantage of the employment opportunities in technology, retail, healthcare, and education within the county. Additionally, 25 fortune 500 corporate headquarters located in the Dallas-Ft. Worth Metroplex provide high paying jobs for experienced and credentialed job seekers. From a national perspective, the U.S. Bureau of Labor Statistics reports in their Economic News Release (Table 9) from there will be an increase in employment and total job openings overall in the U.S. that require bachelor s (16.5% increase) and master s (18.9% increase) degrees. The education opportunities available through the CHEC will help ensure that appropriately credentialed college graduates are available to meet the current needs of local employers as well as fill future jobs in expected growth areas within the workforce. Meeting the Need In light of the escalating costs, increasing demand, and local need for higher education, the Collin College elected Board of Trustees voted to incorporate space for a MITC into the plans for a new Collin College administration building. Construction on the $34 million CHEC

15 A-4 and administration building is underway with funding from Collin College, a $1.8 million land donation from the McKinney Economic Development Corporation, and $2 million from the City of McKinney for a parking structure. With the collaboration of six institutions of higher education, the CHEC will improve access to higher education by delivering high quality programs in a high-demand region of North Texas. This initiative supports the Texas Higher Education Coordinating Board s Closing the Gaps goals to increase participation and success without a request for additional state budgetary allocations. Student participation at the CHEC is estimated to reach over 1500 students within three years. Furthermore, the ease of transfer from community college to university and the proposed student support systems will certainly facilitate an increase in degree completion. Considering the current financial climate, a MITC in Collin County is a prudent and practical means of meeting local demand for more higher education opportunities. Administrative Structure As owner and operator of the CHEC, Collin College will employ a full-time administrator, with a minimum of a master s degree, to manage and oversee facility operations. The administrator will coordinate facility scheduling as well as the services provided by Collin College including custodial services, utilities, security, maintenance, media services, academic computer services, duplication, telephone, and internet. The administrator will also maintain terms of a memo of understanding between Collin College and each partner university through the assistance of a CHEC advisory committee. The administrator will facilitate collaborative participation and oversight of CHEC operations through a CHEC advisory committee, consisting of appointed representatives from each CHEC partner institution. The advisory committee structure will establish a process of communication and decision-making by simple majority on matters relating to the operation of the CHEC, including procedures, evaluation, accountability, conflict resolution, program and course offerings, and additional partners. Advisory committee decisions will be made by majority vote and align with CHEC guiding principles agreed upon by all partners. Academic Oversight Universities delivering the degree programs at the CHEC are solely responsible for academic oversight and meeting standards of accreditation. With the support of CHEC staff, universities will maintain admissions criteria, degree requirements, faculty qualifications, standards of instruction, learning resources, learning outcomes, instructional materials and support, evaluation of courses, and other accreditation requirements at the same level of quality as those on the main university campus. Participating Institutions and Programs Offered A subcommittee of the Collin College Board of Trustees (Board subcommittee) extended invitations to participate in the CHEC to its ten pre-admission partner universities, which included Austin College, Baylor University, Dallas Baptist University, Southern Methodist University, Texas A&M, Texas A&M Commerce, Texas Tech University, Texas Woman s University, The University of Texas at Dallas, and University of North Texas. Baylor University, Dallas Baptist University, Texas A&M Commerce, Texas Tech University, Texas Woman s University, The University of Texas at Dallas, and University of North Texas responded to the invitation with a proposed list of programs for the CHEC. The Board subcommittee evaluated all proposed programs and recommended a non-duplicative selection of CHEC degree programs. Representatives from each partner institution attended regular meetings

16 A-5 since January 2009 to discuss revisions to program offerings, collaborative efforts, future opportunities, and additional programs for expansion. The table below lists the universities participating in the CHEC and the degree programs each plans to bring to the CHEC when it opens in January However, it is the university s responsibility to acquire approvals from and comply with the THECB, the Southern Association of Colleges and Schools, and other accrediting agencies prior to program implementation at the CHEC. University Partner Dallas Baptist University Texas A&M University Commerce Texas Woman s University The University of Texas at Dallas University of North Texas Baccalaureate Degrees BAS Communication BS Psychology BA Interdisciplinary Studies (Elementary Ed) BA Spanish BS Child Development BS Math w/ Teacher Certification RN to BS Nursing BS Business Administration BS Accounting and Information Management BS Computer Science BS Criminology Bachelor of Applied Arts and Sciences Master s Degrees MA Management w/ Human Resource concentration MA Professional Development in Leadership Studies MA Teaching MS/MEd Counseling MEd Curriculum and Instruction MEd Education Administration MEd Special Education Masters of Business Administration MS Accounting and Information Management MEd Higher Education MS Engineering Systems Doctoral Degrees PhD/EdD Higher Education EdD Educational Administration Program Need There is a demonstrated need for the degree programs proposed for the CHEC. Each university participating in the MITC provides the following rationale and data to support the programs planned for implementation. Dallas Baptist University Collin College offers two-year associate degree plans and core curriculum courses that are easily transferred to Dallas Baptist University (DBU) through a current articulation agreement between the two institutions. DBU will be offering all of the courses in the degrees that Collin College does not provide. This will allow students to seamlessly transition from a two-year undergraduate environment into a four-year degree program and possibly beyond into a graduate degree program. As part of the partnership with the Collin College, DBU has agreed to

17 A-6 offer courses at the Collin Higher Education Center for degree completion in the following programs: Bachelor of Arts and Sciences in Communication Master of Arts in Management (Human Resource Management concentration) Master of Arts in Professional Development (Leadership Studies concentration) Master of Arts in Teaching (Elementary and Secondary Specializations) Student Demand and Workforce Need Each proposed degree program addresses a student and workforce need. Surveys conducted by Collin College identify the proposed degree programs as areas of interest among current students and community members (Collin College 2008). Furthermore, The North Central Texas Interlink s Labor Market Survey for the North Central Texas region lists elementary and secondary teachers as well as general and operations managers as long-term growth careers for North Texas (2009). The Bureau of Labor Statistics identified training and development specialists as a fastest growing occupation (2009). These identified growth areas and results of needs assessments align well with DBU s offerings in the areas of human resource management, leadership studies, teaching, and communication. Texas A&M University Commerce Bachelor of Science, Psychology In the survey of current Collin College students, May 2008, psychology was rated 12th most likely major out of 21. Psychology was indicated as one of the areas of interest in the Collin County Higher Education Scan completed in January, The undergraduate degree in psychology has consistently been one of the most popular majors at Texas A&M University- Commerce. In FY08, 35 BS Psychology degrees were awarded, 34 in FY07, 44 in FY06, 39 in FY05, and 39 in FY04. Regional workforce needs are projected to be strong, especially in the public education sector. Bachelor of Arts, Interdisciplinary Studies (Elementary Ed) This degree is the most popular undergraduate major at A&M-Commerce. In the survey of current Collin College students, May 2008, this was rated the 7th most likely major out of 21. Elementary Education was listed as one of the areas of most interest in the Collin County Higher Education Scan completed in Texas Workforce Development projections for Dallas County show a growth rate of 42.5%, and the projections for the North Central Texas area (which includes Collin County) show a 32.8% growth rate. Bachelor of Arts, Spanish While not specifically listed in Workforce Development data, this major is one with perhaps the greatest potential for growth. The rapid and sustained rise in the number of Hispanics in Texas, many of whom still speak Spanish, will feed the need for this degree. In the Collin County Higher Education Scan, foreign language was listed as an area of interest. Graduates with this degree can also pursue certification in secondary education to fill the extreme need for Spanish teachers in regional schools. Master of Education, Counseling This degree was listed as an area of interest for graduate students in the Collin County Higher Education Scan in This degree has been an extremely popular Master s level

18 A-7 degree at A&M-Commerce, with 72 degrees awarded in FY08, 50 in FY07, 50 in FY06, 73 in FY05, and 55 in FY07. A majority of graduates with this degree go to work in the education sector, and the Dallas County Workforce projections show a 36.2% growth rate in this sector, while the North Central Texas Area shows a projected growth rate of 31.4% for this sector. Master of Education, Curriculum and Instruction This degree area was also listed as an area of interest for graduate students in the Collin County Higher Education Scan in This has also been an extremely strong program at A&M-Commerce, and the Workforce shown above indicate continued growth in the need for graduate of this degree in the education sector. In , 107 degrees were awarded with the elementary emphasis and 59 degrees were awarded with the secondary emphasis. Texas Woman s University Bachelor of Science, Child Development Student Demand Students majoring in child development at Collin College and Texas Woman s University have shown a keen interest in attending classes in Collin County. Physical space is at a premium at TWU and additional classrooms in Collin County would be of great benefit to current TWU students as well as ascending Collin students. Surveys of student interest and preference indicate that students currently traveling from the North East Texas region will eagerly attend classes in McKinney, Texas. Workforce Need Students pursuing a child development bachelor s degree in the North Texas region, the state of Texas, and across the nation seek careers that shape the cognitive, emotional, social, and physical domains of children and adolescents, either directly or indirectly. A primary focus on the family and its role within culture and society is at the core of this degree. The United States Bureau of Labor and Statistics identifies child care workers as one of the 30 highest growth occupations in the nation, with an anticipated growth of 23.5% over the next ten years ( Careers in childcare administration, preschool/infant/toddler teaching, observation and assessment, child welfare, child protective services, court appointed advocacy, training and curriculum, early childhood intervention, food and nutrition/obesity prevention, child psychology, and school guidance and counseling are but a few opportunities for child development majors, with the undergraduate degree serving as a catalyst for some careers that require a graduate degree. Region: In the North Texas region, a May 2008 survey of current Collin students found a moderate preference for course work toward the child development degree. During the past five years, TWU has experienced a robust enrollment of approximately 250 undergraduate child development majors, giving credence and validation to the results of the poll. In addition, the North Central Texas Resource InterLink targeted high skill/high wage occupations ( ) and identified social services workers (35%) as much needed in the workforce. Child development related jobs often provide social services through jobs such as directors of shelters, case managers, outreach supervisors, and many more. State & Nation: Careers that require a bachelor s degree in child development are plentiful across the state and nation, especially in agency, school, social service, and military base settings (nationally and internationally). Jobs such as intervention specialists, training and

19 A-8 curriculum specialists, and jobs in child life are available to our students who are willing to relocate or return to their area of origin. Master of Education, Education Administration Student Demand Response to current offerings of the M.Ed. for Educational Administration program in Lewisville and Dallas using a hybrid approach has been very positive. Coursework is being provided using a blend of on site (in the local area) and on-line media. Travel from Collin County school districts adds close to an hour each way for the Education Administration students who are all working professionals in the school districts. As working professionals, the graduate students are very receptive to the time savings and flexibility of onsite and online coursework. Thus, students respond positively to the partnered program designed to provide a high quality preparation program that limits the traditional barriers of time and travel. This approach holds great promise for creating a sustainable supply of school administrators to meet the demands of the rising population in the Collin County region. Workforce Need The demand for trained, certified school administrators has skyrocketed in the Collin County area due to the rapidly increasing student population. In addition to typical needs based on attrition, the school districts in Collin County have built new schools and added positions at an extraordinary rate. For example, the Frisco ISD is one of the fastest growing in the nation. In 1998, the Texas Education Agency reported the Frisco ISD had a student population of 3715 and in 2008 that population had grown to 27,256 over 700%. The McKinney ISD grew from 8702 students to 22, 276 nearly tripled in size. Allen ISD nearly doubled as did some of the other smaller districts. The Plano ISD only grew by approximately 20% - adding over 10,000 students. Each of these districts has added schools and, consequently, administrative positions to serve the increasing population. Indeed, projections of future supply and demand suggest that this demand will continue to increase over the next five years. And, there will be a sustained need for educational administrators in the Collin County area. Bachelor of Science, Mathematics with Grades 4-8 or 6-12 Teacher Certification Student Demand In evaluating barriers that might artificially limit the supply of qualified teachers, it has been noted that some university based teacher preparation programs are unduly time-consuming and expensive. Undergraduate teacher preparation programs at TWU have successfully restructured and reduced required SCH in a way that ensures rigorous and effective teaching skills. While completing requirements for a B.S. in mathematics, students are able to complete a minor in Professional Studies, and be eligible for graduation with teacher certification in 4 years. The number of students certified in TWU s secondary math (grades 4-8 and 6-12) has increased six fold since Strong and effective articulation agreements with Collin College will facilitate this process and ensure ease of transfer from one institution to the next. A survey of Collin College students indicates high interest in math and computer science fields. A partnered, undergraduate teacher preparation program that is designed to remove barriers of time, travel and expense holds great promise for creating sustainable solutions to critical teacher shortages in the Collin County region.

20 A-9 Workforce Need Policymakers and educators increasingly recognize the fundamental importance of math literacy to educational and economic opportunity in the 21st Century. As greater percentages of new and existing jobs require workers to have solid mathematical skills, Texas schools continue to face a critical shortage of the certified teachers required to train that workforce. Recent reports indicate that the gap between the number of new math and science teachers that districts need and the number coming into our schools has widened dramatically since The state is currently able to recruit only half as many math teachers as it needs. A survey of school districts in the north Texas, Collin County region, indicates that the need persists. Indeed, projections of future supply and demand suggest that the shortage will continue to increase over the next five years. The shortage will intensify as Texas high schools implement 4-by-4 graduation requirements for core courses, including an extra year of math and science ( Registered Nurse to Bachelor of Science, Nursing Student Demand Students majoring in nursing at Collin College and Texas Woman s University have shown significant interest in advancing their education in Collin County. In addition to individual student interest, hospitals in the North Texas Region, especially those seeking Magnet status, are increasingly asking RN employees to expand their education and are seeking relationships with area institutions of higher education to promote RN learning opportunities. Many students that travel from the North East Texas region would happily attend classes in McKinney, Texas, and would seek advising and mentoring at the Collin College location. TWU students have indicated an interest in attending classes in McKinney, and area hospitals are pursing partnerships with colleges and universities. TWU beginning baccalaureate nursing courses will be offered in lecture and hybrid venues on the Collin College campus in McKinney, as per the needs assessment from Collin College. One hundred per cent online courses currently exist at TWU in nursing, extending the course offerings for those who prefer online classes. We believe combining lecture, hybrid and online offerings along with onsite advising/ mentoring will meet the needs of all students attending Collin College and Texas Woman s University. Workforce Need Students pursuing a nursing bachelor s degree in the North Texas region and across the nation seek careers that are fulfilling and stable in a shifting economy. The U.S. Bureau of Labor Statistics reports that by 2016 more than a million additional nurses will be needed in this country. This leads the nation in projected job growth ( The increase in nurses reaching retirement age coupled with the increasing demand for nurses and nursing education faculty increases the demand for RNs with a minimum of a baccalaureate degree. The American Association of Colleges of Nursing reports that 30,000 additional nurses annually are needed. Achievement of this goal would constitute an increase of 30% over the current graduate rate. Master of Education, Special Education Student Demand There were 55 applicants seeking a Masters in Special Education on the Denton campus during 2008, with 42 applicants accepted into the program. Applicants who enter the Masters program in special education are typically certified teachers who seek additional skills working with individuals with disabilities. During the Masters program accepted students have the

21 A-10 option to take nine credit hours designed to lead to passing a certification exam as an educational diagnostician. Graduates from the Masters program have a high pass rate on the certification exams (about 95%) and a high rate of employment. Workforce Need Students seeking additional certification as a special education teacher have, according to the Bureau of Labor Statistics ( excellent job prospects. Continued increases in the number of students with disabilities needing services will result in an increase in the need for special education teachers. With an increase of 15 percent from 2006 to 2016, demand of special education teachers has shown a faster growth than the average for other occupations. The need for additional educational diagnosticians, who are certified special education teachers with specialized skills in instruction and assessment, is also on the increase. As the population of students with disabilities increases in the schools, the number of educators skilled in assessment for identification will also increase. There is a state-wide recognized need for educators who are skilled in working with students with disabilities. A large number of students with disabilities are receiving services in the general education classroom. Some school districts in the area are moving toward a coteaching format for delivery of instruction. Co-teaching typically refers to a general education teacher and a special education teacher sharing one classroom and delivering instruction to all students in the classroom. In addition, TWU has a strong background in assessment, including connecting assessment and instruction for teachers. Current legislation requires additional accountability and monitoring student progress in order to address the needs of all students. The Educational Diagnostician Program, which is housed in the Special Education Masters degree as one option, provides a strong background to educators in the assessment process. The University of Texas at Dallas Bachelor of Science, Computer Science Student Demand The Engineering and Computer Science Office of Undergraduate Advising (OUGA) prepared a questionnaire, which was sent out by to all computer science undergraduate students shortly before the Spring Break. Of the students who replied, twenty percent are from the McKinney/Allen area and ten percent live at other locations close to the intersection of SH 121 and US 75. All (except one) students in the Allen/McKinney area stated that they would prefer to take the entire BS CS program if it were to be offered at the Collin Higher Education Center. They also prefer to take courses there if only part of the program were to be offered. Sixty-six percent of the students who live close to SH 121 and US 75 said yes to both questions. Workforce Need Data from the US Bureau of Labor Statistics and the National Science Foundation indicate the annual production of Math/Computer Science degrees in the United States in 2004 to be approximately 50 percent of the average number of job openings in Computer Science related fields in The difference equates to a need for 70,000 more students graduating with math/computer Science degrees due to new job creation in the information technology (IT) industry for years to come. As North Dallas is a high tech concentration area, there will be many IT job openings in the area once the economy rebounds from the current recession. As in recent

22 A-11 years, Computer Science graduates are expected to be able to find jobs once they finish their degree at the CHEC. Bachelor of Science, Criminology Student Demand A survey of current UTD criminology students conducted January 1, 2009, indicates a need for courses in McKinney, Texas. Of the 100 survey responses, 45 percent would prefer to take their complete program at the CHEC and 50 percent indicated a preference to take some courses at the CHEC. Collin College has a strong criminal justice program with 160 students currently enrolled in their associate of arts degree and field of study with a criminal justice emphasis. A survey of current Collin College students listed criminal justice as the third most likely major for students interested in attending the CHEC. Offering this program at the CHEC will meet the demand of students interested in a criminal justice baccalaureate degree. Workforce Need Our search of jobs openings in law enforcement found over 44 recent listings. The Dallas Police Department alone is seeking to fill over 100 positions and the Houston Police Department is seeking to fill numerous openings. At the Federal level, the Border Patrol is taking applications. The area of law enforcement is opening rich, and graduates of this degree program will be ready to compete for employment. Bachelor of Science, Business Administration Bachelor of Science/Master of Science, Accounting and Information Management Master of Business Administration Student Demand A survey of current UTD management students conducted on March 11, 2009, indicates a need for courses in McKinney, Texas. Nearly 20% of the 1609 students surveyed indicated a preference to complete their management degree at the CHEC. Furthermore, 28 percent indicated a preference to take some courses at the CHEC instead of UTD. Collin College also conducted needs assessments of current students and the general community identified business and management as a top degree of choice of those interested in attending the CHEC. Workforce Need A website for Texas statistics, projects management occupations to grow by 13.3% from with 11,650 new jobs being created in the North Texas workforce development area during that period. They also project 18,650 replacement jobs in the same period. They also project Business and Financial Operations Occupations to grow by 21.13% for a total of 17,700 new openings and 14,200 replacement jobs in the North Texas area. University of North Texas Collin College offers two-year associate degree plans and core curriculum courses that are easily transferred to the University of North Texas (UNT) through a current articulation agreement between the two institutions. UNT will be offering all of the courses in the degrees that Collin College does not provide. This will allow students to seamlessly transition from a two-year undergraduate environment into a four-year degree program and possibly beyond into a graduate degree program. As part of the partnership with the Collin College, UNT has agreed to

23 A-12 offer courses at the Collin Higher Education Center for degree completion in the following programs: Bachelor of Applied Arts and Sciences (BAAS) Master of Science, Engineering Systems Master of Education, Higher Education Administration Doctor of Philosophy, Higher Education Administration Doctor of Education, Higher Education Administration Doctor of Education, Educational Administration UNT is the second highest transfer destination for Collin College students. The Collin County Higher Education Scan (2008) performed by the Collin County Community College District between October 22 and November 7, 2007 indicates that of the respondents who were interested in pursuing higher education, 66% were interested in a graduate degree. The programs provided by UNT through the CHEC have been selected to meet the needs of the population and the community in the areas served by Collin County Community College District. Bachelor of Applied Arts and Sciences (BAAS) The BAAS program serves transfer students from community colleges who have an associates of applied science degree, who have accrued WECM credits, and/or who have military credits, or who are interested in multi-disciplinary study. The BAAS degree at the CHEC will initially offer two professional development concentrations: Alternative Dispute Resolution (ADR) and Non-Profit Management & Volunteer & Community Resource Management (COMS). Student Demand The UNT BAAS program has nearly tripled the number of students served over the last five years. In addition to serving students from Collin College, the BAAS degree will serve students from Grayson College. Grayson College currently serves approximately 3,300 undergraduate students, and is much closer to the CHEC than to any area university. Enrollment in the ADR program at UNT Dallas (the primary site for this program) increased by 72.2% from to Growth of the ADR program at CHEC is expected to be even more robust. Enrollment in the COMS program at UNT Dallas increased by 87.0% from to In the fall semester of 2008, COMS courses were the top choice of BAAS students, accounting for 1,116 SCH. In addition to providing a concentration area for BAAS students, there will be certificate programs for non-baas students, which will serve a wide variety of students and further the potential benefits of the BAAS program at CHEC. Workforce Need ADR services are often used in business. There are 39 corporations with over 1,000 employees headquartered in Collin County. COMS services are utilized primarily by non-profit and/or tax exempt organizations. There are an estimated 2,623 non-profit and/or tax exempt organizations in Collin County, 13,668 in Dallas County, and 1,993 in Denton County. Employees with otherwise terminal Applied Associates degrees who are tapped for professional development and advancement in area businesses will find the BAAS degree offering critical to success.

24 A-13 Master of Science, Engineering Systems The Master of Science in Engineering Systems has been selected to fulfill a large and growing need for Collin County and the surrounding communities. There will be two concentrations offered: Construction Management and Engineering Management. Student Demand The Collin College survey of educational needs indicates a high demand for Master s programs. Since the program began, the student demand has doubled enrollment in two years. Collin County is one of the state s fastest growing and large corporation rich counties in Texas. This degree will continue in high demand. Workforce Need In 2008, Texas had the highest number of Fortune 500 companies in the nation, 25 of which are in North Texas. Of the 25 companies in North Texas, there are 12 in Dallas, 7 more in the suburbs of Dallas, and 1 in Grapevine. In 2009, the number of companies in Texas increased to 64. Construction Management is expected to grow at an accelerated rate as the number of job openings exceeds the number of qualified construction management applicants. There is an expected employment increase of 16% or 77,000 jobs for construction managers between the years The growth rate of need, the high volume of Texas and North Texas companies, and the fact that a substantial number of seasoned construction managers are expected to retire over the next decade all indicate high need for a convenient, accessible construction management program at the CHEC. Engineering managers begin their careers as engineers and gain business management skills by completing a master s degree in engineering management. Employment of engineering managers is expected to grow by 8% or 14,000 jobs from The growth rate of need and the high volume of Texas and North Texas companies indicate the necessity of the engineering management master s degree at CHEC. Master of Education, Doctor of Philosophy, and Doctor of Education, Higher Education Administration Student Demand Collin County is one of the state s fastest growing counties. Demand for education professionals will parallel the growth in population. Collin College intends to build a new 100+ acre campus in Celina. Enrollments at all area colleges and universities are increasing, indicating rising student demand for these credentials. Faculty members of the higher education program have conducted preliminary interest meetings with future potential students. Collin College s survey of educational needs indicates a high demand for these programs. The U.S. News and World Report listed higher education administration as one of 30 careers that offer strong outlooks and high job satisfaction in its 2009 list of Best Careers. This underscores the need for the program availability to students, particularly in a high volume, at an accessible location such as the CHEC. Workforce Need The Master of Education, Doctor of Philosophy, and Doctor of Education programs in Higher Education Administration to be offered at CHEC have been selected to meet significant current and future needs in Collin County and the surrounding communities. As the population in the Collin County area has grown, so have the higher education institutions serving that population. For example, Collin County Community College has grown by 65% since 2000, annually serving 31,000 credit students. Nearby Richland College reports a student body of

25 A-14 15,000. As these institutions expand, so will their need for staff and administrators with degrees in higher education administration. The American Association of Community Colleges has well documented evidence that community colleges are in the midst of a transition brought about by the numerous retirements of administrators and faculty members ( This situation holds true in North Texas as well. This growth in demand for qualified administrators is supported by national data and trends as well. The Bureau of Labor Statistics expects significant demand for post-secondary administrators (Occupational Outlook Handbook, ), and their statistics project approximately 14% growth in employment by Doctor of Education, Educational Administration Student Demand Collin College s survey of educational needs indicates a high demand for these programs. Public school enrollments continue to grow in the Dallas-Fort Worth Metroplex. Several months ago, Dr. John Brooks conducted a survey of master s degree students in education administration to poll their interest in a doctorate in education administration and in superintendent certification. He found a high level of interest among master s students in pursuing a combined program to obtain both the superintendent certification and doctoral degree. Workforce Need Collin County is one of the state s fastest growing counties. Demand for education professionals will parallel the growth in population. Frisco ISD, for example, has plans to build multiple new high schools in the coming decade. The demand for doctoral degrees in education administration is expected to remain strong in the North Texas region. The superintendent certification that is part of the program is of keen interest to upwardly bound school administrators. Anticipated Headcount FY2010* FY2011 FY2012 FY2013 FY2014 FY2015 Dallas Baptist University Texas A&M University Commerce Texas Woman s University The University of Texas at Dallas University of North Texas Total Headcount *2010 is a partial year Articulation and Transfer of Community College Credit Each partnering university has a history of strong articulation with the Collin College curriculum and receiving a large number of Collin transfer students. All of the undergraduate programs offered at the CHEC will have a formally articulated 2+2 degree plan. The plan will identify the Texas Common Course Numbers (TCCN) for lower-division community college courses and the upper-division university courses needed to complete the various baccalaureate degrees. Although the articulation agreements for CHEC programs will be designed for Collin College transfer students, the TCCN used in the 2+2 degree plans will assist any community college student transferring to a CHEC partner university. Students will be able to access the

26 A-15 articulated 2+2 degree plans on the Collin College website, the CHEC website and in the student services center at the CHEC. Currently, all the partnering universities have signed a formal pre-admission partnership agreement with Collin College. Depending on the university, pre-admitted students receive a variety of university benefits such as library privileges, priority registration, faculty advising, a DART pass, student rates to athletic events, and even guaranteed tuition rates. Most importantly, pre-admission students are guaranteed admission if they meet the minimum university admission criteria. The pre-admission program identifies transfer students early allowing for long-term academic planning and a seamless transition from Collin College to the partner university. Facility Arrangements The CHEC will house Collin College upper-level administration as well as space dedicated to university partners. The shared facility will reduce operational costs for all partners. All essential operational staff will support both Collin College administrative offices as well as the needs of the higher education center. Technical support staff, information desk/phone operator, custodial services, and security will serve all building users. The cost of facility operations is the responsibility of Collin College, but will be off-set by the building usage fee paid by each university partner. The CHEC facilities will provide a comfortable, convenient, and supportive teaching and learning environment for university students. Students will have access to a student services center, a quiet learning and resource center, and a student lounge. The teaching facilities will be scheduled on a flex-time system to accommodate varied instructional styles and modalities. General purpose classrooms, computer labs, seminar rooms, and two-way interactive video classrooms will all be furnished by Collin College as part of the initial construction cost and available to universities for use. In addition, each university partner will have one dedicated office plus flex-time office space for professors, and university staff to use for preparation time, office hours or scheduled meetings with students. Collin College assumes the fiscal and operational responsibility for the CHEC, therefore will employ two full-time and two part-time staff to support operations of the facility and the student services center. The aforementioned full-time administrator will manage the CHEC with the assistance of a part-time site coordinator. Additionally, a full-time transfer coordinator and a part-time student development assistant will provide student support services such as general advising, academic planning, and connecting students with home campus resources and services. Financial Arrangements to Support the CHEC For use of the facility, each university partner will pay Collin College a fee based on credit hour enrollment. Included in the fee is classroom use, services provided by student services staff, general building maintenance and operations, and one designated office for recruiting/advising. Additional dedicated office space for university partners is also available at a fee. The amount of the fee will vary based on the hours of instruction requiring facility use. Fees paid to Collin College will be set by the Collin College Board of Trustees to help offset a portion of the operational and personnel costs that support the CHEC. Finances will be reviewed annually by the CHEC advisory committee and adopted by university partners through a memorandum of understanding. Student Services Delivery Success of students attending the CHEC is dependent on support services comparable to those experienced on the main campus. Students must have access to academic advising,

27 A-16 admission and enrollment services, and other student services. The CHEC partnership will support students needs through an on-site student services center (SSC). The SSC will be a onestop location for students to begin academic planning or find assistance in pursuing a current degree plan. Available student services will be communicated through printed materials as well as through the CHEC website. Student Services Many university student services such as admission, registration, bursar, and bookstore will be provided by the home campus via internet. To accommodate the largely internet-based services, the CHEC will have multiple computers available for students to access university websites as well as wireless connectivity throughout the CHEC. SSC staff will be trained to navigate each university partner website and assist CHEC students with online services. Academic Advising Academic advising needs will differ for transfer and graduate students. Most transfer students will be on Collin College campuses and therefore advising will be available to students on all three campuses. All Collin College advisers will be versed in the degree plans for CHEC undergraduate degrees, therefore current Collin College students can visit with any Collin advisor to develop transfer plans. Collin transfer students also have the option to meet with university advisors or admission counselors on Collin College campuses. Each university partner has access to the three Collin College campuses to recruit and advise current Collin College students through the transfer process. Undergraduate advisors on Collin College campuses are the best way to reach the most transfer students. Returning undergraduates and graduate students are more likely to seek advising at the CHEC facility; therefore, access to advising is necessary at the CHEC. Dedicated office space is available for university staff to meet with students privately at the CHEC facility. Because university staff schedules will vary, Collin College s full-time transfer coordinator will be trained by university advisors to provide general information about all degree programs offered at the CHEC. Access to library resources Students registered for classes at the CHEC will have access to all electronic library resources and searchable databases available through their respective university. Students may access libraries from home, links on the CHEC website, computers available in the CHEC learning resource center, or a personal laptop through the CHEC wireless network. Through the online university library sites, students will have online access to librarians for individual assistance. In addition, the TexShare system will enable students to request print materials, including books and journal articles, to be mailed to their home or the CHEC student service center. CHEC student service staff will assist students with library access and each partnering university will communicate any additional details about available library services directly to students enrolled in courses at the CHEC. Website link for the Center s site A comprehensive website for the CHEC is under construction. The website will provide information about the CHEC facility, degree offerings, and course schedule. In addition, the website will offer quick links to all partner institutions to allow students easy access to webbased information and student services provided by their home campus.

28 A-17 References Bureau of Labor and Statistics. Local Area Unemployment Statistics. Accessed April 30, Collin College. January Collin County Higher Education Scan. Clarus Corporation. Alliance, NE. Collin College. May Collin Higher Education Center Needs Assessment: A Survey of Current Collin Students. Collin County Texas. Collin County School Districts. Retrieved on June 16, 2009 from Interlink. Interlink s North Central Texas Targeted High Skills/High Wage Occupations Identified by Regional Employers for Long Term Growth. Accessed April 21, Texas Education Agency Academic Excellence Indicator System District Reports. Retrieved on June 16, 2009 from Texas Education Agency Academic Excellence Indicator System District Reports. Retrieved on June 16, 2009 from United States Department of Labor, Bureau of Labor Statistics Occupational Outlook Handbook, Edition. Fastest growing occupations and occupations projected to have the largest numerical increases in employment between 2006 and 2016, by level of postsecondary education or training. accessed April 20, 2009.

29 A-18 In witness whereof, the authorized representative of Collin County Community College District supports this request for Texas Higher Education Coordinating Board approval of the Collin Higher Education Center in partnership with Dallas Baptist University, Texas A&M University - Commerce, Texas Woman s University, The University of Texas at Dallas, and University of North Texas and agrees to implement plans outlined herein. Collin County Community College District By Dr. Cary A. Israel, President Date

30 A-19 In witness whereof, the authorized representative of Dallas Baptist University supports this request for Texas Higher Education Coordinating Board approval of the Collin Higher Education Center in partnership with Collin County Community College District, Texas A&M University - Commerce, Texas Woman s University, The University of Texas at Dallas, and University of North Texas and agrees to implement plans outlined herein. Dallas Baptist University By Dr. Gary Cook, President Date

31 A-20 In witness whereof, the authorized representative of Texas A&M University - Commerce supports this request for Texas Higher Education Coordinating Board approval of the Collin Higher Education Center in partnership with Collin County Community College District, Dallas Baptist University, Texas Woman s University, The University of Texas at Dallas, and University of North Texas and agrees to implement plans outlined herein. Texas A&M University - Commerce By Dr. Dan Jones, President and CEO Date

32 A-21 In witness whereof, the authorized representative of Texas Woman s University supports this request for Texas Higher Education Coordinating Board approval of the Collin Higher Education Center in partnership with Collin County Community College District, Dallas Baptist University, Texas A&M University - Commerce, The University of Texas at Dallas, and University of North Texas and agrees to implement plans outlined herein. Texas Woman s University By Dr. Ann Stuart, Chancellor and President Date

33 A-22 In witness whereof, the authorized representative of The University of Texas at Dallas supports this request for Texas Higher Education Coordinating Board approval of the Collin Higher Education Center in partnership with Collin County Community College District, Dallas Baptist University, Texas A&M University - Commerce, Texas Woman s University, and University of North Texas and agrees to implement plans outlined herein. The University of Texas at Dallas By Dr. David Daniel, President Date

34 A-23 In witness whereof, the authorized representative of University of North Texas supports this request for Texas Higher Education Coordinating Board approval of the Collin Higher Education Center in partnership with Collin County Community College District, Dallas Baptist University, Texas A&M University - Commerce, Texas Woman s University, and The University of Texas at Dallas and agrees to implement plans outlined herein. University of North Texas By Dr. Gretchen M. Bataille, President Date

35 B-1 Appendix B Agreement between TWU and CCCCD AGREEMENT This Agreement is made and entered into this day of, 2009 (the Agreement ), by and between the Collin County Community College District ( Collin College ), and Texas Woman s University ( TWU ). WHEREAS, the population of Collin County exceeded seven hundred sixty thousand (760,000) in 2008; and WHEREAS, the demand for upper-division undergraduate courses and graduate degree programs continues to grow in Collin County; and WHEREAS, Collin College has exceeded twenty-one thousand (21,000) credit students in the Fall of 2008 with more than forty-four thousand (44,000) credit and continuing education students being served in the academic year ; and WHEREAS, the strategic plans of several communities in Collin County calls for a four year public university in their respective cities; and WHEREAS, Collin College engaged a consulting firm to assess the higher education needs of the residents of Collin County which found a tremendous unmet need for locally accessible programs taught face-to-face; and WHEREAS, Collin College has determined to meet the burgeoning demand of its constituents for upper-division undergraduate courses and graduate degree programs, Collin College will construct and operate a one hundred twenty five thousand (125,000) square foot facility in McKinney; of which approximately seventy-five thousand (75,000) square feet will be dedicated to a higher education center on the terms described below (the Facility ). NOW, THEREFORE, in consideration of the covenants and conditions contained in this Agreement, Collin College and TWU agree as follows: 1. Findings Incorporated. The findings set forth above are made a part of this Agreement as if set forth herein verbatim. 2. Term of the Agreement. This Agreement shall be effective for 36 months upon the date of execution of both parties and shall be renewable under terms acceptable to both parties unless terminated earlier as provided below. 3. Responsibilities of Collin College. a. Collin College shall dedicate to upper-division courses of baccalaureate degree programs and all courses leading to graduate programs a maximum of seventy-five (75,000) square feet of the Facility.

36 B-2 b. Collin College will dedicate space in the Facility to TWU, maximizing efficiency and utilization. c. Collin College will be responsible for managing and overseeing the operations of the Facility, including the responsibility to provide custodial services, utilities, security, maintenance, printing and copying costs, telephone (including long distance), and internet; provided however, payment of the same will be as a fee for service to each user. d. Collin College will be responsible for the maintenance of the Facility, including the telecommunication system, the computers, and software owned by Collin College. e. Collin College will provide classroom and lab facilities, based upon a flex time system adopted by Collin College, for students of TWU. f. Collin College will provide one dedicated office for TWU with additional office space available based on a flex time system adopted by Collin College. g. Collin College will establish an open computer lab and learning space with wireless network connection for student access to TWU s online student and library services with access to fee-based printing. h. Collin College will provide a student service center with staff to assist with online registration, program information, tuition payment, and student/faculty issues. i. Collin College will provide coordination of the facilities with TWU and other universities who are offering programs at the Facility. j. Collin College will establish an advisory committee with representation from Collin College and each university offering programs at the Facility to facilitate communication and decision-making on matters relating to the operation of the CHEC, including procedures, evaluation, accountability, conflict resolution, program and course offerings, and additional partners. k. Collin College is solely responsible for addressing conduct that may be disruptive or criminal in nature at the Facility. 4. Responsibilities of TWU. a. TWU will establish the following undergraduate and graduate degree programs and schedule courses to allow students attending the Facility degree completion within a reasonable period: Bachelor of Science in Child Development, Bachelor of Science in Math with Teacher Certification, Bachelor of Science in Nursing, Master of Education in Education Administration, and Master of Education in Special Education. b. TWU home campus will honor all courses and programs offered at the Facility, should a program be discontinued at the Facility.

37 B-3 c. TWU is responsible for evaluating and admitting students to TWU; awarding grades and all student appeals regarding grades; on the sole authority to award a degree. d. TWU is responsible for resolving standards of conduct violations by students admitted to TWU or personnel employed by TWU at the Facility. e. TWU will provide official head count and semester credit hours to Collin College three weeks after census day of each term. f. TWU will identify the number of classrooms, labs, and office space at least ninety (90) days before each semester in which TWU will utilize the Facility for class offerings. g. TWU is responsible for instructional materials (including software) and equipment, including video conferences related equipment at its home campus and any line costs for interconnection with Collin College. h. TWU will make necessary arrangements to provide all academic and support services required by Section 504 of the Rehabilitation Act of 1973 and the American with Disabilities Act to its students. i. TWU is responsible for the assignment and collection of tuition and fees assessed to students of TWU. faculty. j. TWU is responsible to maintain all records of TWU, its students and k. TWU will appoint a representative to serve on an advisory committee to facilitate communication and decision-making by majority vote on matters relating to the operation of the CHEC, including procedures, evaluation, accountability, conflict resolution, program and course offerings, and additional partners. l. TWU will acquire all necessary approvals from the Texas Higher Education Coordinating Board and the Southern Association of Colleges and Schools for programs offered at the Facility. m. Collin College and TWU acknowledge that, because TWU is an agency of the State of Texas, liability for the tortious conduct of the agents and employees of TWU or for injuries caused by conditions of tangible state property is provided for solely by the provisions of the Texas Tort Claims Act (Texas Civil Practice and Remedies Code, Chapters 101 and 104); similarly, Workers Compensation Insurance coverage for employees of TWU is provided by TWU as mandated by the provisions of Texas Labor Code, Chapter 502. State agencies are prohibited, by the General Appropriations Act, from expending any funds appropriated by that Act for purchasing policies of insurance covering claims arising under the Texas Tort Claims Acts. So long as such prohibition remains in force, TWU shall have the right, at its option, to self-insure in lieu of purchasing policies of insurance, as to the risks described above in this section.

38 B-4 5. Fees. a. TWU shall pay Collin College for facility use payable within thirty (30) days of receipt of the invoice ( Fees ). b. Fees for courses where more than 50 percent of the class time takes place in a CHEC classroom are $25 per credit hour per enrollment. c. Fees for courses where ten to fifty percent of the class time takes place in a CHEC classroom are $15 per credit hour per enrollment. d. Fees for courses designated as CHEC offering and where less than ten percent of the class time takes place in a CHEC classroom (i.e. orientation only) or the course is included in the CHEC schedule are $5 per credit hour per enrollment. e. Fees for additional dedicated office space, if available, are $675 per year. 6. Nonexclusivity. TWU acknowledges and agrees that Collin College will be contracting with other Facility partner universities to provide non-duplicative college degree and professional programs at the Facility. Collin College has authority to maximize the utilization of the Facility, giving partners first right of refusal. 7. Employees of One Are Not The Employees of The Other. The parties agree that nothing in the Agreement makes any employee of Collin College employees of TWU nor makes any employee of TWU employees of Collin College. All employees of Collin College providing services to TWU shall be solely subject to Collin College s policies and procedures. 8. Nonappropriation. In the event that during any fiscal year, sufficient funds are not appropriated for the payment of all Fees required to be paid during TWU s next succeeding fiscal year and TWU provides written notice of Nonappropriation under Paragraph 8 hereof, TWU may terminate this Agreement as of the end of its then current fiscal year and shall not be obligated to pay the Payments beyond such fiscal year. TWU agrees to give Collin College written notice of such termination at least sixty (60) days prior to the end of the then current fiscal year. 9. Notices. Any notice provided or permitted to be given under this Agreement must be in writing and may be served by depositing same in the United States mail, addressed to the party to be notified, postage pre-paid and registered or certified with return receipt requested, or by delivering the same in person to such party via facsimile or a hand-delivery service, Federal Express or any courier service that provides a return receipt showing the date of actual delivery of same to the addressee thereof. Notice given in accordance herewith shall be effective upon receipt at the address of the addressee. For purposes of notice, the addresses of the parties shall be as follows: If to Collin College, addressed to it at: President Collin County Community College District Courtyard Center 4800 Preston Park Boulevard Plano, Texas Telephone: (972)

39 B-5 Facsimile: (972) With a copy to: Chair of the Board of Trustees Collin County Community College District Courtyard Center 4800 Preston Park Boulevard Plano, Texas Telephone: (972) Facsimile: (972) Abernathy, Roeder, Boyd & Joplin, P.C. Attention: Richard M. Abernathy 1700 Redbud Blvd., Suite 300 McKinney, Texas Telephone: (214) Facsimile: (214) If to TWU, addressed to it at: With a copy to: 10. Attorney s Fees. In any legal proceeding brought to enforce the terms of this Agreement the prevailing party may recover its reasonable and necessary attorney s fees from the non-prevailing party as permitted by Section of the Texas Local Government Code, as it exists or may be amended. 11. Incorporation of Recitals. The representations, covenants and recitations set forth in the foregoing recitals of this Agreement are true and correct and are hereby incorporated into the body of this Agreement and adopted as findings of Collin College and the authorized representative of TWU. 12. Entire Agreement. This Agreement contains the entire agreement of the parties with respect to the matters contained herein and may not be modified or terminated except upon the provisions hereof or by the mutual written agreement of the parties hereto. 13. Venue. This Agreement shall be construed in accordance with the laws of the State of Texas and shall be performable in Collin County, Texas. Suits brought against TWU must be brought pursuant to the mandatory venue provision (Denton County) set forth in Section of the Texas Education Code.

40 B Consideration. This Agreement is executed by the parties hereto without coercion or duress and for substantial consideration, the sufficiency of which is forever confessed. 15. Counterparts. This Agreement may be executed in a number of identical counterparts, each of which shall be deemed an original for all purposes. A facsimile signature will also be deemed to constitute an original if properly executed. 16. Authority to Execute. The individuals executing this Agreement on behalf of the respective parties below represent to each other and to others that all appropriate and necessary action has been taken to authorize the individual who is executing this Agreement to do so for and on behalf of the party for which his or her signature appears, that there are no other parties or entities required to execute this Agreement in order for the same to be an authorized and binding agreement on the party for whom the individual is signing this Agreement and that each individual affixing his or her signature hereto is authorized to do so, and such authorization is valid and effective on the date hereof. 17. Savings/Severability. In case any one or more of the provisions contained in this Agreement shall for any reason be held to be invalid, illegal or unenforceable in any respect, such invalidity, illegality or unenforceability shall not affect any other provisions hereof, and this Agreement shall be construed as if such invalid, illegal or unenforceable provision had never been contained herein. 18. Representations. Each signatory represents this Agreement has been read by the party for which this Agreement is executed and that such party has had an opportunity to confer with its counsel. 19. No Third Party Beneficiaries. Nothing in this Agreement shall be construed to create any right in any third party not a signatory to this Agreement, and the parties do not intend to create any third party beneficiaries by entering into this Agreement. 20. Assignment/Binding Effect. This Agreement is not assignable without the written consent of the parties. 21. Waiver. Waiver by either party of any breach of this Agreement, or the failure of either party to enforce any of the provisions of this Agreement, at any time, shall not in any way affect, limit or waive such party s right thereafter to enforce and compel strict compliance. 22. Miscellaneous Drafting Provisions. This Agreement shall be deemed drafted equally by all parties hereto. The language of all parts of this Agreement shall be construed as a whole according to its fair meaning, and any presumption or principle that the language herein is to be construed against any party shall not apply. Headings in this Agreement are for the convenience of the parties and are not intended to be used in construing this document. IN WITNESS WHEREOF, the parties have executed this Agreement and caused this Agreement to be effective on the latest date as reflected by the signatures below. Collin County Community College District:

41 B-7 By: Dr. J. Robert Collins Chair, Board of Trustees By: Dr. Cary A. Israel District President Texas Woman s University: By: Dr. Ann Stuart Chancellor and President

42 B-8 STATE OF TEXAS COUNTY OF COLLIN BEFORE ME, the undersigned authority, on this day personally appeared Dr. J. Robert Collins, known to me to be one of the persons whose names are subscribed to the foregoing instrument; he acknowledged to me he is the duly authorized representative for the Collin County Community College District, and he executed said instrument for the purposes and consideration therein expressed and in the capacity therein stated. GIVEN UNDER MY HAND AND SEAL OF OFFICE, this day of, Notary Public in and for the State of Texas My Commission Expires: STATE OF TEXAS COUNTY OF COLLIN BEFORE ME, the undersigned authority, on this day personally appeared Dr. Cary A. Israel, known to me to be one of the persons whose names are subscribed to the foregoing instrument; he acknowledged to me he is the duly authorized representative for the Collin County Community College District, and he executed said instrument for the purposes and consideration therein expressed and in the capacity therein stated. GIVEN UNDER MY HAND AND SEAL OF OFFICE, this day of, Notary Public in and for the State of Texas My Commission Expires:

43 B-9 STATE OF TEXAS COUNTY OF COLLIN BEFORE ME, the undersigned authority, on this day personally appeared Dr. Ann Stuart, known to me to be one of the persons whose names are subscribed to the foregoing instrument; she acknowledged to me she is the duly authorized representative for Texas Woman s Universtiy, and she executed said instrument for the purposes and consideration therein expressed and in the capacity therein stated. GIVEN UNDER MY HAND AND SEAL OF OFFICE, this day of, Notary Public in and for the State of Texas My Commission Expires:

44 Appendix C Course Rotations C-1 Proposed Course Rotation through 2012 B.S. Mathematics with Teacher Certification for Collin Higher Education Center B.S. Mathematics with Teacher Certification TERM Professional Education Mathematics Technology Sp 2010 EDUC Intergrating Tech for Effective Learning - Online EDUC Learning Theory & Development MATH Matrix Methods Su 2010 No courses CSCI Advanced Computing Technology (Summer I) Fa 2010 Sp 2011 EDUC Intergrating Tech into Instruction & Assessment - Online EDUC Design & Implementation of Instruction & Assessment EDUC Classroom Environment & Management EDUC Intergrating Tech for Effective Learning - Online EDUC Learning Theory& Development Student Teaching MATH Abstract Algebra MATH Math Concepts in the Educational Setting Su 2011 No courses MATH Geometry in the Math Classroom CSCI Advanced Computing Technology (Summer I) Fa 2011 EDUC Intergrating Tech into Instruction & Assessment - Online MATH Probability and Statistics ELDR Research in Education EDUC Design & Implementation of Instruction & Assessment MATH Algebra in Math Classroom ELDR Intership for the Principal EDUC Classroom Environment & Management Sp 2012 Student Teaching MATH Seminar in Math Education ELDR Professional Paper

45 Appendix C Course Rotations C-2 Proposed Course Rotation through 2012 B.S. Child Development, M.Ed. Special Education, M.Ed. Administration for Collin Higher Education Center TERM B.S. Child Development M.Ed. Special Education M.Ed. Administration FS Program Planning in Early Childhood EDSP Psychology & Education of Exceptional Children - Online ELDR Leadership in Educational Settings Sp 2010 FS Family Resource Management - 100% Online EDSP Test & Measurement for the Exceptional Child ELDR Educational Foundations & Administrative Implications EDSP Students w/emotional/behavioral Disorders FS Childhood & Adolescents - 100% Online SU/I - EDSP Individuals w/learning Disabilites SU/I - ELDR Professional Development & Supervision in Education Su 2010 SU/I - EDSP Principles of Learning for Exceptional Children SU/II - ELDR Curriculum Development, Assessment & Evaulation SU/II - EDSP Administration & Superivsion of Special Educaiton Programs EDSP Clinical Indtruction in Psychoeducational Assessment ELDR ILD - Instructional Leadership Development Fa 2010 FS Developmental Sexuality - 100% Online EDSP Methods of Teaching Special Education ELDR Educational Law FS 1511/ Human Development ELDR PDAS - Professional Development & Appraisal System FS Care & Education of Children - A Global Perspective EDSP Clinical Instruction in Intellectual Assessment ELDR Administrative Processes in Schools Sp 2011 FS Seminar in Family Sciences - 100% Online EDSP School based Interventions for Students w/emotional/behavioral Disorders ELDR Theories of Learning & Educational Measurement FS Parenting Issues SU/I - EDSP Models & Theories for the Education of Students w/emotional/behavioral Disorders SU/I - ELDR Organizational Leadership: Theory & Practice Su 2011 SU/I - EDSP Developmental Disabilities FS Childhood & Adolescents (repeats every summer) 100% online SU/II - EDSP Language Problems of Students w/disabilities

46 Appendix C Course Rotations C-3 TERM B.S. Child Development M.Ed. Special Education M.Ed. Administration Fa 2011 FS Practicum I ELDR Research in Education ELDR Research in Education FS Developmental Sexuality - 100% Online (repeats every fall) EDSP Advanced Assessment & Evaluation of Individuals w/ Disabilities ELDR Intership for the Principal Sp 2012 FS Public Policy 100% Online FS Practicum II EDSP Professional Paper ELDR Professional Paper

47 D-1 Appendix D Syllabi FS 3513 Childhood and Adolescence Spring, 2009 Tuesday and Thursday 2:30 PM 3:50 PM Instructor: Dr. Ron Fannin Office: 110 HDB Phone: (940) Fax: (940) [email protected] Office Hours: Monday and Wednesday 1:00 3:00 PM Tuesday and Thursday 12:00 2:30 PM RESOURCES AND MATERIALS: Cook, J.L. & Cook, G. (2008)Second Edition. Child Development: Principles and Perspectives. Boston, Pearson. [ISBN# ] CATALOG DESCRIPTION: Physical, mental, emotional, and social growth of the individual from six through adolescence; guidance techniques. Three lecture hours per week. Credit: Three hours. STATE STANDARDS AND PROFESSIONAL COMPETENCIES ADDRESSED: Learner-Centered Proficiencies ExCET Professional Development Competencies Learner Centered Knowledge: The 003. The teacher appreciates human diversity teacher possesses and draws on a rich by recognizing how diversity in the classroom knowledge-base of content, pedagogy, and and the community may affect learning and by technology to provided relevant and creating a classroom environment in which both meaningful learning experiences for all the diversity of groups and the uniqueness of students individuals is recognized and celebrated. Learner-Centered Instruction: To create a learner-centered community, the teacher collaboratively identifies needs and plans, implements, and assesses instruction using technology and other resources Learner-Centered Communication. While acting as an advocate for all students and the school, the teacher demonstrates effective professional and interpersonal communication skills 001. The teacher uses an understanding of developmental processes to nurture student growth through developmentally appropriate instruction 004. The teacher understands how learning occurs and can apply this understanding to design and implement effective instruction 005. The teacher understands how motivation affects group and individual behavior and learning and can apply this understanding to promote student learning 002. The teacher considers environmental factors that may affect learning in designing a supportive and responsive classroom community that promotes all students learning and selfesteem.

48 D-2 OBJECTIVES: 1. To understand and recognize the developmental patterns that occur during middle childhood and adolescence. 2. To develop in the student an awareness of the major changes occurring during the middle childhood and adolescent years. 3. To assist the student in developing an appreciation for the individual nature of the developmental process, and the implications had by this individuality for the developing child and his or her family. 4. To develop in the student an appreciation for and an understanding of the ecological perspective in informing the process of interacting with school-aged children and adolescents. 5. To develop within the student a recognition of the major theoretical perspectives used in studying and describing development during childhood and adolescence 6. To provide the student with reasons for the study of development during the school-aged and adolescent years. GRADES: The grades for this class will be determined by the total number of points a student accrues over the course of the semester. The three tests will be worth 100 points each, with the average of two book reports* worth 100 points as well. In addition, a student will be able to earn an additional 30 points by attending every class period. If a student is present to answer the roll when it is called, the student will receive 1 (one) point. A student may be able to receive a total of 30 points by perfect attendance. If a student is not present for roll call, the point will not be earned. Roll may be called more than once during a class period. After the third absence, two points will be deducted from the student s overall point total for every class missed. The total number of points which may be earned during the semester is 430 (3 100 pts. each + book report 100 points + 30 pts. for attendance). Grades for this class will be assigned as follows: Grade Point range A From 387 to 430 points (90% and above) B From 344 to 386 points (between 80% & 89%) C From 301 to 343 points (between 70% & 78%) D From 258 to 300 points (between 63% & 69%) F 270 points or less (62% or less) *These book reports should be on books related to development between the ages of six through adolescence. Each report should be some 1 1/2 to 2 pages in length. This report should provide an overview of the contents of the book (some 2-3 paragraphs) and a critique of the book (some 1 to 2 paragraphs). This critique should indicate what you saw as strengths or weaknesses of the book, and whether you would recommend this book to a friend interested in learning about development during the childhood or adolescence periods. Bibliographic information must be given for the book. Thus you need to provide: Title, author, date of publication, place of publication, and publisher. Reports not providing this information will be graded down dramatically. These reports are due March 26 and April 30. Students may elect to replace Test 3 with a ten-page paper concerning a topic related to early childhood development. Guidelines and a grading rubric are available on the FS 3513 Blackboard space. Students must inform the instructor of the intent to use this paper as a replacement for the third test by April 14, The paper will be due no later than May 1, 2009.

49 D-3 Missed examination policy: Students not present when examinations are given will be provided the opportunity for a make-up exam on the Make-up exam day for the semester. This opportunity for making up any examination missed will be Friday, May 1, 2007 from 9:00 AM to 5:00 PM. Prior arrangements with the instructor are required for a student to make up a missed examination Listing of due dates for class: [OK] Date Assignment/test 2/24 Test 1 3/26 Book Report 1 4/7 Test 2 4/14 Deadline to state intention to use 10-page paper in place of test 3 4/30 Book Report 2 5/1 Deadline for submission of optional paper in place of Test 3 5/1 (Friday) Missed exam day: 9:00 AM 5:00 PM Prior arrangements with instructor required. 5/12(Tuesday) Test 3 during Final Exam period 1:00 3:30 PM DISABILITY, DIVERSITY & Honesty STATEMENTS The concept of diversity implies a total commitment to an open context that promotes equality, social tolerance, and the right to express different points of view. The Family Sciences Department practices and celebrates diversity and creates a culture characterized by a climate of inclusion rather than exclusion, where people are involved in working together for a common good. Diversity refers to the inclusion of all persons regardless of their differences. These differences include but are not limited to ethnicity, race, culture, gender, age, socioeconomic status, religion, sexual orientation, and physical disability. The Family Sciences Department does not condone discrimination in any form and complies with Texas Woman s University Non-Discrimination Policy. The faculty actively seek enrichment through the strength, power, and wisdom of diversity Texas Woman s University seeks to provide appropriate academic adjustments for all individuals with disabilities. This University will comply with all applicable federal, state, and local laws, regulations, and guidelines, specifically Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act (ADA), with respect to providing appropriate academic adjustments to afford equal educational opportunity. It is the responsibility of the student to register with and provide medical verification and academic schedules to Disability Support Services (DSS) at the beginning of each semester and no later than the second week of school unless otherwise determined by the coordinator. The student also must contact the faculty member in a timely manner to arrange for appropriate academic adjustments. For further information regarding Disability Support Services or to register for assistance, please contact the office at (voice), (TDD) or visit CFO 105. Academic Dishonesty Honesty in completing assignments is essential to the mission of the university and to the development of the personal integrity of the student. Cheating, plagiarism, or other kinds of academic dishonesty will not be tolerated and will result in appropriate sanctions that may include failing an assignment, failing the class, or being suspended or expelled. Suspected cases in this course may be reported to Student Life. The specific disciplinary process for academic dishonesty is found in the TWU Student Handbook. Tools to help you avoid plagiarism are available through the TWU Libraries Quick Links under Research Help (

50 D-4 FS 3513 Topical Outline [1.09] Topic Assignme nt 1/20 Introduction and overview of course 1/22 Reasons for studying development in childhood and adolescence Chpt. 1 1/27 Martin Luther King holiday No class 1/29 Theories of development Chpt. 2 2/3 Early Childhood Chpt. 3 2/5 Early childhood Chpt. 4 2/10 Middle childhood: Definition and physical development Chpt. 5 2/12 Middle childhood: Physical development 2/17 Middle childhood Motor development 2/19 Middle childhood: Cognitive development Chpt. 6 2/24 Test 1 2/26 Middle childhood: Cognitive development 3/3 Middle childhood: Social development Chpt. 7 3/5 Middle childhood: Social development 3/10 Adolescence: Definition and biological processes 3/12 Adolescence: Biological processes 3/17 Spring Break Chpt. 8 3/19 Spring Break 3/24 Adolescence: Cognitive Processes 3/26 Adolescence: Cognitive processes [Book Report #1 due] Chpt. 9 3/31 Adolescence: Social processess 4/2 Adolescence: Social processes Chpt.10 4/7 Test 2 4/9 Adolescence: Social processes Chpt. 11 4/14 Adolescence: Social processes[deadline to state intention to do a paper instead of Test 3] 4/16 Adolescence: Social processes Chpt. 12 4/21 Issues associated with childhood and adolescence 4/23 Issues associated with childhood and adolescence 4/28 Issues associated with childhood and adolescence Chpt. 13 4/30 Issues associated with childhood and adolescence[book Report #2 due] 4/28 Issues associated with childhood and adolescence Chpt. 14 4/30 Review & Catch-up 5/1 (Friday) Deadline for paper to be graded in place of Test 3 Missed exam make-up day [9:00 AM 5:00 PM HDB 110. Prior arrangements must be made 5/5 Issues associated with childhood and adolescence 5/7 Review and Catch-upS Test 3 will be scheduled during the final examination period. This test will be given Tuesday, May 12 at 1:30 3:30 PM. [1/09] [ok-1/09]

51 D-5 Course Description: Texas Woman s University College of Professional Education Department of Family Sciences FS Program Planning in Early Childhood Fall 2009 Program planning techniques, evaluation of individual children s growth and development, and consideration of ethical issues; includes 24 hours of field experience in a nearly childhood program. Prerequisites: FS 2513, FS 3563, and FS 3404 (one of latter two concurrently). Three lecture hours and 24 laboratory hours. Credit: Three hours. Course Days/Times: Tuesdays & Thursdays 9:30 10:50 a.m. and 24 hours of lab work Course Location: HDB 300 Instructor: Sandy McClintic, Ph.D., CFLE Office: HDB 102E Office Hours: Tuesdays & Thursdays -8:30 to 9:30 a.m., Tuesdays 11:00 to 2:00 p.m., Thursdays 11:00 to 1:00 p.m. and By Appointment [email protected] Phone: Textbooks: Required: Bredekamp, S., & Copple, C. (Eds.) (2009). Developmentally appropriate practice (3 rd ed.). Washington: NAEYC. McAfee, O., Leong, D. J., & Bodrova, E. (2004). Basics of assessment. NAEYC. Roopnarine, J., & Johnson, J. E. (2009). Approaches to early childhood education (5 th ed.). Pearson. Shores, E. F., & Grace, C. (2005). The Portfolio book. Pearson. Course Objectives: 1. Develop an understanding of the processes of planning, implementing, and evaluating programs. 2. Analyze the components of developmentally appropriate practice as the foundation of program planning for young children. 3. Utilize effective observation techniques as a basis for planning and evaluating student progress and make appropriate suggestions to teachers and parents. 4. Explore the characteristics of various early childhood program models. 5. Understand developmentally appropriate activities within various academic subject areas. 6. Familiarize current trends and issues in early childhood programs research. 7. Develop skills to evaluate existing early childhood programs.

52 D-6 8. Explore professional and ethical issues. Students who seek teacher certification in EC-4 should become familiar with State Standards and Professional Guidelines, Pedagogy and Professional Responsibilities (PPR). See details below. State Standards and Professional Guidelines Alignment: Emphasis will be placed on the following Pedagogy and Professional Responsibilities EC-4 Domains and related competencies. This information is provided for those students seeking teacher certification EC-4. State Board for Educator Certification EC-4 Pedagogy and Professional Responsibilities Standards Emphasis will be placed on the following Pedagogy and Professional Responsibilities EC-4 Domains and related competencies. This information is provided for those students seeking teacher certification EC-4. Domain I: Designing Instruction and Assessment to Promote Student Learning Competency 1: The teacher understands human developmental processes and applies this knowledge to plan instruction and ongoing assessment that motivates students and are responsive to their developmental characteristics and needs. Competency 2: The teacher understands student diversity and knows how to plan learning experiences and design assessments that are responsive to differences among student and that promote all students learning. Competency 3: The teacher understands procedures for designing effective and coherent instruction and assessment based on appropriate learning goals and objectives. Competency 4: The teacher understands learning processes and factors that impact student learning and demonstrates this knowledge by planning effective, engaging instruction and appropriate assessments. Domain II: Creating a Positive, Productive Classroom Environment Competency 5: The teacher knows how to establish a classroom climate that fosters learning, equity, and excellence and uses this knowledge to create a physical and emotional environment that is safe and productive. Competency 6: The teacher understands strategies for creating an organized and productive learning environment and for managing student behavior. Domain III: Implementing Effective, Responsive Instruction and Assessment

53 D-7 Competency 7: The teacher understands and applies principles and strategies for communicating effectively in varied teaching and learning contexts. Competency 8: The teacher provides appropriate instruction that actively engages students in the learning process. Competency 10: The teacher monitors student performance and achievement; provides students with timely, high-quality feedback, and responds flexibly to promote learning for all students. Policies and Student Responsibilities: 1. All assignments must be submitted in order to pass the course. If a student does not complete any part of the assignments, a grade of F will be assigned, unless there is a medical condition that is documented and presented to the Off ice of Student Services, in which case a grade of Incomplete may be considered. 2. Attendance is expected. 3. While this class is about children, it is never appropriate for children to attend class. 3. Written work must be turned in, either on-line posting or submission to the instructor as required, by its due date. Do not your work, unless the instructor requests. No late work will be accepted. Technical difficulty will not be considered the reason for late work. If you expect to miss a class, any assignments that are scheduled to be turned in on that day must be turned in earlier or may be turned in by a classmate. Please pay close attention to due dates. 4. Written assignments should be fully prepared before entering the classroom and turned in at the beginning of class. No grade will be given for work that is not typed, stapled and with rubric attached at the beginning of class. 5. Out of courtesy to class members and the instructor, cell phones, electronic paging devices, laptop computers, etc. must be turned off or to the no sound position during class. Recurring disturbances from the same student will cause the student to leave the classroom. If you are expecting to receive any medically urgent calls, please inform me before the class period. 6. Disruptive behavior will not be tolerated. Students who disrupt class will be asked to leave the classroom and will not be given credit for attendance. Course Requirements: 1. Video Reflections: 20 pts. each On the assigned date post a summary of the week s assigned video vignettes from the DAP Supplemental DVD (comes with purchase of the book). Summary should be at least 250 words and include links to weekly course readings. These postings should be insightful, informed, substantive, respectful, and grammatically correct.

54 D-8 2. Portfolio: 100 points Develop a portfolio on a child under 6 years of age. The child may be a friend of the family, neighbor, or an extended relative. The child should not be your son or daughter. Develop a portfolio on a child under 6 years of age. Choose which type of portfolio you will create and tell Dr. McClintic via the dedicated discussion board by the due date (see course calendar). Using the Portfolio book, choose appropriate artifacts or records to include in the portfolio type you have selected. Each portfolio MUST have a MINIMUM of 15 items or artifacts appropriate to the portfolio type selected. Please see rubric provided in Blackboard for grading criteria for this assignment. Portfolios with fewer than 15 items or artifacts will not receive passing grades. See calendar for due date. No late work will be accepted or receive any credit. No exceptions will be made. 3. Case Study: 100 points Prepare a case study on the child selected for the portfolio assignment. An overall summary of each area of development will be prepared and documented from observations and literature. Make recommendations to teachers for planning and parent conferences. (See rubric for specific guidelines.) 4. Program Model Workshop: 100 points Present a workshop on an early childhood program model (see rubric for specific guidelines). These workshops should be highly interactive, involving your audience in multiple ways, while still being informative. Select a model from out ECE textbook and sign up on discussion board. 5. Literature Review: 100 points Summarize 3 current articles related to course objectives and write a literature review synthesizing the information found. See rubric for specific guidelines. Submit article for approval 20 points Lit Review 80 points 7. Program Evaluation: 100 points Using either the NAEYC classroom evaluation guide or the ECERS-R, evaluate the quality of the classroom you are observing. Compile a summary of your findings on each subscale or domain on the evaluation tool that you choose, summarizing your evaluation of the quality of the program in each component. Conclude with a discussion of the overall classroom quality that you observed, along with a rationale based on the findings of your evaluation and recommendations for improvement written in a professional manner. 8. Pop-quizzes, class activities, evaluations and reactions to media, discussion, and attendance: number will vary according to opportunity Lab Site Information and Requirements

55 D-9 Lab Time Requirements Lab Sites All students are required to participate in 24 hours of out of class lab work, observations of young children 0 age 5 and observations of select program. There are approximately 10 weeks available to conduct the 24 hours of lab work. Students should plan accordingly to allow them to complete all 24 observation hours by the deadline. Observations should be no more than 2 hours per week maximum. This allows for the learning process to occur over the course of the semester. All observations must be conducted with the same classroom over the course of the semester. This allows you to see examples of the creative process or children and teachers. Schedule some of your time to include center time and whole group. Some outside activity can be included but should not be the entire observation. You should only miss your lab hours due to illness or emergency. If you must miss your scheduled lab time, please contact the center/program before your scheduled arrival time to inform them of your absence. You will need to schedule a make-up time with your field supervisor with the same group of children (same class) at a mutually workable time. You will also need to notify Dr. McClintic of your absence and scheduled make up time. Make-up hours are only available with prior approval from instructor and should be kept to a minimum, if at all. All labs hours must be completed by Dec 2 nd, with the final report due Dec 9 th. Lab Sites must be arranged prior to week beginning Sept.22nd The student and the instructor will arrange the site location for observations. Student must provide her/his own transportation to the site and complete any and all requirements for working with young children at the chosen site. Lab Hours = 24 hours 10 hours observation of Portfolio child 14 hours observation at Lab Site for program evaluation Observation Logs Observation logs will be kept throughout the semester. (Form in Lab Packet) Logs must be initialed by the cooperating director and/or teacher. Logs will be periodically checked by instructor. Instructor will also check at centers/schools periodically throughout the semester to ensure that lab visits are being conducted regularly. Evaluation Criteria: Your final course grade is a percentage of the total possible points. You can calculate your grade at any time by knowing the possible points to date and computing the percentage. In order to compute this divide the total points you have received by the total points possible to date. The

56 D-10 Instructor will not calculate grade percentages during the semester as these are available through the online grade book. A = % B = 80 89% C = 70 79% D = 60 69% F = 59% Academic Integrity: Honesty in completing assignments is essential to the mission of the University and to the development of the personal integrity of students. In submitting graded assignments, students affirm that they have neither given nor received unauthorized assistance, and that they have abided by all other provisions of the Code of Conduct in the TWU Student Handbook. Cheating, plagiarism, fabrication or other kinds of academic dishonesty will not be tolerated and will result in appropriate sanctions that may include failing an assignment, failing the class, or being suspended or expelled. Suspected cases in this course may be reported to Student Life. The specific disciplinary process for academic dishonesty is found in the TWU Student Handbook. The TWU library link, Avoiding Plagiarism, will aid students in completing their assignments with integrity. In an effort to ensure the integrity of the academic process, Texas Woman s University vigorously affirms the importance of academic honesty as defined by the Student Handbook. Therefore, in an effort to detect and prevent plagiarism, faculty members at Texas Woman s University may now use a tool called Turnitin to compare a student s work with multiple sources. It then reports a percentage of similarity and provides links to those specific sources. The tool itself does not determine whether or not a paper has been plagiarized. Instead, that judgment must be made by the individual faculty member. Assignments will be randomly checked for plagiarism using Turnitin.com. Disability Support Policy Statement: Texas Woman s University seeks to provide appropriate academic adjustment for all individuals with disabilities. This University will comply with all applicable federal, state, and local laws, regulations, and guidelines, specifically Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act(ADA), with respect to providing appropriate academic adjustments to afford equal educational opportunity. Diversity Statement: The concept of diversity implies a total commitment to an open context that promotes equality, social tolerance, and the right to express different points of view. The Department of Family Sciences celebrates and practices diversity creating a culture characterized by a climate of inclusion rather than exclusion where people are involved in working together for a common goal. The Department of Family Sciences does not condone discrimination in any form and complies with Texas Woman s University Nondiscrimination policy.

57 D-11 Texas Woman s University Fall 2009 FS Developmental Sexuality Course Description & Overview: Sexuality across the lifespan with emphasis on sex education within the family. Credit: Three hours This course is conducted 100% on Blackboard: or This course fulfills: Core Curriculum requirements Global Perspective requirements Major requirements Elective requirements Research Tools requirements Faculty Contact Information: Katie Rose, Ph.D. HDB 102D (940) T 12 noon -1pm; W 9 am-12 noon; 1:30-3:30 pm; Th 10 am- 12 noon [email protected] FAX (940) Teaching Assistant Contact Information: Alan Wages, M.S. [email protected] [email protected] Online hours: will be monitored regularly, and responses should be provided with 24 hours Monday through Friday. s sent after 5:00 pm on Friday will be responded to on Monday morning. **For all communication, indicate in the subject line the course number, section, and your last name along with a brief description of your communication. Example: FS Rose: Question about DB 1 (Your course and section number is found at the top of the syllabus and at the top of Blackboard when in the course shell). Goals and Outcomes: Upon completion of the course, students will be able to: Text 1. Understand sexual development across the lifespan and throughout the family life

58 D-12 cycle. Virtual Chat Text Text Text Journals Text Text Text Text Movie Virtual Chat 2. Comfortably discuss sexuality within a group and role play parent-child sexuality education situations. 3. Learn about sexuality education approaches, activities and techniques suitable for various ages and developmental stages. 4. Understand the concepts of gender, gender identity, gender role, sexual orientation, and sexual identity. 5. Distinguish sexual myths from sexual facts. 6. Become familiar with the professional journals containing articles on human sexuality. 7. Identify the reproductive organs and their functions for females and males. 8. Understand the methods of contraception and abortion, their levels of effectiveness, advantages and disadvantages. 9. Understand sexually transmitted infections (STI) and HIV/AIDS, including transmission, symptoms, treatment, and prevention. 10. Discover the theories involved when studying and researching human sexuality. 11. Develop an appreciation of the physical/psychological and emotional/spiritual interconnectedness of human sexuality. 12. Identify one s own values around sexuality issues and articulate personal responsibility for cultural competence. Course Materials and Supplies: Required: King, B. M. (2009). Human sexuality today (6 th ed.). Upper Saddle River, NJ: Pearson/Prentice Hall. ISBN-10: ISBN-13: Recommended: American Psychological Association (2009). Publication manual of the American Psychological Association (6 th ed). Washington, DC: American Psychological Association. Course Prerequisites: None Disability Support Policy Statement: If you anticipate the need for reasonable accommodations to meet the requirements of this course, you must register with the office of Disability Support Services (CFO 106, , [email protected] ) in order to obtain the required official notification of your accommodation needs. Please plan to meet with me by appointment or during office hours to discuss approved accommodations and how my course requirements and activities may impact your ability to fully participate. Academic Integrity: Honesty in completing assignments is essential to the mission of the University and to the development of the personal integrity of students. In submitting graded assignments, students affirm that they have neither given nor received unauthorized assistance, and that they have abided by all other provisions of the Code of Conduct in the TWU Student Handbook. Cheating, plagiarism, fabrication or other kinds of academic dishonesty will not be tolerated and will result in appropriate sanctions that may include failing an assignment, failing

59 D-13 the class, or being suspended or expelled. Suspected cases in this course may be reported to Student Life. The specific disciplinary process for academic dishonesty is found in the TWU Student Handbook. The TWU library link, Avoiding Plagiarism, will aid students in completing their assignments with integrity. In an effort to ensure the integrity of the academic process, Texas Woman s University vigorously affirms the importance of academic honesty as defined by the Student Handbook. Therefore, in an effort to detect and prevent plagiarism, faculty members at Texas Woman s University may now use a tool called Turnitin to compare a student s work with multiple sources. It then reports a percentage of similarity and provides links to those specific sources. The tool itself does not determine whether or not a paper has been plagiarized. Instead, that judgment must be made by the individual faculty member. All required assignments in this course may be checked for plagiarism using Turnitin.com Activities, Assignments, and Grading Policy: 1. Working 5 points 2. Self-Introduction 10 points 3. Syllabus Scavenger Hunt 25 points 4. Kinsey Institute Sexual Knowledge Test / Return 10 points 5. Two Article Synopses (75 pts each) 150 points 6. Six Discussion Board Posts (25 pts each) 150 points 7. Two Virtual Chats (50 pts each) 100 points 8. Four Vocabulary Quizzes (25pts each) 100 points 9. One Movie Review 100 points 10. Mid-Term Exam 150 points 11. Final Exam 200 points Total = 1000 pts Final Grade: Your final grade is a percentage of total possible points. You can figure your grade at any time by knowing the total possible points to date and computing the percentage. A=90-100% D=60-69% B=80-89% F=59% or lower C=70-79% Major Course Assignments and Examinations 1. Working account (5 points). Students need a Pioneer Portal account to enter Blackboard (Bb) course space. Create a TWU Pioneer Portal account for use in online courses. Your Portal address will be the default account registered in Blackboard. You may forward this account to a home account (see TWU website for instructions) or

60 D-14 you can check the TWU website (by entering your Portal) for your messages. A working account is a requirement for this course and you will not be considered in attendance in this course until you have received and replied to an from your instructor/teaching assistant. Also, record a back-up address and other contact information on your Personal Homepage in the Bb course space by 5:00 p.m., Monday, September 14, Self-introduction (10 points). In order to build an online classroom and a climate for learning, use the Personal Information and Personal Homepage functions of this course s Bb to introduce yourself to the class by 5:00 p.m., Monday, September 14, For the Self Introduction assignment, go to the course site, then select the Self Introduction tab, and then select Homepage. Follow the instructions in the Self Introduction folder for information to include in your Homepage. a. Use the Personal Information tab found under Course Tools, then select Edit Personal Information. Enter the required information (First name, Last name, and ). Your First name and Last name should have the first letter capitalized (i.e., Jane Pioneer). This is important for Gradebook purposes. 3. Syllabus Scavenger Hunt (25 points) found in Week Two due by 5:00 p.m., Monday, September 14, Kinsey Institute Sexual Knowledge Test / Return (10 points) found at Go to and take the Kinsey Exam. Submit your score (calculated automatically) in the assignments area of Blackboard. Simply type in your score in the text box by 5:00 p.m., Monday September 14, 2009 Example: FS Pioneer (your last name) You may take the exam multiple times. The Kinsey exam score itself is not counted in your grade only your participation in submitting an exam score. 5. Two Article Synopses 75 points each points total). Select two articles from peer reviewed professional journals on sexuality. The textbook companion website, found at has many articles for review, in addition to the TWU library online articles and other internet resources. Also, the textbook reference section is an excellent source for articles. Be certain to select articles well in advance of due dates. Read thoroughly, taking notes in your own words as you read. Summarize the articles IN YOUR OWN WORDS. Please see the statements on academic dishonesty, plagiarism, and the use of turnitin in this syllabus and your course catalog for information on how incidences of plagiarism will be handled in this course

61 D-15 Instructor will provide feedback based on the following rubric: Grading Rubric for Article Synopses 75 Possible Points Below 30 Journal referenced in APA 6 th Edition with a working URL. Includes all major topics of article and shows understanding of main idea. Perfect format: margins, fonts, & spacing. Uses good sentence structure and forms complete thoughts. Uses correct verb/subject agreement and no misspelled words were found. Overall, excellent writing displayed by student. Some errors in APA format, and/or article URL is not available. Summarizes article but omits 1 or 2 topics. Uses 1 term incorrectly. Still shows understanding of main idea. Uses good sentence structure and forms complete thoughts. Contains 1 or 2 grammar/spelling error(s). Good writing displayed, overall. Major APA errors, and article URL is not available. Main ideas hard to discern. Lacks organization. Shows little understanding of main idea. Omits more than 2 topics in summary. Uses 2 terms incorrectly. Article contains 3 or more grammar/spelling errors. Template not followed. Overall, writing needs improvement. APA format is not followed, and article URL is not available. Writing is unacceptable or plagiarized, or assignment is incomplete. Article source is from a non professional journal. 6. Six Discussion Board Posts 25 pts each 150 points total) Questions will be submitted over text reading for response on Blackboard Discussion Board. See Course Calendar for specific due dates. Instructor will provide feedback based on the following rubric: Grading Rubric for Discussion Board Posts 25 Possible Points Question answered. Excellent sentence structure used and Question somewhat answered. Used good sentence structure and Question not answered or plagiarism evident. Own

62 D-16 complete thoughts detailed. Material not plagiarized. No grammatical errors. Excellent writing, overall. formed complete thoughts. No plagiarism own thoughts detailed. Contains no more than 2 grammar/spelling errors. Good writing, overall. thoughts not detailed. Contains more than 3 grammar/spelling errors. Writing is unacceptable. 7. Two Virtual Chats 50 points each 100 points total) Virtual Chats will be conducted on Blackboard at assigned times (see Course Calendar). Chats will be held in small groups. Full, sustained, prompt attendance is required in order to receive total points. See Chatiquette Rules at end of Syllabus and rules on Netiquette in the course shell under Start Here. Chat 1 Textbook Topics Chat Chat 2 Journal Articles and Movie Review Chat Grading Rubric for Virtual Chat 50 Possible Points and below Student attended chat on time and came with assigned information. Participated in group discussion with balance and purpose (not too much and not too little). Student attended virtual chat a few minutes late and was not as prepared as expected. Student s participation was less than expected or student dominated the conversation. Student attended chat late and/or was unprepared. Student interrupted chat upon entrance before reading the posts of others to get the flow of the discussion. Student did not add to the discussion in a scholarly manner had little insight or knowledge of chat topic. Student was unable to attend or was unable to sustain chat once joining, due to technological problems. 8. Four Vocabulary Quizzes 25 pts each 100 points total) Vocabulary quizzes are scheduled according to Course Calendar. Each quiz will consist of vocabulary found within, and at the end of each chapter (not all vocabulary words will be used). Quizzes will be timed with only one opportunity to take them. Read chapters in advance in order to maximize your performance on the quizzes. Although the quizzes are open book format, a familiarity with the chapters and vocabulary will aid in the student s ability to be successful in this course.

63 D One Movie Review (100 points) Select to view a movie of your choice which relates to a chapter/topic in the required text. Use the following for your post: Name of Movie (in APA 6 th Edition format. Motion Pictures Reference p. 209 in APA 6th Edition Manual). You must follow example exactly. Example: Scorsese, M. (Producer), & Lonergan, K. (Writer/Director). (2000). You can count on me [Motion picture]. United States: Paramount Pictures. Cast: Runtime: Rating: Brief Summary of Movie: How Movie Relates to Topic of Sexuality in Book (use page numbers when referring to text and quotation marks if quoting from text). Grading Rubric for Movie Review 100 Possible Points Below 70 Topic of sexuality presented and addressed. Relates explicitly to movie. Movie title referenced correctly in APA 5 th Edition style. Excellent sentence structure used, and complete thoughts detailed. Material not plagiarized. No grammatical errors. Excellent writing, overall. Topic somewhat relates to movie. Used good sentence structure and formed complete thoughts. No plagiarism own thoughts detailed. Contains no more than 2 grammar/spelling errors. Overall, writing good but could use improvement. Movie title not referenced correctly in APA 5 th Edition style. Movie not reviewed or template not followed. Plagiarism evident or sources in text not referenced by page numbers and/or quotation marks. Own thoughts not detailed. Contains more than 3 grammar/spelling errors. Writing is unacceptable. Movie title not referenced correctly in APA 5 th Edition style. 10. Mid-term Exam (150 points) The Mid-term exam will cover textbook readings Ch This will be an open book test. However, knowledge of the chapter readings is expected prior to taking the exam. The exam will be timed and only one attempt will be allowed. 75 questions worth 2 points each. 11. Final Exam (200 points) The Final exam will cover textbook readings Ch The exam will be timed and only one attempt will be allowed. 100 questions worth 2 points each.

64 D-18 TWU Attendance Policy: Consistent and attentive attendance is vital to academic success, and is expected of all students. Grades are determined by academic performance, and instructors may give students written notice that attendance related to specific classroom activities is required and will constitute a specific percentage of students' grades. Instructors are strongly encouraged to keep a record of student attendance. They should note absences due to documented student illness, serious illness or death in the student's immediate family, official school activity, state-recognized religious holiday, active military service that is of a reasonable brief duration, or other verified absences deemed appropriate by the instructor. Students must consult with instructors regarding the completion of make-up work. Absences do not exempt students from academic requirements. Excessive absences, even if documented, may result in a student failing the course. An incomplete may be granted if the student has a passing grade, but only if the instructor determines that it is feasible for the student to successfully complete remaining assignments after the semester. Pursuant to university policy, such determinations are within the discretion of the instructor. Tentative Calendar of Classes & Assignments: COURSE ASSIGNMENT TOPICS AND DUE DATES* NOTE: All exams and assignments are due by Beginning Monday at 5:00 p.m. Chat Times will be determined by Sign Up Sheets in Dedicated Discussion Board in Blackboard Week # All Sessions Begin on Tuesday 1 September 1 2 Sept. 8 3 Sept Sept. 22 ASSIGNMENTS/TOPICS ALL Assignments Due on the Monday Concluding the Weekly Session at 5:00 p.m. on Date Indicated Topic: Syllabus Overview Why a Course in Human Sexuality? Topic: Our Sexual and Reproductive Anatomy Due by Monday 9/14: Syllabus Scavenger Hunt, Self Introduction & Working confirmation Discussion Board Response 1 & Kinsey Exam Topic: Hormones and Sexuality Similarities and Differences in Our Sexual Responses Due by Monday 9/21: Discussion Board Response 2 Topic: Sexually Transmitted and Sexually Related Diseases & Birth Control Due by Monday 9/28: Journal Article Synopsis 5 Due by Monday 10/5: Vocabulary Quiz 1 & Read the following Read: Ch. 1 Read: Ch. 2 Read: Ch. 3, 4 Read: Ch. 5, 6

65 D-19 Sept. 29 VIRTUAL CHAT ON-LINE Discussion over Ch. 1-6 Topic: Pregnancy & Childbirth 6 Oct. 6 Due by Monday 10/12: Journal Article Synopsis 2 Topic: Becoming a Woman/Becoming a Man: Gender Identity and 7 Gender Roles Oct. 13 Due by Monday 10/19: Discussion Board Response 3 8 Oct Oct. 27 Topic: Sexual Orientation Due by Monday 10/26: Vocabulary Quiz 2 MID-TERM EXAM over Ch. 1-9 Must be completed by Monday, November 2 nd at 5:00 p.m. Read: Ch. 7 Read: Ch. 8 Read: Ch. 9 Ch Nov. 3 Topic: Life-Span Sexual Development & Adult Sexual Behaviors and Attitudes Due by Monday 11/9: Discussion Board Response 4 Read: Ch. 10,11 11 Nov Nov. 17 Topic: Love and Relationships Due by Monday 11/16: Vocab. Quiz 3 & Movie Review Topic: Sexual problems and Therapy Paraphilias and Sexual Variants Due by Monday 11/23: Discussion Board Response 5 Read: Ch. 12 Read: Ch. 13,14 13 Nov Dec. 1 Thanksgiving Holiday Topic: Sexual victimization: Rape, Coercion, Harassment, and Abuse of Children Selling Sex: Social and Legal Issues Due by Monday 12/7: Discussion Board Response 6, Vocabulary Quiz 4, & VIRTUAL CHAT 2 ON-LINE Discussion over journal article and movie review Read: Ch. 15, Dec. 8 Final Exam NO ASSIGNMENT Study for Exam A Discussion Board will be open for classmates to review materials together FINAL EXAM over Ch Must be completed by Monday, December 14 th at 5:00 p.m. Ch * Course calendar may be altered by the instructor throughout the semester if needed.

66 D-20 Classroom Climate A respectful online atmosphere should be maintained at all times. This includes showing courtesy to class members and instructor by arriving and departing on time for chats, and showing respect for class members contributions to class discussions. Each student is strongly encouraged to participate in class. In any online situation that includes discussion and critical thinking, there are bound to be many differing viewpoints. Students may disagree with each other or with the instructor at times, but it is my hope that these differences will enhance online discussion and create an atmosphere where students will be more encouraged to think and learn. Therefore, be assured that your grade will not be adversely affected by any beliefs or ideas expressed in class or assignments. Everybody is asked to respect the viewpoints of other students and refrain from hostile comments during disagreements. Blackboard and Notification Policy All students must have access to a computer and . TWU provides free accounts to all students and has computer labs in the library and in the MegaLab. Each student must have a working account linked to Blackboard to ensure receipt of all course communication. Contact Information Technology Services for information. In this course, will be used as the primary means of communication with students outside the classroom. You will be responsible for checking your regularly for class related announcements. These announcements will also be posted on Blackboard, which you can access at It is the student s responsibility to inform the University of changes to his/her address. Please check to make sure the address registered with Blackboard is in fact the address you are currently using. Readings/Homework The book and reading packet are required material. You will not do well in the class if you do not do the assigned readings. You are expected to read assigned chapters in the weeks they are due. Failure to do so will affect not only your ability to participate in point-assigned discussions, but will also affect the quality of the overall class discussion. Written Work The publication manual for the American Psychological Association (APA), 6th ed., should be used for citations, references, and manuscript style for all written work. Policy on Late Work Written work should be turned in according to the class schedule. Assignments are due on Blackboard (see course requirements for specific information for each assignment) on the day indicated as the deadline. In an age of spelling and grammar-check functions on most word processing programs, excellence in writing is a reasonable expectation. The quality of your expression of ideas is an essential element for all written work. No late work will be accepted or receive any credit. No exceptions will be made. Plan ahead and try to complete assignments well in advance to avoid last-minute problems. Computer difficulties will not be accepted as an excuse for late submission. Students are encouraged to check with different browsers, security levels; and, if settings on home computers are not compatible, they are encouraged to use libraries or computer labs on campus or local/private cyber cafes. It is a good idea to allow plenty of time for eleventh-hour adversities. Assignments are due on the announced deadline. Late assignments will not be accepted.

67 D-21 All coursework must be completed within the scope of this class during the semester. Grades of incomplete will not be granted. In the event that the course must be dropped, contact your instructor AND make arrangements with the Registrar s Office at TWU or (940) to drop the course. The last day to drop this class without academic penalty; 5 p.m., October 8, 2009 at 5:00 p.m. - (see TWU Academic Calendar); all paperwork is the responsibility of the student. If you decide to drop/withdraw from this class, keep a photocopy for your own records and let the instructor know of your intent to withdraw as soon as possible. Family Sciences Diversity Policy: The concept of diversity implies a total commitment to an open context that promotes equality, social tolerance, and the right to express different points of view. The Family Sciences Department practices and celebrates diversity and creates a culture characterized by a climate of inclusion rather than exclusion, where people are involved in working together for a common good. Diversity refers to the inclusion of all persons regardless of their differences. These differences include but are not limited to ethnicity, race, culture, gender, age, socio-economic status, religion, sexual orientation, and physical disability. The Family Sciences Department does not condone discrimination in any form and complies with Texas Woman s University Non-Discrimination Policy. The faculty actively seek enrichment through the strength, power, and wisdom of diversity. Chatiquette 1. Log in prior to the designated chat time in order to download the Java plug or to just get acclimated to the chat/communication area. 2. Do so by going to the left side menu on Blackboard and clicking on Communications; GROUP PAGES; (FIND YOUR GROUP); COLLABORATION. Click JOIN on the top line or LECTURE HALL Virtual Classroom (NOT THE BOTTOM LINE, OFFICE HOURS!). Momentarily, the chat window will appear and your name will indicate that you are entered into the chat area. AGAIN, go to your GROUP CHAT AREA, rather than the one for the whole class that is accessed from the left side menu. DURING CHAT: 1. Have your information/article ready to discuss. Follow the order of the list of students names at the top left minutes for presenting your resource will be given minutes for questions and answers will follow the presenting of the resource. 10 MINUTES TOTAL PER STUDENT. 4. If you have a long sentence to type or are a slower typist, hit the SPACE BAR/ENTER during your sentence after a few words to alert others that you are still composing. No one else should type during the presenter s composing. Patience is virtuous during virtual chat:)!

68 D Avoid cross conversations - two people conversing at one time on different topics. (Everything you learned in kindergarten regarding turn-taking is needed here. It s just like in the classroom when one person speaks at a time in order for everyone to hear what they are saying.) 6. Present or type conversations that you would have in a face to face classroom. Be sensitive to others. 7. After everyone has had their turn, a few closing capstone remarks are welcomed. Your instructor will be the time keeper and will begin and end the chats as well as interject comments. Technical Help Blackboard/Tech Questions: There is a Q&A Discussion Board for Tech Questions. Your questions will be answered as soon as possible by knowledgeable peers, your teaching assistant, or your instructor. Also, for technical assistance, contact the TWU Helpdesk ( or [email protected]) or go to the MegaLab, 2nd floor of MCL. For concerns about distance education registration, contact TWU Distance Learning ([email protected]). For help from Blagg-Huey Library, contact a distance learning librarian ([email protected]). TWU BLACKBOARD Outage. In the event of a TWU Blackboard outage, please continue to check your (TWU account and your backup account). Work that is due will be postponed until Blackboard can be accessed. This event will be treated just like an inclimate weather day when you would not be able to attend class.

69 D-22 Texas Woman s University Fall 2009 FS 4773 Family Resource Management Course Description & Overview: Principles of organization and management; use of resources; decision-making; work simplification; time management; application of management principles to family problems; conflict management. Three lecture hours a week. Credit: Three hours. This course fulfills: Core Curriculum requirements Global Perspective requirements Major requirements Elective requirements Research Tools requirements Faculty Contact Information: Joyce Armstrong, Ph.D., CFLE, CFCS Human Development Building HDB 104G Phone: / Fax: Office Hours: Tuesday 10:00 A.M. - 2:00 P.M. Wednesday 11:00 A.M. - 2:00 P.M. Thursday 11:00 A.M. - 4:00 P.M. * Other times by appointment [email protected] Goals and Outcomes: Students will Examine fundamental principles of management related to individuals and families. 2. Describe major theories related to family resource management. 3. Outline basic concepts and principles of organization and management. 4. Apply effective goal setting, decision making, and planning principles. 5. Describe, develop and apply effective work simplification methods. 6. Outline concepts and principles related to effective time management. 7. Identify, describe and evaluate resources available to individuals and families. 8. Outline strategies for effective communication and conflict management. 9. Show the relationship between effective communication and management. 10. Apply management principles to solve individual and family problems. 11. Analyze the affects of technology on individuals and families in the home, workplace community. 12. Apply and evaluate effective management principles for individuals and families. 13. Outline, apply, and assess effective money management strategies. Course Materials and Supplies: Covey, S.R. (1997). Seven habits of highly effective families. NY: Golden Books.

70 D-23 Goldsmith, E. (2005). Resource management for individuals and families, 3 rd Edition. Belmont, CA: Thomson/Wadsworth Learning. Course Prerequisites: Senior standing. Disability Support Policy Statement: If you anticipate the need for reasonable accommodations to meet the requirements of this course, you must register with the office of Disability Support Services (CFO 106, , [email protected] ) in order to obtain the required official notification of your accommodation needs. Please plan to meet with me by appointment or during office hours to discuss approved accommodations and how my course requirements and activities may impact your ability to fully participate. Academic Dishonesty: Honesty in completing assignments is essential to the mission of the university and to the development of the personal integrity of the student. Cheating, plagiarism, or other kinds of academic dishonesty will not be tolerated and will result in appropriate sanctions that may include failing an assignment, failing the class, or being suspended or expelled. Suspected cases in this course may be reported to Student Life. The specific disciplinary process for academic dishonesty is found in the TWU Student Handbook. Tools to help you avoid plagiarism are available through the TWU Libraries at Diversity Statement: The concept of diversity implies a total commitment to an open context that promotes equality, social tolerance, and the right to express different points of view. The Family Sciences Department practices and celebrates diversity and creates a culture characterized by a climate of inclusion rather than exclusion, where people are involved in working together for a common good. Diversity refers to the inclusion of all persons regardless of their differences. These differences include but are not limited ethnicity, race, culture, gender, age socio-economic status, religion, sexual orientation, and physical disability. The Family Sciences Department does not condone discrimination in any form and complies with Texas Woman s University Non-Discrimination Policy. The faculty actively seek enrichment through the strength, power, and wisdom of diversity. Activities, Assignments, and Grading Policy: 1. Participation/leadership/preparation (100 points) 2. Website evaluation report (4/25 points each) WEBSITE COMPARISON AND CONTRASTING EVALUATIONS 4 at 25 points each, totaling 100 points From the weekly reading assignments or consulting/coaching project areas, select two or more websites to compare and contrast. Then write a reflective evaluation report. In your written evaluation, include (a) the website address, (b) a brief overview of each site, (c) a discussion section on the similarities and differences, (d) a summary statement summarizing the similarities and differences, and (e) two to three sentences explaining the implications for individuals and families in managing resources at home, work, and in the community. For additional information see Website Comparison and Contrasting Evaluation Form. Major Course Assignments and Examinations:

71 D Time Analysis Report: Following detailed instructions given in class, complete and analyze oneweek personal time log. (200 points) 2. Consulting/Coaching Project: (500 points) Serve as a family resource management consultant/coach for a family. Initially, you will describe the unique managerial needs of this family and your goals to maximize their resources. Submit this family description and your statement of goals on or before the due date (100 points). You will choose any 3 options listed below (100 points each). A typed summary of what has been done on each option is due in class on the date shown. Use the management model as framework for reporting your results. See the Goldsmith text and class handouts. You may use before/after photos, interviews with family members, or appropriate written materials as part of your project. Project will include a final typed summary of all results. Consulting/Coaching Project Options A-G (Select three at 100 points each) Option A: Menu Planning Develop menu plans for your chosen family for one week, based on dietary guidelines appropriate for their situation and income. Submit complete plans in correct format with cost figures and information on nutritional appropriateness. Option B: Division of Labor Develop a plan for distribution of household work. This could be a plan to involve spouse, children, hired help, etc. Assess appropriate managerial style for your family. This could include chore chart, duty chart notes from family discussion, etc. Option C: Storage Analyze the present storage problems of your family and develop suggested changes. You could focus on children s closets, pantry, laundry, etc. (at least two different areas of storage.) Option D: Money Management Develop a monthly budget for your family based on normative spending guidelines for their income level and their unique family goals. Include information on allowances and at least two weeks experience in using the budget. Option E: Child Care/Parenting Choose a parenting issue and research possible approaches to recommend. Demonstrate problem solving and decision making style to specific problem and discuss results. Examples of issues include day care selection, homework issues, television watching, allowances, etc. Option F: Home Technology Analyze the present use technology of your family and develop for efficiency and future expansion. Option G: Special Family Needs You may develop, with approval of your family and the instructor, a special alternative option to meet your family s unique management needs. 3. Exams: 2 at 100 points each. (200 points) Grading Scale: A = B= C = D= F = Below 659 TWU Attendance Policy: Consistent and attentive attendance is vital to academic success, and is expected of all students. Grades are determined by academic performance, and instructors may give students written notice that attendance related to specific classroom activities is required and will constitute a specific percentage of students' grades.

72 D-25 Absences do not exempt students from academic requirements. Excessive absences, even if documented, may result in a student failing the course. An incomplete may be granted if the student has a passing grade, but only if the instructor determines that it is feasible for the student to successfully complete remaining assignments after the semester. Pursuant to university policy, such determinations are within the discretion of the instructor. Class Attendance /Participation Policy: Students are expected to: 1. Attend each class session and on time. 2. Be prepared for each class with daily readings and assignments completed. 3. Participate in class activities. Policy on Written Work: Assignments are due at the beginning of the class period. All grading of work will be influenced by neatness and form. Typing is preferred. Five percent penalty will be assessed for each day an assignment is late. Work past two class sessions will not be accepted. In-Class Participation/Leadership/Preparation points This will be a very interactive class requiring your preparation, participation, and leadership. You will need to be prepared with daily readings and assignments. Remember that all grades are affected by neatness and form.

73 D-26 FS 4773 FAMILY RESOURCE MANAGEMENT (This is a tentative calendar and is open to revisions based on the needs of the class.) DATES TOPICS FCS TCHR CERTICATION READINGS ALIGNMENT Course Objective(s). CO Certification Competencies-CC Tuesday, Sept. 1 Introduction, definitions & perspective CO 01; CC F8 Goldsmith - Chap. 1 & 8 Covey - pp. 4-7 Thursday, Sept. 3 State of the family & theories CO 02; CC F2 Goldsmith - Chapter 2 Tuesday, Sept. 8 Creative Thinking - Change agent - Self-responsibility - Values, wants, needs- Change agent - Self-responsibility - Values, wants, needs CO 03; CC F1 CO - 03 & 04; CC F3 Covey - pp Website Due Thursday, Sept Mission statements - Goals & End in mind - Priorities CO 03 & 4; CC F3 Goldsmith - Chapter 3 Covey - pp Tuesday, Sept. 15 Managing vs. Coach CO 03 & 4: CC F3 Websites Thursday, Sept. 17 Mini Oral Presentation Family Description/ Communication CO 03 & 4: CC F3 Covey - pp Family Description Due Tuesday, Sept. 22 Win/Win CO 01; CC F4 Covey -pp Thursday, Sept. 24 Resources CO - 07; CC F6 Chap. 4 (Goldsmith) Website Due Tuesday, Sept. 29 Meal Management/Synergy CO 02,10, 12; CC F10 Covey - pp Thursday, Oct. 1 Decision making CO 03 & 04; CC F3 Goldsmith-Chapter 5 Tuesday, Oct. 6 Planning CO 03, 04 & 13; CC f5 Goldsmith Chapter 6 Thursday, Oct. 8 Planning CO 03, 04 & 13;CC F9 Website Due Tuesday, Oct. 13 Thursday, Oct. 15 MID-TERM EXAM - Communication - Conflict management - Empathy CO 08 & 09: CC F2 Goldsmith Chapter 7 Covey - pp Option A Due Tuesday, Oct. 20 Time management CO 06; CC F1 Goldsmith - Chapter 9 Option E. Due Thursday, Oct. 22 Time management CO 06; CC F1 Covey-pp Tuesday, Oct. 27 Time management CO 06; CC F10 Time Analysis/Log Due Thursday, Nov. 3 Division of Labor CO 05; CC - F10 Goldsmith-Ch. 10 Tuesday, Nov. 5 Work simplification CO - 05; CC F1 & F10 Thursday, Nov. 10 Space management CO - 05; CC F10 Website Due Tuesday, Nov. 12 Space management CO - O5;CC F10 Option B Due Thursday, Nov. 17 Money management CO - 10&13; CC F5,9-10 Goldsmith-Ch. 13 Tuesday, Nov. 19 Money management CO 10&13; CC F5,9-10 Thursday, Nov. 24 Stress management CO 02; CC F2 & F4 Goldsmith Ch. 11 Option C Due Tuesday, Dec. 1 Stress management CO - 02; CC f2 & F4 Option D Due Thursday, Dec. 3 - Quality of life / balance CO 10; CC F7 Goldsmith - Chapter 14 - Self-Renewal Covey Technological Trends Option F Due Tuesday, Dec. 8 Project Presentation CO - 11; CC F1 & F7 Option G Due Tuesday, Dec. 11 Project Presentations/Review Tuesday, Dec. 15 Final Exam 8:00 a.m. 10:00 a.m.

74 D-27 MATH Abstract Algebra Day and Time: TH, 6-8:50PM, Room: MCL 405 Instructor: Junalyn Madsen, Ph.D. Contact Info: Office: MCL 302E Phone: Fax: Office hours: 9-11 a.m. M and 3-5 p.m. TH Course Content Course Description: This is a course designed to help students understand basic concepts such as groups, rings and fields. Course Materials Text: An Introduction to Abstract Algebra with Notes to the Future Teacher, by O. Nicodemi, M. Sutherland, G. Towsley Grading: There will be 2 major tests at 100 pts each, a comprehensive final exam at 200 pts, and a number of quizzes totaling 200 pts. Tentative Dates Test 1 Thursday, Feb 19 Test 2 Thursday, April 2 The grading scale is: =A =B =C =D 0-360=F Tests/Quizzes: Make-up tests/quizzes may be given only in extreme emergency (as decided by the instructor). The class final exam will be given on Thursday, May 14, 2009, 6-8PM.

75 D-28 Class routine: The first meeting is quite special because it is the time to clarify what is stated in the syllabus. We will review and answer some questions about the topics discussed during the previous meeting (second and later meetings, except after each midterm exam). A 15-minute quiz will follow. Yes, there is a quiz every meeting except test 1 and 2 days. These quizzes constitute 33% of your grade. This will motivate students to be aware of what it taking place in the classroom each meeting. We have been told that, Frequent Exams/Quizzes Equal Better Results for Students. After each quiz, I will discuss the new topic(s). I will give the assignment. The last day to drop without academic penalty is February 26. After the last day to drop without academic penalty, a student who drops will receive a W or WF at the discretion of the instructor. Tutoring: Free tutoring in MCL 310, through the Mathematics and Technology Success Center (MTSC). A tutor schedule is usually posted during the first or second week of the semester. Check Course Information for an electronic copy of the tutor schedule in a week or two. Videos may be checked out through the MTSC. Students with Disabilities If you anticipate the need for reasonable accommodations to meet the requirements of this course, you must register with the office of Disability Support Services (CFO 106, , ) in order to obtain the required official notification of your accommodation needs. Please plan to meet with me by appointment or during office hours to discuss approved accommodations and how my course requirements and activities may impact your ability to fully participate.

76 D TENTATIVE CLASS CALENDAR Date SECTIONS HOMEWORK PROBLEMS 22-Jan Introduction and Page 7, #s1, 2-5; Page 13, #s1-5, 7, 8, Page 25, #s3-6, 8-9; Page 31, #s Jan 2.1, Feb 2.5, Feb Feb Review EXAM 1 26-Feb Mar Mar SPRING BREAK 26-Mar 4.7, Apr Review EXAM 2 9-Apr Apr Apr Apr May 6.3, May Final Exam

77 D-30 MATH (Matrix Methods) Spring 2009 Day and Time: MW, 2:30 3:50PM, Room: MCL 307 Instructor: Dr. Junalyn Madsen, Office: MCL 302E Phone: (940) Address: Office Hours: M 9-11AM and TH 3-5PM Class Materials: * Text: Matrix Methods by Richard Bronson, 2 nd Edition Course Objective and Description: This is an undergraduate course designed to help students not only to understand in depth the underlying concepts but also start solving some real world modeling problems from economics, physics, and engineering which require knowledge matrix calculus. The use computer via MATLAB and graphing technology will enhance your understanding of the principal concepts. Also this course will include quadratic forms and matrix applications to systems of linear differential equations. Grading: There will be 2 major tests at 100 pts each, a comprehensive final exam at 200 pts, and a number of quizzes totaling 200 pts. Test 1 Test 2 Tentative Dates Thursday, Feb 16 Monday Thursday, April 6 Monday Tests/Quizzes: Make-up exams/quizzes may be given only in extreme emergency (as decided by the instructor). The class final exam will be given on Wednesday, May 13, 2009 between 1:30-3:30PM. Grades: There will be 600 points possible. The grading scale is: =A =B =C =D 0-360=F Homework: NO homework will be taken for a grade. However, all students are expected to work all suggested problems. Success in this course will depend on it.

78 D-31 Attendance: All students are strongly encouraged to attend class regularly and punctually. Responsibility for work missed because of illness or school business is placed upon the student. Class routine: The first meeting is quite special because it is the time to clarify what is stated in the syllabus. During the second and later meetings, except after each midterm exam, we will have a 10-minute review. A 15-minute quiz will follow. Yes, there is a quiz every meeting. This constitutes 33% of your grade. This will motivate students to be aware of what it taking place in the classroom each meeting. We have been encouraged the saying that, Frequent Exams/Quizzes Equal Better Results for Students. After each quiz, I will discuss the new topic(s). I will give the assignment. Tutoring: Free tutoring in MCL 310, through the Mathematics and Technology Success Center. A tutor schedule is usually posted during the first or second week of the semester. Check Course Information for an electronic copy of the tutor schedule in a week or two. Videos may be checked out through the MTSC. Texas Woman s University seeks to provide reasonable accommodations for all qualified individuals with disabilities. This university will adhere to all applicable federal, state, and local laws, regulations, and guidelines with respect to providing reasonable accommodations as required affording equal educational opportunity. It is the student s responsibility to register with Disability Support Services and to contact the course instructor during the first two weeks of the course to arrange for appropriate accommodations. For further information regarding Disability Support Services or to register for assistance, please contact the office at (voice), (TDD) or visit CFO 105 for appropriate accommodations. The last day to drop this class without academic penalty is February 26, 2008.

79 D-32 Math Concepts in the Educational Setting Math 4003, 5003 Spring 2007 Ms. Cathy Banks MCL Office Hours: T 9-11, TH 3-5 or by appt. TEXT: The Nature of Mathematics Karl Smith Eleventh Edition Topics will include the following: problem solving, reasoning, geometry, algebra, trigonometry, matrices, statistics, probability, sequences and series, integration, differentiation. Teaching Mathematics in Secondary and Middle School An Interactive Approach James Cangelosi Third Edition GOAL: To review concepts from prior mathematics courses in order to develop a better understanding of topics covered in the 8-12 mathematics classroom. ATTENDANCE: Taken daily. You must sign in for each class to earn attendance points. If a student arrives late or leaves early, attendance points will be prorated. Remember, we only meet 16 times so if you miss a class period, you have missed 6.25 % of the material. HOMEWORK: Assigned daily, but usually not collected. Mathematics is not a spectator sport. YOU must practice as many problems as you can in order to be successful in this course. Remember, YOU are the one needing to pass the TExES exam. GRADUATE PRESENTATIONS: All Math 5003 students are required to give a presentation. Additional information will be provided. WHAT WERE THEY THINKING?: See separate handout

80 D-33 BOOK REVIEW: See separate handout GRADING: 4 chapter 100 points = What Were They 5 pts = 50 Attendance 16@ 4 pts = 64 Book Review = 36 1 comprehensive final = 150 Assignment (graduates only) = 100 TOTAL (graduates) 800 TOTAL (undergraduates) 700 TESTS: All tests are to be done in pencil. They will be given on scantron and will replicate the TExES exam in that you will receive 3.5 minutes per problem for each test given. You will also be allowed to use your graphing calculator and the formula sheet will be given to you. CLASS SCHEDULE: The class schedule is subject to change. If you are absent, you should contact a fellow student to get the information about what concepts were covered in class and any changes to the schedule. GRADING: AVERAGE POINTS (grad) POINTS(undergrad) A A A B B B C C C D D D BELOW 60 F F F MAKE UP WORK: If you must miss an exam, the grade on the final exam will be used as the score for the missed exam. If you miss more than one exam, a zero will be the grade for the second. FINAL EXAM: The final exam will be a comprehensive final and is not optional.

81 D-34 CALCULATORS: You should have your own calculator for this class. A graphing calculator will be allowed for those seeking You will be responsible for knowing how your calculator works. You will also need a dry erase marker. TUTORING: Free tutoring MCL 310. The Math and Technology Support Center is open 7:30am - 6pm M-TH and 10am - 2pm on Fridays. Texas Woman's University seeks to provide appropriate adjustments for all individuals with disabilities. This University will comply with all applicable federal, state, and local laws, regulations, and guidelines, specifically Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act (ADA), with respect to providing appropriate academic adjustments to afford equal educational opportunity. It is the responsibility of the student to register and provide medical verification and academic schedules to Disability Support Services (DSS) at the beginning of each semester and no later than the second week of school unless otherwise determined by the coordinator. The student must also contact the faculty member in a timely manner to arrange for appropriate academic accommodations. For further information regarding Disability Support Services or to register for assistance, please contact the office at (voice), (TDD) or visit CFO 105. Academic Dishonesty: Honesty in completing assignments is essential to the mission of the university and to the development of the personal integrity of the student. Cheating, plagiarism, or other kinds of academic dishonesty will not be tolerated and will result in appropriate sanctions that may include failing an assignment, failing the class, or being suspended or expelled. Suspected cases in this course may be reported to Student Life. The specific disciplinary process for academic dishonesty is found in the TWU Student Handbook. Tools to help you avoid plagiarism are available through the TWU Libraries Quick Links under Research Help (

82 D-35 MATH 4003/5003 Spring 2007 This syllabus is subject to change. Jan 18 Practice TExES Exam 25 Domain I Feb 1 Domain I 8 Domain I, Domain II 15 Domain II, EXAM Domain I 22 Domain II Mar 1 Domain II 8 Domain III, EXAM Domain II 15 Domain III 22 Spring Break 29 Domain III, Book Review Due Apr 5 Domain IV 12 Domain V, Domain VI, EXAM Domain III 19 Domain IV 26 Presentations, EXAM Domain IV May 3 Presentations 10 Final Exam 6-9 p.m.

83 D-36 Math 4013 Syllabus Fall 2007 Instructor Dr. Mark Hamner, Department of Mathematics and Computer Science Office: MCL 413 Phone: Office Hours: 9:30 a.m.-11:00 a.m. Monday through Thursday Blackboard/Virtual Chat Hours (For Math only): 11:00 a.m.-12:00 p.m. Tuesday and Thursday (Don't hesitate to or call for an appointment, if you cannot see me during these hours.) Textbook Course Objective: Course Description: Prerequisite: Probability and Satistical Inference, Seventh edition, by Hogg and Tanis To develop an understanding of and the facility for the theory and applications of probability and distributions. The theory of discrete and continuous random variables and their distributions. Topics include expected values, the uniform, hypergeometric, binomial, negative binomial, Poisson, gamma and normal distributions, moment generating functions, and the central limit theorem. Calculus I Grading Exams: 3 equally weighted examinations (25% each) Final Exam: Cumulative final Exam (25%) Grades: A 90% 100% B 80% 89% C 70% 79% D 60% 69% F below 60% Notes: Exams: Dates (tentative): September 19, October 24, and November 21. Makeup exams will be given only in extreme emergency situations (as decided by the instructor). The final will be held from 1:30p.m.-3:30p.m. on Wednesday, December 11. Students with 2 or fewer absences may replace the lowest test grade with the final exam grade. Homework: No homework will be taken up for a grade. However, all students are expected to work all suggested problems. Success in this course will depend on it.

84 D-37 Attendance All students are strongly encouraged to attend class regularly and punctually. Students are solely responsible for any material that is covered as well as any assignments made in their absence. Academic Dishonesty Honesty in completing assignments is essential to the mission of the university and to the development of the personal integrity of the student. Cheating, plagiarism, or other kinds of academic dishonesty will not be tolerated and will result in appropriate sanctions that may include failing an assignment, failing the class, or being suspended or expelled. Suspected cases in this course may be reported to Student Life. The specific disciplinary process for academic dishonesty is found in the TWU Student Handbook. Tools to help you avoid plagiarism are available through the TWU Libraries Quick Links under Research Help ( Notes: Texas Woman s University seeks to provide appropriate academic adjustments or all individuals with disabilities. This University will comply with all applicable federal, state, and local laws, regulations, and guidelines, specifically Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act (ADA), with respect to providing appropriate academic adjustments to afford equal educational opportunity. It is the responsibility of the student to register with and provide medical verification and academic schedules to Disability Support Services (DSS) at the beginning of each semester and no later than the second week of school unless otherwise determined by the coordinator. The student also must contact the faculty member in a timely manner to arrange for appropriate academic adjustments. For further information regarding Disability Support Services or to register for assistance, please contact the office at (voice), (TDD) or visit CFO Please note that after the last date to drop the course without academic penalty, any student that is failing and chooses to drop will receive a WF.

85 D-38 Math 4013 Course Outline Fall 2007 Section Page Homework Assignment , 10,13, , 5, 8, 9, 12, 13, 15, 17, ,2,4,5,7,8,11,12,15, ,9, *,2*,3(a,b,d),5*, , 2, 3(a,b,d),4-8, 11, 13, ,7(a,b) ,3-6, 8-11, ,10, ,5,6,8, ,2(a,b)(i & ii),3,5,6, ,4,6(a-d),8-10, ,4,5,9,11, , 14, 19, 20 *These problems will include instructions different from those given in the text.

86 D-39 Math 4013 Some Notes on Succeeding in this Class Form a study group even if it is just you and one other person. It is very important to take thorough notes in my class. Combining your notes with another student s will no doubt help. Attend class unless you are ill. Academic success is closely associated with regular classroom attendance. I understand that circumstances may prevent this on occasion. When you are unable to attend class, for whatever reason, be sure and get someone s notes. When you prepare for exams, study from your notes and homework. The homework is assigned to compliment and reinforce the notes. Thus, use the book to back up your notes. Your class notes and handouts can help you navigate through the text efficiently. Ask questions in class. Students often think that they are alone in their confusion. This is almost never the case. I love for students to ask questions. Don t get behind. It is almost impossible to cram statistics. If the department felt the material could be learned at a faster rate, it would be covered at a faster rate.

87 D-40 Course Description NURS 3643: THE RN BACCALAUREATE NURSING EXPERIENCE Collin County Higher Education Center Option This course focuses on the transition to baccalaureate nursing for the registered nurse and emphasizes aspects of technology, socialization, communication, and professional accountability. Introduces the concepts of health promotion, health maintenance, and health protection. Designed to be the entry-level course for, and limited to, registered nurses. Taken in place of NURS Prerequisites: Admission to upper division Nursing and current licensure to practice in the State of Texas as a registered nurse. Please Note: This course is intended to be implemented entirely online but with the option for students to attend four (4) face-to-face meetings to be held at the Collin County Higher Education Center. Optional class meetings may be offered by the instructor. Please notify your instructor if you would like to arrange additional meetings on campus. Course Credits: Three (3) credit hours upon successful completion of the course. Course Objectives: Upon successful completion of this course, the student should be able to: 1. Appropriately utilize various technologies incorporated in the online educational experience. 2. Describe the perspective of baccalaureate nursing. 3. Identify trends, issues, and standards that impact the professional practice of nursing. 4. Discuss the nursing process, nursing theories, and nursing research. 5. Utilize various methods of effective communication. 6. Discuss the components of health promotion, health maintenance, and health protection in relation to the evolving health care system. 7. Identify the significance of the role of professional organizations to the nurse. 8. Explore the interaction between international health policy and health care economics on such determinants as increase in population, increase in health cost, and the rationing and distribution of health care supplies. 9. Discuss the implications of globalization on the health status of different populations. Course Requirements Students in the course are required to satisfactorily complete all course assignments and projects prior to the end of the course. Similarly, students are required to consistently participate in online discussions, blogs, and wikis throughout the course. Appropriate participation is further defined in this syllabus. Instructors Rachel Neff, RN, MSN, MHA Phone: (office) (cell) [email protected] [email protected] Yahoo Instant Messenger at [email protected] CHEC Office: Room 121 I will also be available to CHEC students from 9 am to 3 pm Wednesdays and other times by appointment. Course Content

88 D-41 Technology utilization in an online baccalaureate program. The role of the professional nurse in modern health care The art and science of nursing: nursing process, nursing theory, and nursing research Trends, issues, and standards in modern health care The evolution of health care: Health promotion, maintenance, and protection The globalization of health care: Domestic and international issues Professional organizations and nursing Required Texts Evaluation American Psychological Association (APA). (2001). Publication manual of the American Psychological Association (6 th edition). Washington, D.C.: Author. Benner, P. (2001). From novice to expert: Excellence and power in clinical nursing practice (Commemorative ed.). Upper Saddle River, NJ: Prentice-Hall. Board of Nurse Examiners for the State of Texas. (2007). Nursing practice act and nursing peer review act: Texas statues regulation the practice of nursing in Texas. Austin, TX. Author: Creasia, J. L.,& Parker, B. J. (2007). Conceptual foundations: The bridge to professional nursing practice (4th ed.). St. Louis, MO: Mosby. Course grades will be determined by cumulatively adding points for various class activities. Below is a list of the four different class activities, the number of points that will be awarded to each of those activities throughout the class, and the TWU College of Nursing grading scale. Assignments points A Online Discussions points B Blog (Reflective journal) C Paper D Class project 20 < 59 points F Survey/Program Evaluation 5_ Total 100

89 D-42 Assignments, Online Discussions, and Blogs There are five units of study in the class, each lasting three weeks and containing one or more assignments. Each unit also includes required online discussions of chosen topics with other participants in the class. Each unit of study is worth 12 points, for a total of 60 points. The unit assignments are worth six points each, the participation in online discussions is worth 4 points per unit, and the reflective journal blog is worth 2 points per unit. This yields an overall assignment grade of up to 30 points (5 units x 7 points each), an online discussion/participation grade worth up to 20 points, and a blogging grade worth up to 10 points. While assignments are familiar to most students, participation in online discussions and blogs are often less easily understood. Here is how it all breaks down: Unit 1 1/19-2/9 CHEC Class Jan 20 6 pm Unit 2 2/10-3/2 CHEC Class February 10 Unit 3 3/3-3/23 CHEC Class March 17 Unit 4 3/24-4/14 CHEC Class April 14 Unit 5 4/15-5/9 Assgmt 6 pts Discussion 4 pts Blog 2 pts Assgmt 6 pts Discussion 4 pts Blog 2 pts Assgmt 6 pts Discussion 4 pts Blog 2 pts Assgmt 6 pts Discussion 4 pts Blog 2 pts Assgmt 6 pts Discussion 4 pts Blog 2 pts Unit Total 12 pts Unit Total 12 pts Unit Total 12 pts Unit Total 12 pts Unit Total 12 pts Technology is very important to modern nursing practice and research. The first unit will introduce several technologies to be used throughout the semester: Blackboard Used for posting of assignments, discussion questions, announcements, etc. Instant Messaging (Yahoo) We will each be demonstrating our ability to set up an IM account and to communicate with each other through this technology. The instructor will also use IM for weekly Q&A communication times throughout the semester. Blogs Weblogs can be very useful tools and we will use them for reflective journaling as we journey through the semester. We will use Wordpress as our blog site. See the section below on blogs. Group Pages The class will use Group Pages to post information about and to discuss the class project. Survey and Program Evaluation On online survey and a program evaluation will be offered online through Psychdata to help with Institutional Effectiveness for TWU. Points are awarded for completion of the survey and evaluation tool, but the survey and tool are not graded. You will have approximately one month to complete these assessments and instructions for access will be provided the first week of class. Several of the units of study include short papers as assignments. Please use your APA manual when writing these papers, since scholarly writing is a hallmark of the professionalization of nursing. Increasing emphasis will be placed on the correct formatting of these papers as the semester progresses so be certain to pay attention to the details of scholarly writing.

90 D-43 Participation in online discussions will be evaluated both quantitatively and qualitatively. Online discussions are one of the main forms of communication in an online hybrid class. For that reason, students must truly engage in the online discussions. Without frequent and consistent participation in discussions, not only do students become disconnected from the class, but other students do not benefit from the input of the entire class. Your initial response to the discussion question must be posted during the first week of each unit and must include at least one APAformatted reference. This shows you have carefully thought about and researched the topic and are not merely responding off the cuff. In addition, you should respond to at least two other students postings. The first response should be posted no later than the end of the second week of each unit. Other than that, please feel free to participate in the online discussions as often as you can and wish. Needless to say, quality of discussion is important as well. Ideally, each student should significantly advance each discussion in some way. However, there can be a lot of discussions (for each unit, at least one posted by the instructor and at least one posted by each student sometimes more). Students may not always have much to say about a particular subject. The last thing that an instructor wants is for a student to make a statement for the sake of having made it, as quality usually suffers. In these seminar style online discussions, each student will be contributing to the learning of all the other students. Remember that responses such as I agree or Good point do nothing to further the discussion and will not count toward your grade. Major Paper A major paper worth twenty (20) points is also required in the course. Though this paper will be due near the end of the course, you are encouraged to start early. The Instructors are willing to examine drafts of your papers in order to provide feedback that will help to make your final submission into a stronger product. The paper is worth twenty percent of the course grade. The paper must be about the future of nursing as a profession. The scope and focus is up to the student but you must submit a topic for consideration and approval by the instructor. It may be global, local, cultural, economic, social, political, and/or whatever other factors the student desires. The paper is very open-ended; it should be focused on something that is meaningful to the student. Consult with your instructors and classmates for suggestions. Using the TWU library system and the Internet, thoroughly investigate your specific focus of the future of nursing. Include in your reference list at least ten articles that are each less than five years old and from credible sources. You will probably have more than ten references in total, but please ensure that at least ten of your sources are characterized by the above criteria. While any paper or presentation about the future will undoubtedly contain some degree of speculation, the paper must include support for any conclusions and assertions made by the student. The idea is to present an educated supposition rather than an uneducated guess. This paper, as with all other TWU RN-BS/MS papers, will be written using APA style. Be certain to also catch spelling, punctuation and grammatical errors in your final edit: these are all important in high quality written work. The length of the paper should not exceed 15 pages, including an introduction and a conclusion, but excluding the reference pages and appendices (if any). An abstract will be completed along with the paper and will be posted on Blackboard for review and commentary by your classmates. Class Project

91 D-44 The final requirement for the course is a class project, also worth twenty points. The class project is intended to deal in some way with professional nursing and to involve the entire class (unless the class is enormous). Other than these requirements, there is a fair amount of freedom in what the class may choose to do as a project. The product may be a paper, a presentation or event in the community, a website, even a research-oriented effort. Time can be spend during face-to-face classes to coordinate and plan for your project. As with the paper, the project should be something meaningful to the students within the class. The group will submit a project proposal for approval by the instructors. Your instructors may be able to help the class come to a decision on a manageable project. In the information age, professionals must learn to effectively work together in groups asynchronously. That is, they have to be able to be part of a team that may never meet face to face. Promoting this vital skill is one of the primary goals of the class project, but grading group projects can be very tricky. So, whatever project that the class adopts, it should be one that may broken up into chunks of responsibilities that can be assigned to individual students within the class. A grade will be given for each student s personal effort and for the group effort, both of which will be averaged together to determine the final class project grade. To facilitate analysis of project participation, the class will use Group Pages on Blackboard to post proposal, comments, and discussion about the class project. The class project is worth a total of 20 points, with 15 points coming from the finished project itself and 5 points coming from participation in the Group Pages process. The 5 participation points will be assigned as one point for each of the five units of study. To receive all five points your participation must be consistent throughout the semester. Participation points can not be made up after each unit is completed. Blogs Each student will construct a blog on the site Wordpress.com. You can use this link to get there: Instructions for setting up the blog and working with reflective journaling are included in the document titled Blogging and Reflective Journaling. Grading for blog participation will be part of your weekly discussion grade and you are expected to journal at least once each week during the course. Instructor Feedback Instructors will always attempt to provide feedback to any submitted assignment or materials as quickly as possible. However, submissions seem to frequently come in large chunks across different classes. Similarly, other professorial responsibilities frequently emerge in a feast or famine fashion. Students will receive feedback from their instructors at the end of each instructional unit of study or within two weeks if specifically requested or deemed necessary. Students who seek pre-submission feedback are strongly encouraged to submit drafts as early as possible. A draft submitted within the last two weeks of the due date may not be examined. Policies Please review all student policies as found in the TWU Student Handbook. These policies are available online and in the printed TWU Student Handbook. TWU Disability Policy

92 D-45 Texas Woman s University seeks to provide appropriate academic adjustments for all individuals with disabilities. This University will comply with all applicable federal, state, and local laws, regulations, and guidelines, specifically Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA), with respect to providing appropriate academic adjustments to afford equal educational opportunity. It is the responsibility of the student to register with, and provide medical verification and academic schedules to, Disability Support Services (DSS) at the beginning of each semester and no later than the second week of school unless otherwise determined by the coordinator. The student also must contact the faculty member in a timely manner to arrange for appropriate adjustments. For further information regarding Disability Support Services or to register for assistance, please contact the office at (voice), (TDD) or visit CFO 106. The address is [email protected]. Student Attendance Policy Consistent and attentive attendance is vital to academic success and is expected of all students. Grades are determined by academic performance and instructors may give students written notice that attendance related to specific classroom activities is required and will constitute a specific percentage of students grades. Instructors are strongly encouraged to keep a record of student attendance. They should note absences due to documented student illness, serious illness or death in the student s immediate family, official school activity, state-recognized religious holiday, or other verified absences deemed appropriate by the instructor. Students must consult with instructors regarding the completion of make-up work. Absences do not exempt students from academic requirements. Excessive absences, even if documented, may result in a student failing the course. An incomplete may be granted if the student has a passing grade, but only if the instructor determines that it is feasible for the student to successfully complete remaining assignments after the semester. Pursuant to university policy, such determinations are within the discretion of the instructor. Academic Dishonesty Policy Academic dishonesty is defined as follows: Academic dishonesty includes cheating, plagiarism, falsifying academic records, and other acts intentionally designed to provide unfair advantage to the student or the attempt to commit such acts. Cheating includes, but is not limited to, intentionally giving or receiving unauthorized aid or notes on examinations, papers, or class assignments intended to be individually completed. Cheating also includes the unauthorized copying of tests or any other deceit or fraud related to the student s academic conduct. Plagiarism occurs when a student obtains someone else s work and presents those ideas or words as her or his own academic work. [Please read the student handbook for more information on this policy. In addition, please read the teacher prepared document which follows.]

93 D-46 Paper and Abstract Evaluation Criteria Introduction (10 points) Points Earned: Identifies and describes the issue/topic to be discussed, the background or reason for the student s interest in the issue/topic, and orients the reader to the flow of the paper. Body (30 points) Points Earned: The body of the paper is organized into subtopics that relate to the issue/topic and discusses the literature related to the subtopics. At least 10 articles reviewed have been published in the last 5 years or less and all reference articles are cited in the paper. Discussion (30 points) Points Earned: The discussion is comprehensive and includes the student s analyses and interpretations of the arguments made by various authors. Conclusion (10 points) Points Earned: The primary conclusions of the paper are presented in a summary at the conclusion of the paper. The conclusion demonstrates an ability to tie together the discussion presented in the paper. Style (10 points) Points Earned: APA format is followed. There are no spelling, grammar, or punctuation errors. Abstract (10 points) Points Earned: A concise and informative abstract will summarize the issue/topic. It is to be posted online by the due date and each student is responsible for discussing the abstracts of at least two other students. Comments and suggestions: Reviewer Date AVOIDING PLAGIARISM

94 D-47 by Dr. Maisie Kashka In an effort to ensure the integrity of the academic process, Texas Woman s University vigorously affirms the importance of academic honesty as defined by the Student Handbook. Therefore, in an effort to detect and prevent plagiarism, faculty members at Texas Woman s University may now use a tool called Turnitin to compare a student s work with multiple sources. Many students are somewhat unclear as to what exactly constitutes plagiarism. The following is intended to assist you as prepare your written work to avoid the particular form of academic dishonesty. The APA manual gives a description of plagiarism on pages (There is also direction on how quote on pages ) The following is an example. The following is a verbatim long quote from the following article: Pravikoff, D., Tanner, A., & Pierce, S. (2005). Readiness of U.S. nurses for evidence-based practice. AJN 105(9), Pravikoff, Tanner, & Pierce (2005) drew the following conclusions from their study of 760 nurses: Some of this can be attributed to the technologic changes that have occurred over the last 10 or 15 years. Some of it, however, has to be blamed on the failure of nursing education to understand and value the importance of maintaining a practice based on more than tradition, intuition, and experience. These are important components of nursing practice, of course, but searching for and reading current literature, including research, are essential. Many of the things that we have always done may not be the best practices today. (p. 50) Were you to use this direct quotation without indenting it and indicating the source, you would have plagiarized these authors work. It is the indentation followed by that alerts the reader to the fact that this is not the writer s own words. The authors and page number(s) must always be given. Now suppose you wanted to paraphrase the above quotation. In that case, you would restate it in your own words. However, you must still acknowledge the source for the paraphrased work. And, within this paraphrase, I have also enclosed a direct quote from the above. It seems clear that many nurses in the U.S. are not ready for evidence-based practice. Pavickoff, Tanner, and Pierce (2005) believe that this can be explained by the changes that have occurred in technology and the fact that nursing schools have failed to prepare nurses to understand and value the importance of maintaining a practice based on more than tradition, intuition, and experience (p. 50). You will note that in the above I rephrased part of the original paragraph and put it in my own words. However, I also included a direct quote because I couldn t think of a better way to phrase what they had said. In conclusion, here are three rules to help you avoid plargiarism: 1. Always, always, always give credit to the author(s) whose ideas you are using. 2. Never, never, never quote directly unless: a. You enclose the exact words in direct quotes (if the quotation is less than 40 words). b. You indent on both margins 5 spaces (if the quote is more than 40 words). 3. Always restate the author(s) ideas in your own words when paraphrasing and always give the author(s) credit for their ideas.

95 D-48 TEXAS WOMAN S UNIVERSITY COLLEGE OF NURSING DENTON CAMPUS NURSING 3614 NURSING ASSESSMENT ACROSS THE LIFE SPAN FOR THE RN Faculty: Donna Sauls, PhD, RN ASB 126 (940) [email protected]

96 D-49 NURS 3614 NURSING ASSESSMENT ACROSS THE LIFE SPAN COURSE DESCRIPTION: Focuses on physical and psychosocial techniques of health assessment. Emphasizes influences of spirituality, culture, and human sexuality on individuals of all ages. Clinical experiences provide opportunities to apply interview and assessment skills in community-based settings. COURSE CREDIT: Four (4) semester hours; two and one half (2.5) hours lecture a week, four and one half (4.5) hours clinical a week COURSE PLACEMENT: Junior Semester I. COURSE OBJECTIVES: Upon successful completion of this course, the student should be able to: 1. Identify components for health assessments of individuals of all ages. 2. Identify aging changes on various body systems. 3. Perform physical and psychosocial health assessments, which include human sexuality, spirituality, and cultural influences. 4. Modify health assessment techniques appropriate to age and developmental variations. 5. Incorporate current health screening recommendations into health assessments. 6. Analyze health assessment data to determine health care needs. 7. Use appropriate terminology in written and verbal communication for the purpose of health assessment. 8. Demonstrate professional accountability in the collection and use of health assessment data. COURSE REQUIREMENTS: Textbooks: Jarvis, C. (2008). Physical Examination and Health Assessment (5 th ed). St. Louis, MO: Saunders. Jarvis, C. (2008). User Guide and Access Code Handbook. St. Louis, MO: Saunders. American Psychological Association. (2001). Publication Manual (5 th ed.). Washington, DC: American Psychological Association. Recording equipment: Either equipment that can record in a VHS format or a DVD format.

97 D-50 Software: Microsoft Office (Word, PowerPoint), Acrobat Reader, QuickTime 5 or higher, Shockwave 8.5 and Flash 7. Assessment equipement: Stethoscope with a bell and a diaphragm, Reflex hammer, Pen light, Otoscope, Ophthalmoscope and pneumatic bulb, Tuning forks, goniometer, fat-o-meter, tape measure, tongue blades, gloves, and Rosenberg eye chart. COURSE CONTENT: 1. Complete health assessments across the life span. 2. Components of databases. 3. Factors that influence collection: spirituality, sexuality, culture, values and beliefs. 4. Interviewing and communication techniques. 5. Functional and physical changes associated with aging vs. pathological changes. 6. Development through the lifespan, assessment of development and modification of collection techniques. 7. Techniques of physical assessment. 8. Health screening recommendations. 9. Legal and ethical considerations. 10. Professional accountability. 11. Documentation. 12. Critical thinking. 13. Diagnostic reasoning. SCHEDULE OF TOPICS Module I. Assessment of the Whole Person (Part 1) and Approaches to the Clinical Setting Module II. Physical examination (Sections A, B, & C) Module III. Integration of the Health Assessment Module IV. Assessment of the Whole Person Part 2 EVALUATION: Satisfactory completion of the course is based on satisfactory attainment of the didactic and clinical criteria requirements. The student must achieve a minimum average of 72% on both the didactic and clinical requirements. A student whose performance is unsatisfactory at mid-term will be notified in writing by the university. The student who fails to meet the course objectives in either the didactic or clinical portion of the course must repeat the course in its entirety. The didactic and clinical portions of the course are inseparable.

98 D-51 Clinical skills laboratory: The student is expected to successfully perform, a nursing assessment in accordance with the criteria established in the Assessment Integration Evaluation sheet. Comprehensive Physical Examination One comprehensive head-to-toe client assessment (inclusive of all systems except the genitourinary system) applying basic and advanced assessment techniques will be performed on an adult client or adolescent over the age of 13 years old. If an adolescent is assessed, the permission from the parent must be obtained and submitted to your faculty prior to the exam. The comprehensive physical exam will be submitted via a recording. The format to submit must either be VHS or DVD. The tape must not exceed 60 continuous minutes. It must address all critical components (listed in the Assessment Integration Evaluation Sheet) of each system. All critical components must be audible and visible on the videotape. The student may minimally refer to notes during the examination. The recording will be critiqued, using the Assessment Integration Evaluation Sheet which has delineated specific competency criteria. Be certain that you don't leave any competencies out. The examination must take place in an appropriate setting and the examiner must be in professional dress. The examiner can wear business attire with a lab coat or scrubs. The recording can be mailed or dropped off to the course faculty member. If it is mailed it must be received in the College of Nursing office by 12 noon on the day that it is due. The student must achieve a minimum of 72% on each section of the assessment. The sections include demonstration of the head to toe assessment and demonstration of proficiency in those skills deemed critical behaviors. These 2 scores will be averaged for the final assessment grade. If the student is unsuccessful (<72) in the video presentation for either section, the student will be allowed to submit another video tape of their assessment. For the second attempt, regardless of the grade earned above 72%, the highest grade that the student can earn is a 72%. Failure to demonstrate a 72% on the nursing assessment will result in a grade of F for Nursing Five (5) points will be deducted from the final score for the assignment for each day the videotape is late. Recording Guidelines 1. Students are required to supply all recording equipment. Tapes/DVDs will be returned to the student. 2. A video release form must be signed by the client and student each time an examination is taped. A signed release form (located in course documents) should be turned in with each recording assignment. If the student fails to turn in a release form with the recording, the faculty will not grade the assignment until the release form is submitted. The assignment will be considered late, and penalties for late assignments will be assigned. 3. When recording, the camera must be focused on the examiner and the area being assessed. The faculty grading the assignment will need to verify technique, and if the video camera is too far away from the area being examined, the technique can not be verified and the student will receive no credit for that section.

99 D Any identifiers related to the client being examined must be removed prior to videotaping. 5. Time limits for the assignment will be strictly enforced. 6. Partners or clients are not permitted to assist or cue the student examiner. If this occurs, the student will receive a zero on the videotaped assignment. 7. Please review your recording prior to submission. Make sure that all critical components are audible and visible on the recording. Classroom (didactic): The student is expected to achieve a minimum average of 72% on the examinations (quizzes and final exam) and written assignments. Written Assignments Four (4) write-ups of focused physical examinations related to selected systems are required and will follow the problem oriented (SOAP) format. Each write-up will be typed and electronically submitted to the assignment drop box or to the instructor for evaluation. Criteria used for evaluation will be accuracy, organization, logical flow, appropriate use of abbreviations, succinctness, and inclusion of appropriate assessment tests and procedures. Refer to Jarvis and the blackboard course site for format guidelines and sample write-ups. The following two write-ups are required: Interview and the Health History Nutrition assessment Two (2) of the following write-ups are required. Choose those systems that you feel you need additional practice on: Abdominal assessment, Skin, Hair, Nails and Head & Neck assessment Eyes & Ears assessment Heart & Lung assessment Nose, Sinuous, Mouth & Throat assessment Musculoskeletal assessment Neurological assessment Note: All papers will be graded according to the Criteria for Evaluation designed for each written assignment. Papers turned in late will have 5 points deducted for each day it is late. Assignment Policy All assignments will be submitted via Blackboard. Since Blackboard has time and date stamp capabilities, it will be the final record of when an assignment was received. ***LATE ASSIGNMENTS AND/OR POSTINGS WILL NOT BE ACCEPTED*** Course assignments are weighted as follows: Assessment tape 40% Written assignments 25%

100 D-53 Final 25% Online Quizzes 10% TWU COLLEGE OF NURSING GRADING SCALE: A = B = C = D = F = 59 and below A grade of WF will be recorded if the student has an average grade of below 72% and withdraws from the course after the academic penalty date as stated in the TWU calendar. ADDITIONAL INFORMATION: ADA Statement Texas Woman s University complies with all applicable federal, state and local laws, specifically Section 504, of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) with respect to providing appropriate academic adjustments that will afford equal access to the educational process. It is the responsibility of the student to register with the Disability Support Services (DDS) at the beginning of each semester (no later than the second week of school unless otherwise determined by the DSS director). For further information regarding DSS, please contact the office at (940) (voice), (940) (TDD), [email protected] or visit CFO 105. Participation Expectations for Blackboard You will be expected to log in to Blackboard regularly and keep up with announcements and discussion postings. A minimum of at least four (4) days out of seven days will help you succeed. Working online requires self-discipline. This is not a self-paced course. You have firm due dates for assignments and you should meet those dates. Do not wait until the last minute to turn in your assignments or tests. Technology is not perfect and unforeseen technical problems at the last minute will not be accepted as excuses. If you plan your studies appropriately, you should have plenty of time to work through technical issues. Communicate difficulties early. Academic Dishonesty Honesty in completing assignments is essential to the mission of the university and to the development of the personal integrity of the student. Cheating, plagiarism, or other kinds of academic dishonesty will not be tolerated and will result in appropriate sanctions that may include failing an assignment, failing the class, or being suspended or expelled. Suspected cases in this course may be reported to Student Life. The specific disciplinary process for academic dishonesty is found in the TWU Student Handbook. Tools to help you avoid plagiarism are available through the TWU Libraries Quick Links under Research Help (

101 D-54 Online course communication This course will follow the following protocol for online communication. In the subject line list the course and number (i.e. NURS 3614). Use proper English, with correct grammar and spelling, no truncated or text language. Refer to the faculty according to their title. Response time to s will be tied to faculty office hours and work week. Use the discussion board for posting general or administrative questions. As you move through the course, these postings should be your first point of reference for questions or concerns. Note: Discussion Board and are not monitored 24/7. You can expect a reply to your question within 24 hours, except for weekends and holidays. If you do not get a response to an important posting on the discussion board, use . s will be answered within 24 hours. MATERIAL CONTAINED IN THIS DOCUMENT IS FOR INFORMATION PURPOSES AND IS SUBJECT TO CHANGE WITHOUT PRIOR NOTICE.

102 D-55 TEXAS WOMAN S UNIVERSITY College of Professional Education Department of Teacher Education Educational Administration Program Educational Foundations and Administrative Implications ELDR 5113 Sue E. Mutchler Class hours: Office: 208 Stoddard Hall Class location: [email protected] Office phone: Office hours: M, W, Th 1:30-4:30 pm Other times by appointment Academic Mission Statement Texas Woman's University is a notable institution, primarily for women, dedicated to excellence through academic achievement, research and creativity, innovation and collaboration and committed to fiscal accountability. TWU's academic and social environment empowers students by inspiring intellectual curiosity and lifelong learning, embracing scholarship and research, developing leadership and personal responsibility, and promoting diversity and respect for all individuals. TWU educates students to succeed as they pursue careers, research or graduate study in the liberal arts and health, education and business professions. By setting high expectations and high ideals, TWU prepares its graduates to lead personally and professionally fulfilling lives. Department Goals TWU is committed to teacher preparation that focuses on a learner-centered climate in which the learners, teachers, administrators, parents and the community all have responsibility for the learner's success. Program Goals The educational administration program is committed to the development of leaders and educators skilled in the promotion of learning in a culturally diverse, democratic society. Course Description ELDR Educational Foundations and Administrative Implications. Historical, philosophical, and cultural factors influencing education. Planning instruction and learning. Critical and higher level thinking. Modeling democratic values and implications for decision making. (TWU, Graduate Catalog, ). Course prerequisite. None TExES Competencies ELDR 5113 is aligned with the Texas principal competency framework in that it targets students learning of Domain I: School Community Leadership. Specifically, the course will ask you to demonstrate how to shape campus culture by facilitating the development, articulation, implementations, and stewardship of a vision of learning that is shared and supported by the school community (Competency.001) and how to communicate and collaborate with all members of the school community, respond to diverse interests and needs, and mobilize

103 D-56 resources to promote student success (Competency.002). Knowledge Base Various theoretical, philosophical, and research-based notions about educational leadership inform the content of the course so students are able to analyze and critique the purpose of education and role of effective educational leadership. Many and varied sources of knowledge from theory, research, and practice inform the design, content, and delivery of the course. Although not an exhaustive or comprehensive list, the following journals are sources for further readings: American Educational Research Journal American Journal of Education Educational Action Research Educational Administration Quarterly Educational Evaluation and Policy Analysis Educational Foundations Educational Research Quarterly Educational Researcher Exceptional Children Journal of Curriculum and Supervision Journal of Educational Administration Journal of Research and Development in Education Journal of Research for Leadership Education Learning Disabilities in Research Quarterly Learning Disabilities Quarterly Review of Educational Research Review of Research in Education Urban Education The course is informed by learned societies and professional organizations and based on knowledge gleaned from research and practice. Among these learned societies and professional organizations are: American Association of Colleges for Teacher Education (AACTE) American Association for Higher Education (AAHE) American Association of School Administrators (AASA) American Educational Research Association (AERA) Association for Supervision and Curriculum Development (ASCD) Association for the Study of Higher Education (ASHE) Council for Exceptional Children Division of Developmental Disabilities and Autism National Association of Elementary School Principals (NAESP) National Association of Secondary School Principals (NASSP) National Council for the Accreditation of Teacher Education (NCATE) National Middle School Association (NMSA) National Policy Board for Educational Administration (NPBEA)

104 D-57 Interstate School Leaders Licensure Consortium (ISLLC) University Council for Educational Administration (UCEA) Course Materials and Texts (Required) Noll, J. W. (Ed.). (2009). Taking sides: Clashing views on educational issues (15 th ed.). Boston, MA: McGraw Hill Companies, Inc. Spring, J. (2008). American education (13 th ed.). Boston, MA: McGraw Hill Companies, Inc. Course Materials and Texts (Highly Recommended) American Psychological Association. (2001). Publication manual of the American Psychological Association (5 th Edition). Washington, D.C.: Author. Course Objectives and Student Outcomes In taking this course, students will be introduced to the philosophical foundations that underlie most historical and contemporary opinions regarding education. In recognizing these philosophical foundations, students should be able to identify the values held by various educational stakeholders and to use this identification to better communicate and collaborate with them. The course will also introduce students to effective communication strategies that engage stakeholders multiple and often conflicting viewpoints. Furthermore, when engaging with various perspectives on education, students themselves may become aware of more socially-just philosophical stances. The course will present opportunities for you: To understand the historical, philosophical, and cultural contexts in which public education in the United States has evolved and continues to develop; To understand arguments made throughout history about the purpose of education (a values question), how to educate effectively (a belief question), and how to tell how effective an education effort is (an assessment question); To recognize strengths and limitations of the arguments; To make your own arguments about what education is for and/or how to do it effectively; To position and defend your philosophical creed with an awareness of other arguments. Guiding Questions of the Course The course should enable you develop responses to the following questions: What philosophical ideas are at the foundation of most historical and contemporary opinions about public education in the United States? How do the individual and shared perspectives of various educational stakeholders (i.e., practitioners, the general public, policymakers) influence changes in the stated purposes and priorities of public education? How can I, as an educational leader, use my knowledge of historical, philosophical, and cultural factors as I work with other stakeholders to improve schools and districts in which I work? What is my own philosophy of public education? How does it draw from both my personal perspective and the knowledge I have gained about the historical, philosophical, and cultural factors that have shaped and continue to influence public education? Student Preparation, Participation, and Attendance

105 D-58 The class will be conducted as a graduate seminar. The development of the course is based on the notion that learning is a natural process and that knowledge is gained by participation in learning events. Students are expected to be able and willing to share information and ideas. In the spirit of a seminar class, be prepared to ask questions about, make claims based on, and connect your opinions to the readings. Making notations as you read and preparing questions for class discussion is expected. This is a blended course that includes two or more online class sessions, with the remaining sessions in the form of face-to-face, on-campus meetings. Discussion and group activities cannot be made up if you are absent from class or do not participate in discussions/activities in class or online. As a result, attendance and participation in class discussions is the basis for 10% of the final course grade. Attendance policy: More than 2 absences from class will result in a loss of at least 5 percentage points in the attendance grade. The same is the case for late arrival to class. Students have a 15 minute leeway in arriving to class. Arrival after 5:15 is considered late arrival. Off-campus class session participation policy: Off-campus class sessions consist of multiple tasks to accomplish on Blackboard, often including participation in one or more forums on Discussion Board or other online interactions. Performance on off-campus assignments and participation are the basis for 20% of the final course grade. Failure to complete a required task or to participate in an assigned online discussion results in a grade of 0 for the particular task. As responsible adult learners, students must complete individual and group assignments on time. As a result, grades on late assignments will be affected. Late assignment policy: A late assignment will incur a 5 point grade deduction on the assignment. An assignment submitted more than 1 week late will incur a 10 point grade deduction. Individual and Group Assignments Some assignments in this course are intended to provide direct experiences in relating philosophical and cultural factors in our society to (a) key events in U. S. history that have influenced public education and (b) current issues pressing on how public education will change in the future. Other assignments are opportunities for you to identify and articulate your personal perspectives on public education and consider how you, as an educational leader, might use these values and beliefs to help teachers, parents, and communities ensure student success. The following assignments carry the point values indicated toward computing your final grade. 1. Reflective journal (5 entries) 15% 2. Case analysis 15% 3. Co-facilitated discussion 10% 4. Debate 20% of grade (15% = debate itself; 5% = peer evaluations) 5. Final 10% 6. Attendance and participation in class 10% 7. Off-campus assignments, quizzes, and online participation 20%

106 D-59 Student assessment. The professor will provide a detailed description of each assignment and a rubric for assessment of the assignment. Rubrics will include expectations for APA formatting and quality of writing as well as required components and organization of content. Quality of writing. Good quality paper organization, appropriate use of composition elements (e.g., clarity, use of language), and adherence to rules of written mechanics (e.g., punctuation, spelling) are important in all graduate-level written products. Assessment of written work will include deductions for errors, as indicated on assignment rubrics. delivery of assignments. When assignments are ed to the professor, use the following file convention: last name_assignment title_date. An example appears below: Mutchler_CaseAnalysis_1014 Criteria and Grading Scale A = percentage points B = C = D = F = 59 and below A represents exceptional work that is clearly above expected guidelines. It is work that has a clearly defined, adequately supported purpose and sense of direction. It is work that is thoughtprovoking and well stated. Care is evidenced in the development of ideas and in organization. Needless to way, it is work that reflects a thorough understanding of the educational topic under discussion. B represents expected graduate level work. It has a clearly defined and adequately supported thesis but lacks the clarity of insight that characterizes superior work. C represents below expected graduate level work. Frequently, there is evidence of ill-defined purpose or direction or relevance may not be readily apparent. There may be jumps from topic to topic without following through on the development of a unifying idea or concept. Often, this work contains spelling, grammatical, and other writing errors reflecting poor organization. Present policy of the TWU Educational Administration Program requires students to retake a course in which a C is earned. University Policies Attendance Policy. Participation is a portion of the students grades and cannot be made up if they are absent. Education relies upon engagement with others. Missing such dialogue compromises learning. TWU Disability Services. If you anticipate the need for reasonable accommodations to meet the requirements of this course, you must register with the office of Disability Support Services (CFO 106, , [email protected] ) in order to obtain the required official notification of your accommodation needs. Please plan to meet with me by appointment or during office hours to discuss approved accommodations and how my course requirements and activities may impact your ability to fully participate.

107 D-60 Academic Dishonesty. Cheating, plagiarism, or other kinds of academic dishonesty will result in appropriate sanctions that may include failing an assignment, failing the class, or being suspended or expelled. Suspected cases in this course may be reported to Student Life. In an effort to ensure the integrity of the academic process, Texas Woman s University vigorously affirms the importance of academic honesty as defined by the Student Handbook. Therefore, in an effort to detect and prevent plagiarism, faculty members at Texas Woman s University may now use a tool called Turnitin to compare a student s work with multiple sources. It then reports a percentage of similarity and provides links to those specific sources. The tool itself does not determine whether or not a paper has been plagiarized. Instead, that judgment must be made by the individual faculty member. Tools to help you avoid plagiarism as well as generally locate and use information resources are available through the TWU Libraries website (see Tutorials on left-hand side of the page, All required assignments in this course may be checked for plagiarism using Turnitin.com. Withdrawing. Withdrawal from the course is the student s responsibility.

108 D-61 TEXAS WOMAN S UNIVERSITY College of Professional Education Department of Teacher Education TESTS AND MEASUREMETNS FOR THE EXCEPTIONAL CHILD EDSP 5033 Dr. Lloyd Kinnison SH Fax [email protected] Erin Mc Clain Academic Mission Statement Texas Woman s University is a notable institution, primarily for women, dedicated to excellence through academic achievement, research and creativity, innovation and collaboration and committed to fiscal accountability. TWU s academic and social environment empowers students by inspiring intellectual curiosity and livelong learning, embracing scholarship and research, developing leadership and personal responsibility, and promising diversity and respect for all individuals. TWU educates students to succeed as they pursue careers, research or graduate study in the liberal arts and health, education and business professions. By setting high expectations and high ideals, TWU prepares its graduates to lead personally and professionally fulfilling lives. Departmental Goals The Department of Teacher Education is committed to teacher preparation that focuses on a learner-centered climate in which the learners, teachers, administrators, parents and the community all have responsibility for the learner s success. Disability Support Texas Woman s University seeks to provide appropriate academic adjustments for all individuals with disabilities. The University will comply with all applicable federal, state, and local laws, regulations, guidelines, specifically Section 504 of the Rehabilitation Act of 1973, and the Americans with Disability Act (ADA) with respect to providing appropriate academic adjustments to afford equal educational opportunity. It is the responsibility of the student to register with and provide medical verification and academic schedules to Disability Support Services (DSS) at the beginning of each semester and no later than the second week of school unless otherwise determined by the coordinator. The student must contact the faculty member in a timely manner to arrange for appropriate academic adjustments. For further information regarding Disability Support Services or to register for assistance, please contact the office at (TDD) or visit CFO 105. Academic Dishonesty Honesty in completing assignments is essential to the mission of the university and to the development of the personal integrity of the student. Cheating, plagiarism, or other kinds of academic dishonesty will not be tolerated and will result in appropriate sanctions that may include failing an assignment, failing the class, or being suspended or expelled. Suspected cases in this course may be reported to Student Life. The specific disciplinary process for academic dishonesty is found in the TWU Student Handbook. Tools to help you avoid plagiarism are available through the TWU Libraries Quick Links under Research Help ( Course Description

109 D-62 The purpose of this course is to provide a comprehensive graduate level course in tests and measurements of exceptional children for professionals working with special populations. Content of this course shall include: Overview of assessment practices (norm references, criterion referenced and Non-traditional assessments) Rationale for assessment, assessment for decision making, and legal-ethical issues are included. Practical application, interpretation, and mechanics of assessment. Descriptive statistics and statistical terms will be reviewed and practical application required. Text/Resources * Salvia, J., & Ysseldyke, J. (2010)). Assessment in special and remedial education. (11 th Ed.)Wadsworth CENGAGHE Learning Belmont, CA. *On-line Study Guide: *SBOE Rules: *CBM *Procedural Safeguards: *Mental measurement Yearbook (Burros) Go to A-Z Database title list at hppt: Click on M Login with your Pioneer Portal username and password Pioneer Portal Students must have a TWU Portal address to receive electronic information for this course or Blackboard. Prerequisite or Co-requisite EDSP 5003 or permission of the Instructor of the course. Objectives To Be Achieved Mastery of course objectives/competencies will be evaluated through: (a) group projects, (b) class discussions, and (c) performance on instructor prepared examinations. Mastery of these objectives will require the learning of factual information; learning fundamental principles; generalizations and theories; applying course content to improve problem solving and thinking; developing specific skills; competencies and points of view needed by professionals in the field; and acquiring skills in working as a team. The student will: 1. Demonstrate an understanding of assessment related issues, rights of individuals with disabilities and their families, tools for decision making for exceptional children and youth; 2. Demonstrate knowledge of assessment vocabulary, application of concepts, and use of statistical concepts; 3. Calculate chronological age, age and grade scores, and basal and ceiling for various standardized tests. 4. Demonstrate knowledge of standard scores, norms, reliability, validity, confidence intervals, and normative development of standardized tests. 5. Demonstrate understanding of cultural diversity issues in assessment and evaluation;

110 D Demonstrate knowledge of: legal/ethical issues in assessment, State Board of Education Rules ( SBOE) governing special education eligibility, and participation in local and state assessment process; 7. Demonstrate ability to interpret present levels of educational performance, behavioral observations, adaptive behavior assessment, and instructional modifications for Individual Educational Plans. 8. Explain use of criterion-referenced assessment, alternative assessment processes, portfolio assessment, curriculum-based assessment (CBM) and apply to instructional situations. 9. Conduct a readability measure of currents texts use and apply information to IEP planning. 10. Discuss current issues in assessment and evaluation of students for special education services. State Standards Domain I, Standard VI, (1), Domain IV, Standard I Domain I: (selects, administers, and interprets appropriate formal and informal assessments and evaluations): a) A basic terminology used in assessment and evaluation; b) Standards for test reliability; c) Standards for test validity; d) Possible sources for test error; e) Procedures used in standardizing assessment instruments; f) The meaning and use of basic statistical concepts used in assessment and evaluation (e.g., standard error of measurement, mean, standard deviation); g.) uses and limitations of each type of assessment instrument (process); h) procedures for screening, pre-referral, referral, and eligibility; if) appropriate application and interpretation of derived scores, (e.g., standard scores, percentile ranks, age and grade equivalents, stanines); j) the necessity of monitoring the progress of individuals with disabilities; k) methods of academic and non-academic (e.g., vocational, developmental, assistive technology) assessment and evaluation; l) methods of motor skill assessment; Domain IV, Standard I (applies knowledge and understands ) a) State and federal regulations relevant to the role of the educational diagnostician; b) Laws and legal issues related to the assessment and evaluation of individuals with educational needs; c) models, theories, philosophies, that provide the basis for special education evaluation; d) issues, assurances, and due process rights related to evaluation, eligibility, and placement within a continuum of services; e) rights and responsibilities of parents/guardians, schools, students and teachers, and other professionals in relation to individual learning needs.

111 D-64 General Course Information Class Attendance: Students are expected to arrive on time. If late arrival cannot be avoided, students are responsible for obtaining handouts, lecture notes, assignments, and other pertinent information from group members. The instructor s experience suggests that some students will be required to participate in parent conferences.. The student is responsible for contacting the instructor to determine activities to replace class content. Two late arrivals will be considered an unexcused absence. Each unexcused absence will result in the student s final grade being lowered by one letter grade. Reading Assignments: Class time constraints do not permit the instructor to discuss all important concepts from the text, students are expected to have competing all assigned reading prior to the date it is scheduled to be discussed in class. Each student is expected to participate in class discussions (but not dominate), complete assignments and projects and to participate in cooperative group presentations. Each group member will receive the same grade. However, if group evaluations of individuals indicate a member did contribute, the grade may be different. If an absence is unavoidable when a group presentation is scheduled, that group member will be required to submit a 1000 word paper covering the same topic, References are required. This paper will be due one week from the day of the scheduled class presentation time. Late papers are not accepted. Students are expected to complete assignments by the assigned date. Late work will be assessed a 1% grade deduction for each class period the assignment is delayed. Credit will not be awarded for assignments that are late by 2 class sessions of the assigned date. Class laboratory time: Individual accountability. Each group is responsible to assign roles and responsibilities necessary to complete assignments. Group presentations require that each person be actively involved and contribute. Students are expected to complete information required to access Pioneer Portal and receive information through Blackboard . Cell telephones and beepers are to be turned off during class time. If an exception is needed, discuss this individually with the instructor. If you ask for an exception, due to individual circumstances, be seated next to the door so that you may accept the call outside of the classroom. Power point presentations are used to compliment the textbook and guide lecture/discussions. They may not have a one-to-one correspondence to chapter sequence or information. The summary questions and activities at the end of each chapter are excellent study guides. Some test questions require that these learning suggestions be completed. Learning Activities

112 D Group Presentations: Each student will be assigned to a cooperative learning group. Each cooperative learning group will be assigned specific standardized tests to review. The group will review the standardized instrument and provide the class with an overview of the purposes of the instrument, example tests items, reliability and validity issues, and the tests contribution to the assessment of students learning. A power point presentation and handouts will be made available to members of the class. Evaluation of the presentation will be based upon the thoroughness, background research given by the group, and professional presentation, Topics/Tests to be reviewed (Assigned dates for presentation will follow the order listed for dates of presentation (e.g., a, b, c etc.) a) Curriculum Based Assessment/Methods (CBM) Curriculum-Based Assessment procedures are designed to cover all areas of the curriculum CBM is a researchbased, scientifically validated method to measure specific skills and/or student mastery that does not involve the use of standardized norm-referenced tests. See b) Adaptive Behavior The assessment of adaptive behavior is a requirement for eligibility of mental retardation and developmental disabilities. (Vineland Adaptive Behavior Scales, AAMR Adaptive Behavior Scales, Adaptive Behavior Inventory, etc.) c) Visual-Motor, Perceptual Domains The assessment of visual-motor, perceptualmotor, or visual-motor integration provides the user with information regarding the student s ability to process and integrate visual-motor areas in learning. (Visual Motor Integration Test (VMI), Bender-Gestalt Visual Motor Integration, Test of Visual-Motor Integration, etc.) d) Portfolio Assessment Assessment through the use of portfolios provide a means of authentic assessment. This type of assessment is used in several states and is highly recommended for students with more severe disabilities. e.) Math/Arithmetic Assessment of deficits in arithmetic are limited, but very important. (Key Math, Test of Mathematical Ability, etc) f.) Reading Assessment of reading problems is very important and readily done in our educational system. (Woodcock Reading Mastery Test, Gray Oral Reading Test, TPRI, etc. e) Other 2. Tests: There will be two/three tests. The tests will be multiple choice, true-false, short answer and essay.. Tests are scheduled upon completion of each section. 3. Textbook Evaluation: Each student will evaluate the reading levels of two (2) textbooks commonly used in your school, using the Fry Readability Index. A written report will include the title of the text from which the stories were taken, the publisher, grade level to which it is assigned, and copies of the pages used to evaluate the text. Upon completion of the Fry Readability Index, the student will write a minimum one page report explaining the results.. 4. Journal Articles on grading and high stakes testing. The student will read a minimum of 1 professional journal article on grading issues related to special needs students and 1 journal article on high stakes testing. The written report will be included. Approximate ½ of a page will provide the important details of the manuscript. Approximately 1 ½ pates will be

113 D-66 the reflections of the student. What do you think of the information? Do you agree or disagree? Implications? Copies of the two professional journals of the will be turned in with the review. The journal articles will be discussed in class. 5. Action Research Five action research learning activities are designed to assist the learner apply the concepts learned throughout the semester. Some are to be completed individually while others permit group work. Each requires a thorough analysis, and reflection on concepts learned. Directions: After the activity is completed, write a 2-3 page analysis and reflections of the action research activity. When survey questions are required, attach a copy. Analysis and reflections include descriptive information about the participants or materials. The method used to complete the activity and results. Last, use introspection in describing what you have learned. When the activity requires interaction with others stress that no names or identifying information will be given. Complete any 3 activities. When an activity permits a group assignment, the number of suggested participants is to be increased. a. Interview 2 professional people to obtain their perspectives on the purpose(s) of educational testing and assessment. (NOT HIGH STAKES TESTING). Select participants who may have a different perspective than yourself (general education teacher, parent, administrator, etc.). Use the chapters in your text as a guide for the development of questions that may be asked. b.. Develop a short survey of test and measurement concepts used throughout chapters 4-8. Ask 3-5 teachers at different grade levels to assist you with this project. (If the questions are developed as a group activity, then each 5033 student will assess 3-5 teachers. Think of the concept: instructional level, frustration level, grade equivalent, percentile, etc. This may be a group activity. c.. Select a test used in your school (not the TAKS) for review. Review the concerns raised by the authors of your text regarding fairness, test result uses, etc. (see Chapter 15). Thoroughly review the test manual to determine if the normative data applies to the students who attend your school, Does the test meet the criteria of your text authors for a good test? Go to Burros (see information under TEXT) and read the test review. What did you learn? d. This may be a group activity. Ask the educational diagnostician(s who serves your building for assistance. Ask her to let you review 2 commonly used achievement tests used to assess students for eligibility for special education. Review the norms using your text as a guide. e.. Response to Instruction. Thoroughly and carefully read Chapter 30. formulate a set of questions (3 to 5) which are major concepts to RTI. (Questions may be formulated in groups). Interview at least 3 teachers (at different grade levels) to determine their knowledge/information base about this topic. Should be fun and enlightening. Evaluation Rubric Group Presentations 15%

114 D-67 Test Performance 50% Fry Readability Assignment 5% Journal Reading and Discussion 10% Action Research 20% Grading A % of the assignments and class attendance B 85-92% of the assignments and class attendance C 75-84% of the assignments and class attendance D <74% Group Members Test to be Reviewed Team Members Date of Presentation

115 D-68 TEXAS WOMAN S UNIVERSITY College of Professional Education Department of Teacher Education EDSP 5003 Psychology and Education of Exceptional Children Spring, 2010 Dr. Tammy L. Stephens Office Phone: Stoddard Hall 112 Office: [email protected] FAX: Section 504 & Americans with Disabilities Act Students with Disabilities If you anticipate the need for reasonable accommodations to meet the requirements of this course, you must register with the office of Disability Support Services (CFO 106, , [email protected] ) in order to obtain the required official notification of your accommodation needs. Please plan to meet with me by appointment or during office hours to discuss approved accommodations and how my course requirements and activities may impact your ability to fully participate. Academic Dishonesty Honesty in completing assignments is essential to the mission of the university and to the development of the personal integrity of the student. Cheating, plagiarism, or other kinds of academic dishonesty will not be tolerated and will result in appropriate sanctions that may include failing an assignment, failing the class, or being suspended or expelled. Suspected cases in this course may be reported to Student Life. The specific disciplinary process for academic dishonesty is found in the TWU Student Handbook. Tools to help you avoid plagiarism are available through the TWU Libraries Quick Links under Research Help ( Academic Mission Statement: Texas Woman's University (TWU) is a notable institution, primarily for women, dedicated to excellence through academic achievement, research and creativity, innovation and collaboration and committed to fiscal accountability. TWU's academic and social environment empowers students by inspiring intellectual curiosity and lifelong learning, embracing scholarship and research, developing leadership and personal responsibility, and promoting diversity and respect for all individuals. TWU educates students to succeed as they pursue careers, research or graduate study in the liberal arts and health, education and business professions. By setting high expectations and high ideals, TWU prepares its graduates to lead personally and professionally fulfilling lives. Department Goals

116 D-69 The Department of Teacher Education is committed to teacher preparation that focuses on a learnercentered climate in which the learners, teachers, administrators, parents and the community all have responsibility for the learner's success. Program Goals The Special Education Program is committed to the preparation of educators and other professionals who work to enhance the education and lifespan development of individuals with disabilities. Course Description and Overview This is an introductory course that focuses on the development and characteristics of learners with exceptionalities. Content includes a description of specific disabilities and implications for teaching individuals with disabilities, legal issues including legislation, and appropriate education for individuals with disabilities. Credit: Three semester hours Prerequisites and Support Courses There are no prerequisites for this class. Rationale for the Course This class is a required prerequisite for students interested in obtaining a Masters degree or higher in Special Education. It is important for students entering the field of education, and particularly special education, to have a background in disabilities, how to teach students with diverse needs, and the legal issues in special education. Knowledge Base Upon completion of this course, students will have a knowledge base of disabilities and implications for educators working in schools, community service with families, and the workplace. Course Objectives and Student Outcomes The general objectives and student outcomes of the course include the student will demonstrate knowledge of: a. major legislation and court rulings pertaining to the education of learners with disabilities b. the prescribed structure and process of special education services (pre-referral, referral, assessment, placement, ARD, IEP, behavior management plan, transition plan) c. intellectual, academic, behavioral, and physical characteristics of learners with exceptionalities d. different instructional needs of exceptional learners e. developmental effects of disabilities f. resources to access information regarding individuals with disabilities (i.e. journals, websites)

117 D-70 Mode/Style of Teaching This course is web-based on Blackboard. Students will participate in discussion groups, post work, complete assignments and exams totally over the web. The professor will join in discussions, grade assignments, and provide ongoing feedback via the web. Course Materials and Texts Turnbull, R. & Turnbull, A. (2007). Exceptional Lives: Special Education in Today s Schools, 6 th ed. Columbus, OH: Pearson Merrill Prentice Hall. Sign up for the daily CEC Smart Brief. Access to The IRIS Center Assignments and Related Requirements General information about requirements for the class: 1. Students need to have access to a computer and web browser such as Netscape. 2. Each student is expected to log on to the course site at least weekly to check announcements and changes (if any) in schedule or assignments. It is helpful to check the course site more frequently than once a week to support your learning. 3. Students are expected to check at least weekly for messages regarding the course. It is helpful to check more frequently than once a week to support your learning. 4. Each student is expected to complete weekly assignments by the due date given on the schedule. 5. Students may complete assignments early. If a student completes an assignment late, there is a reduction in grade. Assignments will not be accepted that are more than one week late. Weekly quizzes will ONLY be available for ONE WEEK (see schedule). Students should not expect to take the quizzes after the date given on the schedule. 6. Students will need to complete a variety of assignments and activities to support learning. An overview of the assignments is listed below. Specific details are provided in attachments to this syllabus and in the ASSIGNMENTS section of Blackboard. Due dates are posted under course schedule. Assignments: 1. Plagiarism Tutorial & Blog Activity (See Attachment A) 2. Create a personal student page. (See Attachment B) 3. Read assigned chapters from the text each week. Each week s readings are listed in the Course Schedule located in COURSE INFORMATION. Students will need to complete the assigned reading assignment early enough to be able to complete the weekly assignments. 4. Small-Group Disability Wiki & Blog Assignment (See Attachment C) 5. Complete a final exam (See Attachment D) 6. Identify a list of 10 websites dealing with special education. (See Attachment E) 7. Watch a movie that includes an individual with a disability. (See Attachment F)

118 D Summarize 2 articles from daily newspapers, popular magazines, and/or professional journals that pertain to individuals with disabilities or legislation dealing with individuals with disabilities. (See Attachment G) PLEASE NOTE: Extended information for assignments is provided in attachments at the back of the syllabus and also on Blackboard under ASSIGNMENTS. Student Assessment 1. Plagiarism Tutorial and Blog Activity 15 points 2. Personal student page 15 points 3. Final exam 50 points 4. Ten websites 30 points 5. Movie discussion 20 points 6. Two articles 30 points 7. Small-Group Disability Wiki & Blog Assignment 50 points 8. Modules 10 points each 130 points Total points available: 340 points Grading Scale The final grade in this course will be assigned in accordance with the course policies on attendance, participation, and professionalism outlined in this syllabus, along with the TWU student guidelines: A 93% % B 85% - 92% C 77% - 84% D 70% - 76%

119 D-72 Tentative Course Schedule **NOTE: ALL work assigned each week should be submitted by midnight Sunday. Week 1: Read Chapter 1: Overview of Today s Special Education MODULE #1: Perceptions of Disabilities Plagiarism Tutorial and Blog Activity (see Attachment A) Create a personal student page (see Attachment B) Week 2: Read Chapter 2: Ensuring Progress in the General Curriculum: Universal Design and Inclusion MODULE #2: Universal Design/Pre-Referral Process Create a personal student page (see Attachment B) DUE: Plagiarism Tutorial and Blog Activity Week 3: Read Chapter 3: Issues and Responses in Today s Culturally Diverse Schools MODULE #3: Cultural and Linguistic Differences: What Teachers Should Know DUE: Personal student page due Week 4: Read Chapter 4: Today s Families and Their Partnerships with Professionals MODULE #4: Collaborating with Families Week 5: Read Chapter 5: Learning Disabilities (LD) MODULE #5: Learning Disabilities (LD) Ten websites due Week 6: Read Chapter 6: Communication Disorders (CD) MODULE #6: Communication Disorders Week 7: Read Chapter 7: Emotional or Behavioral Disorders (EBD)

120 D-73 MODULE #7: Emotional or Behavioral Disorders (EBD) Week 8: Read Chapters 8: Attention Deficit/Hyperactivity Disorder (ADHD) MODULE #8: Attention Deficit/ Hyperactivity Disorder (ADHD) Week 9: Read Chapter 9: Intellectual Disabilities & Severe and Multiple Disabilities MODULE #9: Intellectual Disabilities Work on Article Reviews. Week 10: Read Chapter 11: Autism MODULE #10: Autism Two articles due Week 11: Read Chapters 12 and 13: Physical Disabilities and Other Health Impairments (OHI) MODULE #11: Physical Disabilities and Other Health Impairments (OHI) Week 12: Traumatic Brain Injury MODULE #12: Traumatic Brain Injury DUE: Small-Group Disability Wiki & Blog Assignment Week 13: THANKSGIVING WEEK Work on movie review Week 14: Read Chapter 14 and 15: Hearing Loss and Visual Impairment MODULE #13: Hearing Loss & Visual Impairments Week 15:

121 D-74 Read Chapter 16: Gifted and Talented Review for final exam. Movie Review due Week 16: Finals week: Final NOTE: This syllabus is tentative and subject to change given certain circumstances and professor discretion. University Policies TWU seeks to provide reasonable appropriate academic adjustments for all qualified individuals with disabilities. This University will comply with all applicable federal, state, and local laws, regulations and guidelines, specifically Section 504, of the Rehabilitation Act of 1973, and the Americans with Disabilities Act (ADA) of 1990, with respect to providing appropriate academic adjustments to afford equal educational opportunity. It is the responsibility of the student to register with and provide medical verification and academic schedules to Disability Support Services (DSS) at the beginning of each semester and no later than the second week of school unless otherwise determine by the coordinator. The student must also contact the faculty member in a timely manner to arrange for appropriate academic adjustments. For further information regarding Disability Support Services or to register for assistance, please contact the office at (voice), (TDD) or visit CFO 105. Academic Dishonesty/Misconduct Academic dishonesty includes cheating, plagiarism, collusion, fabrication, falsification, and falsifying academic records, and other acts intentionally designed to provide unfair advantage to the student, and/ or the attempt to commit such acts. Cheating includes, but is not limited to, intentionally giving or receiving unauthorized aid or notes on examinations, papers, or class assignments intended to be individually completed. Cheating also includes the unauthorized copying of tests or any other deceit or fraud related to the student's academic conduct. Dual submission of a paper or project, or resubmission of a paper or project to a different class without express permission from the instructor(s) also constitutes cheating. Plagiarism occurs when a student obtains portions or elements of someone else's work, including materials prepared by another person or agency, and presents those ideas or words as her or his own academic work. The intentional or unintentional use by paraphrase or direct quotation of the published work of another person without full and clear acknowledgement shall constitute plagiarism. Students are responsible for following guidelines of the appropriate course or discipline (i.e., APA).

122 D-75 Collusion occurs when a student collaborates with another person without authorization when preparing an assignment. Fabrication occurs when a student makes up data or results and records or reports them. Falsification occurs when a student manipulates research materials, equipment or processes or changes or omits results such that the research is not accurately reflected in the research record. Falsifying academic records includes, but is not limited to, altering grades or other academic records. Altering or assisting in the altering of any official record of the University, and/or submitting false information or omitting requested information that is required for or related to any academic record of the University. Academic records include, but are not limited to, applications for admission, the awarding of a degree, grade reports, test papers, registration materials, grade change forms, and reporting forms used by the Office of the Registrar. Forgery allegations, such as forging a signature on add/drop forms, may be separate from academic dishonesty. Forgery charges are adjudicated following the Student Code of Conduct procedures in the Student Handbook. A tutorial can be found at

123 D-76 Attachment A: Library Tutorial/Blog: Avoiding Plagiarism Find the attachment entitled, How to Blog. Read over the directions for using the blog. Using a K-W-L handout (Google KWL), list information you K now about plagiarism and W hat you want to know about plagiarism. Access the Avoiding Plagiarism tutorial on the TWU Library website. View and complete the tutorial. Once you have completed the module, complete the L earned column of the K-W-L handout by listing at least 5 items you learned about plagiarism by completing the module. Submit the completed K-W-L worksheet for grading. Attachment B: Personal Student Page Create a home page. Create your personal homepage. Click on TOOLS from the class main page. Then click on Edit your Homepage. Now you can type in information. Provide some information about yourself. Do you teach? Where? Who? What experiences do you have with individuals with disabilities? What are your hobbies? Interests? What can you tell the class about yourself that will help us get to know you? Let us know information about you so that we can start becoming a learning community. If possible, include a picture of yourself. Please complete this activity ASAP. Send an to all class members to let us know your page is ready to read. To send an to everyone: From the main page, click on COMMUNICATION/then send . After you have written your message, remember to click SUBMIT at the bottom. You will also want to read about others in the class. How do you access your classmates homepage/from the main page, click COMMUNICATION, then Roster. Next click list all, then list all again. You now should see the class roster. To access each person s homepage, simply click on the student s name and the student s homepage should appear. If you want to send a personal to everyone in the class, you can do that by clicking on COMMUNICATION, then send . A text box will appear and you can send an to everyone or a single person. You can also send Dr. Stephens an this way.

124 D-77 Attachment C: Small-Group Disability Wiki & Blog Assignment You have been assigned a partner and a disability category to research. Be sure to adhere to APA (6 th Edition) when citing references. Within your group folder you will find the following: Instructions for completion of the assignment. Blog Wiki Directions: Step #1: Log into the Blog and briefly provide a list all the things you know about the disability category. These should be things you know prior to conducting any type of research. They may include things you have read, been told, observed, etc. THIS IS A PRE- ASSESSMENT OF YOUR KNOWLEDGE OF THE DISABILITY CATEGORY. Step #2: Read and research your disability category. Pay careful attention to the Small- Group Disability Template provided on the wiki; specifically the components you must include in completing this assignment. Include the following information: Definition of the disability Eligibility criteria in Texas (visit the following website to obtain information: ) Find causes of the disability (what does the research say?) (upload or provide links) Find a YouTube video depicting the disability (upload as an attachment) Identify parent support/information (upload or provide links) Identify strategies to use with disability category (upload or provide links) Complete the template within wiki Step #3: Write your Reflection Attachment D: Final Exam The final exam has two parts, each with 25 multiple choice questions. The exam covers all the information studied over the semester. You can take the final in two parts or both parts at the same time. You have one hour total for each part, for a total of two hours. Review of Websites Attachment E: Websites

125 D-78 With this assignment you will become familiar with how to utilize the Internet to obtain resources for special education. 1. Go to The Council for Exceptional Children (CEC) is an umbrella organization that represents all areas of exceptionalities. Click on Professional Standards. What Every Special Educator Must Know is a downloadable resource for special educators. Either review the information online or print a copy for your information. Click on Ethics and Practice Standards. Select the CEC Code of Ethics and print a copy. Review. Click on News & Issues then Teaching & Learning. Select Exceptionality Area and read information about the various exceptionalities discussed on the CEC website and also in our text. Continue to review in the CEC website. Visit the Texas Council for Exceptional Children (TCEC) at the following web address: Search the website by clicking on the buttons on the left-hand side of the page. Visit the text companion website located at You will find suggested websites to visit for each disability. A few of my favorite websites that you are invited to use include: For your written assignment to turn in, select ten websites that you believe provide important information. The CEC website and the TCEC website should be two of the ten selected. Please select a variety of sources and topics of information. Some websites are more valuable than others. For example, if a website is written by parents in a blog format, that information is not as helpful in this assignment as one developed by an organization or university. For each website provide the following: Name and address of website Type of information provided (i.e., instructional techniques, characteristics, parent information, legal updates) How you could use the website, including the intended audience

126 D-79 Attachment F: Movie Review Watch a movie that includes an individual with a disability. You can rent any of the ones listed below. A list of possible movies is given below. After watching the movie, find the text chapter that covers the disability. Read or review the chapter before writing your review. Write a review that contains the following information: Title Director Year movie was made Primary characters and the name of the actor who played the character with a disability Setting: Where and when the movie takes place For the remainder of the movie write in narrative form the following: o Brief summary of the movie o Describe the character with a disability. What disability was being portrayed? How was the individual characterized? Did the portrayal of the disability seem accurate? Why or why not? What attitudes were exhibited toward the individual? Do you think the attitudes were appropriate given the setting (place and time) of the year? Why? Based upon your knowledge of the disability, would you recommend this movie? Why or why not? LIST OF MOVIES If you have a different movie that includes an individual with a disability, please me so I can approve it. (NOTE: I received this list from a former faculty member. I welcome your suggestions as to additions and deletions from this list. If you are someone that does not watch movies, an alternate assignment can be developed for you. Please contact me via if you need an different assignment. TS) As Good As It Gets Benny & Joan Born on the Fourth of July Children of a Lesser god The Cure Elephant Man Girl Interrupted The Heart is a Lonely Hunter I Am Sam Lorenzo s Oil Mask Miracle Worker Mr. Holland s Opus Nell Of Mice and Men

127 D-80 The Other Sister My Left Foot Rain Man Regarding Henry Scent of a Woman Shine Sling Blade The Snake Pit Sunrise at Campobello What s Eating Gilbert Grape The Piano Other with approval Attachment G: Two Articles from Newspapers, Magazines, and/or Professional Journals Look for articles about disabilities in newspapers such as the Dallas Morning News or Ft. Worth Star Telegram or lay magazines such as Newsweek, Time, etc. The articles can be about individuals with disabilities or about legislation or policies concerning individuals with disabilities. Summarize two different articles. Use the following format: Title of article, source (include issue #, vol. #, etc. if available), page numbers, date For each article write two paragraphs: 1. Summarize the main points of the article. 2. React to the article. Remember to always emphasize the person first aspect. Report whether the writer of the article used person-first language (e.g., The boy with Autism, instead of the Autistic boy. ) Person-first language puts the individual ahead of his/her disability. 3. Relate the information to what you have learned in the class. 4. Below are questions that may help you write a thoughtful reaction: a. Do you think the information is accurate? b. If the article is a human interest story, do you think the article portrays the individual or situation in a respectful manner? c. Does the article put too much emphasis on the disability rather than on the person? d. IF the article is about policy and/or legislation, what is your opinion of the described policy? e. Do you have any other reaction after reading the article?

128 E-1 Appendix E Faculty Rosters BS, Child Development Faculty Roster Form Qualifications of Full-Time and Part-Time Faculty Name of Institution: Texas Woman s University Name of Academic Area, Discipline, Department/School: Department of Family Sciences, Child Development Academic Term(s) Included: Spring 2010 Spring 2013 Date Form Completed: October 14, 2009 Note: Courses with asterisks are those to be taught at Collin Higher Education Center Name Courses Taught Relevant Academic Degrees and Course Credits Earned Other Qualifications Joyce Armstrong, Associate Professor, (Family Studies Full-time Faculty) Rhonda Buckley, Assistant Professor (Family Studies Full-time Faculty) Susan Eitel, Assistant Professor (Family Studies Full-time Faculty) FS 2003: Diversity in Contemporary Families *FS 3513: Childhood/Adolescence *FS 3613: Family Crisis FS 3733: Family Life & Consumer Education FS 4523: Family Development FS 4533: Communication & the Family *FS 4583: Parenting Issues & Education FS 4803: Public Policy & Families FS 4933: Practicum in Family Sciences FS 2003: Diversity in Contemporary Families *FS 3513: Childhood/Adolescence FS 3613: Family Crisis FS 3733: Family Life & Consumer Education FS 4523: Family Development FS 4533: Communication & the Family FS 4583: Parenting Issues & Education *FS 4803: Public Policy & Families *FS 4933: Practicum in Family Sciences FS 2003: Diversity in Contemporary Families *FS 3513: Childhood/Adolescence FS 3613: Family Crisis FS 3733: Family Life & Consumer Education FS 4523: Family Development FS 4533: Communication & the Family FS 4583: Parenting Issues & Education *FS 4803: Public Policy & Families *FS 4933: Practicum in Family Sciences Ph.D. Family Studies M.A. in Interpersonal Communication (39 hours); Ph.D. in Human Development & Family Studies (130 hours) M.S. Family Studies Ph.D. Family Studies 90 hours total Ron Fannin, Associate *FS1311/1313 Human Development Med. In Ed. Psycho. Certified Family Life Educator

129 E-2 Professor ((Child Development / Early Childhood Education Fulltime Faculty) Abraham Hwang, Assistant Professor (Family Studies) Nerissa Gillum, Assistant Professor (Family Studies Full-time Faculty) Donna Kirkwood, Adjunct (Child Development / Early Childhood Education) Sandra McClintic (Renick) (Family Studies and Child Development Full-time Faculty) Lin Moore (Child Development / Early Childhood Education Full- FS 1513/1511 FS 2503 Infant Toddler Development FS 2513 Child Growth and Dev *FS 3513 Childhood/Adolescence *FS 3613 Crisis in American Family FS 1603 Child in Family and community FS 2003 Diversity in contemporary family *FS 3513 Childhood/Adolescence FS 3613 Crisis in American Family FS 4523 Family Development *FS 4803: Public Policy & Families FS 4803 Public Policy: Family Sciences Perspective FS 4603 Occupational Issues in Family Sciences FS 4583 Parenting Issues and Education FS 2003 Diversity in Contemporary Families FS 1603 Child in the Community and Family *FS 4803: Public Policy & Families FS 4933 Practicum in Family Sciences FS 3583 Administration Of Programs for Young Children FS1603 Child in the Community and Family FS 2513 Child Growth and Development 2523 Wellness of the Young Child 2563 Childhood Guidance FS4583 Parenting Issues and Education 3663 Early Childhood Development *4503 Program Planning for Young Children *FS4933 Practicum I in Family Sciences *FS4943 Practicum II in Family Sciences 2563 Childhood Guidance FS 4803 Public Policy: Family Sciences Perspective FS 4603 Occupational Issues in Family Sciences FS4583 Parenting Issues and Education FS3663 Early Childhood Development FS4503 Program Planning for Young Children *FS 4583 Parenting Issues & Education *FS 4803 Public Policy & Families FS4933 Practicum in Family Sciences FS2503 Infants and Toddlers FS2513 Early Childhood Development FS3663 Early Childhood Development Doctoral degree in education with emphasis in educational psychology Ph.D. Child & Family Studies BS Family Studies MS Human Development and Family Studies PhD Human Development and Family Studies M.D. Child Development Ph.D. Child Development M.S. Family Studies Ph.D. Child Development Ph.D. Child Development Certified Family Life Educator

130 E-3 time Faculty) Karen Petty, Professor (Child Development / Early Childhood Education Full-time Faculty) and Collin Higher Education Center Coordinator Katherine Rose, Assistant Professor (Child Development / Early Childhood Education Fulltime Faculty) Sharla Snider, Professor (Child Development / Early Childhood Education Fulltime Faculty) FS2523 Wellness of the Young Child *FS4503 Program Planning for Young Children *FS1001 Seminar in FS FS2503 Infant & Toddler Development FS2513 Child Growth & Development FS2563 Childhood Guidance FS3403 Concept Development in ECE FS3563 Creative Arts for Young Children *FS3513 Childhood/Adolescence FS3583 Administration Of Programs for Young Children *FS3613 Crisis in the American Family FS 3663 Foundations of Early Childhood Education *FS4503 Program Planning for Young Children *FS4543 Development Sexuality *FS4933 Practicum I in Family Sciences *FS 4943 Practicum II in Family Sciences *FS 1001 Seminar in Family Sciences FS 2003 Diversity in Contemporary Family FS 2503 Dev. of Infants & Toddlers FS 2563 Childhood Guidance FS 3403 Concept Development *FS 3523 Care & Education of Children: Global Perspectives FS 3563 Creative Arts & Lit. FS 3583 Admin & Management FS 4503 Program Planning *FS 4543 Developmental Sexuality FS 4583 Parenting Issues & Education FS 4933 Practicum in FS *FS 1001 Seminar in Family Sciences FS 4933 Practicum in FX FS 4503 Program Planning in EC FS 3663 Foundations of ECE M.Ed. Early Childhood Education (36 hours) Ph.D. Curriculum & Instruction / Child Development and Early Childhood emphases (90 hours) M.S. Human Development & Family Sudies University of North Texas, Denton, TX M.S. Child Development & Family Studies Specialization: Developmental Studies, Purdue University, West Lafayette, IN Ph.D. Child Development& Family Studies Specialization: Developmental Studies, Purdue University, West Lafayette, IN M.A. Early Childhood Education Ph.D. Early Childhood

131 E-4 Brigitte Vittrup, Assistant Professor (Child Development / Early Childhood Education Fulltime Faculty) FS 2513 Early Child. Development FS 2003 Diversity in Contemporary Families FS 1603 Child in the Fam. & Community *FS4933 Practicum I in Family Sciences *FS 4943 Practicum II in Family Sciences *FS 1001 Seminar in Family Sciences *FS1311/1313 Human Development FS 1603 Child in the Fam. & Community FS 2513 Early Child. Development FS 2563 Childhood Guidance *FS 3513 Childhood/Adolescence *FS 3523 Care & Education of Children: Global Perspectives FS 4933/4943 Education M.A. Psychology, Ph.D. Developmental Psychology Combined credits: 96

132 E Name Of Faculty who may teach Courses to be Taught at Collin College Karen Petty, Professor (Child Development / Early Childhood Education Full-time Faculty) FS1001 Seminar in Family Sciences Sharla Snider, Professor (Child Development / Early Childhood Education Katherine Rose, Assistant Professor (Child Development / Early Childhood Education Fulltime Faculty) Brigitte Vittrup, Assistant Professor (Child Development/Early Childhood) Ron Fannin Associate Professor (Early Child Child Development & Education) FS1311/1313 Human Development Sharla Snider, Professor (Child Development / Early Childhood Education Brigitte Vittrup, Assistant Professor (Child Development/Early Childhood) Joyce Armstrong, Associate Professor, (Family Studies Fulltime Faculty) FS 3513: Childhood/Adolescence Rhonda Buckley, Assistant Professor (Family Studies Fulltime Faculty)

133 E-6 Susan Eitel, Assistant Professor (Family Studies Full-time Faculty) Ron Fannin Associate Professor (Early Child Child Development & Education) Abraham Hwang, Assistant Professor (Family Studies Karen Petty, Professor (Child Development / Early Childhood Education Full-time Faculty) Brigitte Vittrup, Assistant Professor (Child Development/Early Childhood) Joyce Armstrong, Associate Professor, (Family Studies Fulltime Faculty) FS 3613: Family Crisis Rhonda Buckley, Assistant Professor (Family Studies Fulltime Faculty) Abraham Hwang, Assistant Professor (Family Studies Ron Fannin Associate Professor (Early Child Child Development & Education) Karen Petty, Professor (Child Development / Early Childhood Education Full-time Faculty) Katherine Rose, Assistant Professor (Child Development / Early Childhood) FS 3523 Care & Education of Children: Global Perspectives

134 E-7 Brigitte Vittrup, Assistant Professor (Child Development/Early Childhood) Joyce Armstrong, Associate Professor, (Family Studies Fulltime Faculty) FS 4583: Parenting Issues & Education Sandra McClintic (Renick) (Family Studies and Child Development Full-time Faculty) Sandra McClintic (Renick) (Family Studies and Child Development Full-time Faculty) 4503 Program Planning for Young Children Donna Kirkwood, Adjunct (Child Development / Early Childhood Education) Lin Moore (Child Development / Early Childhood Education Fulltime Faculty) Karen Petty, Professor (Child Development / Early Childhood Education Full-time Faculty) Rhonda Buckley, Assistant Professor (Family Studies Fulltime Faculty) FS 4803: Public Policy & Families Susan Eitel, Assistant Professor (Family Studies Full-time Faculty) Abraham Hwang, Assistant Professor (Family Studies) Nerissa Gillum, Assistant Professor (Family Studies Fulltime Faculty)

135 E-8 Sandra McClintic (Renick) (Family Studies and Child Development Full-time Faculty) Rhonda Buckley, Assistant Professor (Family Studies Fulltime Faculty) FS4933 Practicum I in Family Sciences Susan Eitel, Assistant Professor (Family Studies Full-time Faculty) Donna Kirkwood, Adjunct (Child Development / Early Childhood Education) Elizabeth McCarroll, Assistant Professor (Child Development / Early Childhood) Karen Petty, Professor (Child Development / Early Childhood Education Full-time Faculty) Sharla Snider, Professor (Child Development / Early Childhood Education Rhonda Buckley, Assistant Professor (Family Studies Fulltime Faculty) FS4943 Practicum II in Family Sciences Susan Eitel, Assistant Professor (Family Studies Full-time Faculty) Donna Kirkwood, Adjunct (Child Development / Early Childhood Education) Elizabeth McCarroll, Assistant Professor (Child Development /

136 E-9 Early Childhood) Karen Petty, Professor (Child Development / Early Childhood Education Full-time Faculty) Sharla Snider, Professor (Child Development / Early Childhood Education Karen Petty, Professor (Child Development / Early Childhood Education Full-time Faculty) FS4543 Developmental Sexuality Katherine Rose, Assistant Professor (Child Development / Early Childhood Education Fulltime Faculty)

137 E-10 BS, Mathematics with Teacher Certification Faculty Roster Form Qualifications of Full-Time and Part-Time Faculty Name of Institution: Texas Woman s University Name of Academic Area, Discipline, Department/School: Mathematics, Mathematics Education Academic Term(s) Included: Date Form Completed: 10/07/ Name Courses Taught Relevant Academic Degrees Other Qualifications and Course Credits Earned Catherine Banks, Coordinator of Collin Higher Education Center Chris Gawlik Ellina Grigorieva Any Math Educations, Core Math Any Math Education, Developmental Math Any Mathematics M.S. Math Teaching Ph.D. Math Education Ph.D. Mathematical and Physical Sciences Mark Hamner Any Mathematics M.S. Mathematics, Ph.D. Statistics Edith Hays Turner Hogan Winifred Mallam Junalyn Navarra-Madsen Ann Wheeler Any Math Education Any Mathematics Any Mathematics Education Any Mathematics Any Math Education, Abstract Algebra M.S. Mathematics Ph.D. Mathematics Ph.D. Mathematics Education Ph.D. Mathematics Ph.D. Mathematics Education

138 E-11 RN to BS, Nursing Faculty Roster Form Qualifications of Coordinator of Collin Higher Education Center Offerings Name of Institution: Texas Woman s University Name of Academic Area, Discipline, Department/School: RN to BS, Nursing Academic Term(s) Included: Spring 2010 to Spring 2012 Date Form Completed: October 14, 2009 Rachel Neff Name Courses Taught Relevant Academic Degrees and Course Other Qualifications Credits Earned NURS 3643 Introduction to Baccalaureate Nursing NURS 4614 Community Nursing Master of Health Administration University of Phoenix Master of Science, Nursing Texas Woman s University McNair Scholar Bill Archer Fellow, Washington, D.C. NCC, Inpatient Obstetrics PhD Nursing Student University of Texas, Tyler NCSN (School Nurse Certified)

139 E-12 Name of Institution: Texas Woman s University Faculty Roster Form Qualifications of Full-Time and Part-Time Faculty Name of Academic Area, Discipline, Department/School: Educational Administration, Teacher Education Academic Term(s) Included: Spring 2010 to Spring 2012 Date Form Completed: October 14, Name Courses Taught Relevant Academic Degrees Other Qualifications and Course Credits Earned Patricia Casey JoAnn Barbour ELDR 5223 Professional Development of Supervisors in Education ELDR5433 School Principal ELDR 5103 Leadership in Educational Settings ELDR 6223 Organizational Leadership in Theory & Practice ELDR 6613 Internship for Principal ELDR 5103 Leadership in Educational Settings ELDR 5323 Administrative Process in Schools ELDR 5903 Special Topic: Ethics/ Decision-making Ph. D., Educational Administration/Cooperative Superintendency Program, University of Texas at Austin M.S., Elementary Education/ Bilingual Education, University of Houston at Clear Lake B. A., Spanish, University of Houston at Clear Lake Ph.D., Educational Administration and Policy Analysis, Stanford University M.A., Anthropology, Stanford University M. A., Educational Administration And Policy Analysis, Stanford University M.A., Special Education (major Field) and Reading B.A., History, Gonzaga University Principal at various Texas Elementary Schools

140 E Name Courses Taught Relevant Academic Degrees Other Qualifications and Course Credits Earned Sue E. Mulcher ELDR 5113 Educational Foundations and Administrative Implications ELDR 5203 Research in Education ELDR 5943 Seminar: Professional Paper Ph.D., Educational Administration, University of Texas at Austin M. Ed., Educational Administration, University of Texas at Austin B.S., Elementary Education, Northwestern University Accountability Research, Texas Education Agency Policy then Program Associate with Southwest Educational Development Laboratory Assistant Principal, Austin Independent School District Tallulah Crawley-Shinault ELDR 6223 Organizational Leadership-Theory & Practice ELDR 5333 Curriculum Development, Assessment and Evaluation ELDR 6613 Internship for Principal Ph.D., Education Administration and Foundations, Illinois State University MS. Ed., Education/Special Education Endorsement, Illinois State University B.A., Dramatic Arts/Psychology, Spelman College-Atlanta, Georgia Ph.D., Special Education, University of New Mexico

141 E Name Courses Taught Relevant Academic Degrees Other Qualifications and Course Credits Earned Jane Pemberton Chair of Teacher Education Department and Collin Higher Education Center Coordinator EDSP 5043 Administration and Supervision of Special Education Programs Administrative Certificate, Eastern New Mexico University M.A., Special Education, Kansas State University B.S., Elementary Education, Kansas State University Chair, Department of Teacher Education School Principal, Grades K-6, Roswell, New Mexico Tammy Stephens EDSP 5043 Administration and Supervision of Special Education Programs Ph.D., Special Education, Texas Woman s University M.Ed., Special Education, University of New Orleans B.S., Human Services Counseling, Old Dominion University Abby Melton (P) EDSP 5043 Administration and Supervision of Special Education Programs Ph. D., Special Education /Minor in Administration, Texas Woman s University M.Ed., Learning Disabilities w/minor in Language Acquisition, Louisiana State University B.A., Education w/focus on Music Education, Louisiana State University Adarose Carter-Abel (P) EDSP 5043 Administration and Supervision of Special Education Programs Ph.D., Special Education, Texas Woman s University M.A., Reading/Education, Texas Wesleyan University B.S., Education, Texas Woman s University School Principal, Haltom City, Texas

142 E-15 M.Ed., Special Education Faculty Roster Form Qualifications of Full-Time and Part-Time Faculty Name of Institution: Texas Woman s University Name of Academic Area, Discipline, Department/School: Teacher Education-Special Education Academic Term(s) Included: Summer, Fall 2008; Spring, Summer, Fall, 2009 Date Form Completed: 10/12/ Name Courses Taught Relevant Academic Degrees Other Qualifications and Course Credits Earned Tammy Stephens EDSP 5003 Psychology & Education of Exceptional Children EDSP 5043 Administration & Supervision of Special Education EDSP 5853 Practicum in Assessment & Evaluation of Individuals w/disabilities EDSP 5843 Clinical Instruction in Intellectual Assessment EDSP 5833 Clinical Instruction in Psychoeducational Assessment EDSP 5973 Professional Paper Ph. D. Special Education Texas Woman s University M.Ed. Special Education University of New Orleans B.S. Human Services Counseling Old Dominion University Certified Educational Diagnostician Joyce Rademacher EDSP 5053 Principles of Learning for Exceptional Children EDSP 5413 Individuals w/learning Disabilities EDSP 5433 Language Problems of Students w/disabilities EDSP 5973 Professional Paper Ph.D. Special Education University of Kansas M.S. Special Education University of Nebraska B.S. Elementary Education University of Houston Teaching at Higher Education level since 1992

143 E Name Courses Taught Relevant Academic Degrees Other Qualifications and Course Credits Earned Lloyd Kinnison EDSP 5003 Psychology & Education of Exceptional Children EDSP 5033 Test & Measurement for the Exceptional Child EDSP 5103 Developmental Disabilities EDSP 5973 Professional Paper Ed.D. Special Education University of Kansas M.A. Special Education University of Northern Colorado B.A. Elementary Education University of Northern Colorado Additional 12 hours in Educational Assessment Taught in Higher Education since 1969 Jane Pemberton, Chair of Teacher Education and Coordinator of Collin Higher Education Center offerings EDSP 5323 Models & Theories for the Education of Students w/emotional/behavioral Disorders EDSP 5423 Methods of Teaching Special Education EDSP 5973 Professional Paper Ph.D. Special Education University of New Mexico M.A. Special Education Kansas State University B.S. Elementary Education Kansas State University Former School Principal Presently Chair, Department of Teacher Education, Texas Woman s University Ron Fritsch EDSP 5313 School Bases Interventions for Students with Emotional/Behavioral Disorders EDSP 5973 Professional Paper Ed.D. Special Education University of Missouri-Columbia M.Ed. Emotional Disturbance University of Missouri-Columbia B.S. Secondary Education/ Social Studies University of Missouri-Columbia Higher Education instructor since 1980

144 E Name Courses Taught Relevant Academic Degrees Other Qualifications and Course Credits Earned Dwane Allen EDSP 5303 Students w/emotional/behavioral Disorders Ph.D. Special Education Texas Woman s University M.A. Clinical Psychology Stephen F. Austin State University B.S. Psychology Management Angelo State University Certified Classroom Teacher, Principal and Educational Diagnostician Michael Wiebe EDSP 5323 Models & Theories for the Education of Students w/ Emotional/Behavioral Disorders EDSP 5053 Principles of Learning for Exceptional Children EDSP 5033 Test & Measurement for the Exceptional Child EDSP 5973 Professional Paper Ph.D. Special Education George Peabody College for Teachers M.S. School Psychology Kansas State Teachers College B.S. Natural Sciences Bethel College Higher Education Instructor since 1970 Sue Mutchler ELDR 5203 Research in Education Ph.D. Educational Administration University of Texas-Austin M.Ed. Educational Administration University of Texas- Austin B.S. Elementary Education Northwestern University

145 E Name Courses Taught Relevant Academic Degrees Other Qualifications and Course Credits Earned Adarose Carter-Abel EDSP 5043 Administration and Supervision of Special Education Programs EDSP 5413 Individuals with Learning Disabilities EDSP 5423 Methods of Teaching Special Education Ed.D. Special Education Texas Woman s University M.A. Reading Texas Wesleyan University B.S. Elementary Education Texas Woman s University Former School Principal Adjunct with TWU since 2003 Abby Melton EDSP 5043 Administration and Supervision of Special Education Programs Ph.D. Special Education Texas Woman s University M.A. Education Louisiana State University Certified Supervisor, Special Education Supervisor, Educational Diagnostician and Mid-Management Administrator B.A. Education Louisiana State University

146 Substantive Change Prospectus for Programs To Be Offered at Collin Higher Education Center Texas Woman s University Prepared by Carol A. Kominski [email protected]

147 2 1. ABSTRACT Describe the proposed change; list the street address, if the change involves the initiation of an offcampus site; initial date of implementation; projected number of students, if applicable; description of primary target audience; projected life of the program (single cohort or ongoing); and instructional delivery methods. Collin County Community College District has created the Collin Higher Education Center, a multiinstitutional teaching center. The site is located at 3452 Spur 399 in McKinney, TX Texas Woman s University proposes to offer on an ongoing basis five of its current academic degree programs for which students will be able to complete 50% or more of degree requirements. First classes will be offered starting January 19, Primary target audience will be residents of Collin County for whom commuting to a more distant campus is either prohibitively expensive or impossible. Specific degrees to be offered, the target audience, and projected number of students are noted below. Degree Target Audience Delivery Mode Projected No. of Students BS, Child Development Community College Transfers with interest in child care careers Primarily traditional classroom/lecture 10 students in spring 2010; 22 students by spring BS, Mathematics with Teacher Certification RN to BS, Nursing MEd, Administration (Teaching) MEd, Special Education Community College Transfers with interest in teaching K-12 mathematics Nurses who earned certification at a community college and would like to complete a bachelor s degree Teachers wishing to advance into administration or improve their salaries as teachers by earning a master s credential Certified teachers who seek additional skills working with individuals with disabilities Primarily traditional classroom/lecture Online classes with online advising and occasional faceto-face classes Primarily traditional classroom/lecture Primarily traditional classroom/lecture students in spring 2010; 14 students by spring students in spring 2010: 20 students by spring students in spring 2010; 30 students by spring students in spring 2010; 30 by spring 2012.

148 3 2. BACKGROUND INFORMATION Provide a clear statement of the nature and purpose of the change in the context of the institution s mission and goals; evidence of the legal authority for the change (if authorization is required by the governing board or the state); and whether the proposed degree program or similar program is offered on the main campus or at other off-campus sites. Texas Woman s University s mission statement is dedicated to excellence through academic achievement, research and creativity, innovation and collaboration and committed to fiscal accountability. Offering five existing programs in collaboration with five other Texas institutions makes creative use of existing resources and demonstrates accountability by serving Texas residents who are currently underserved. The university also will receive increased formulafunded state appropriations and increased tuition revenues by educating students currently unwilling or unable to travel to its main campus in Denton. All programs are currently offered on the Denton campus or online. The THECB and SACS have previously approved the offering of complete degree programs at two off-campus sites in Dallas, one site in Houston, and online. The Texas Higher Education Coordinating Board (THECB) requires prior approval to offer degree programs at any new off-campus site. On August 1 all six institutions submitted a joint proposal for THECB approval to offer these programs at the Collin Higher Education Center (Appendix A). The Strategic Planning Committee of THECB gave preliminary and unanimous approval on September 23, The THECB is expected to give final approval at its regularly scheduled meeting on October 29, The agreement between Texas Woman s University and Collin County Community College District is scheduled for signing on November 9, The agreement is attached as Appendix B. 3. ASSESSMENT OF NEED AND PROGRAM PLANNING/APPROVAL Discuss the rationale for the change, including an assessment of need; evidence of inclusion of the change in the institution s ongoing planning and evaluation process; and documentation that faculty and other groups were involved in the review and approval of the new site or program. The population of Collin County now exceeds 760,000. Recent Collin College community surveys show that 55% of the population is interested in pursuing either a baccalaureate or graduate degree. The three Collin County municipalities of Celina, Frisco, and McKinney each have as a goal the attraction of a four year university to the community. Although four year institutions exist in neighboring counties, increasingly congested highways have made travel more difficult. Capitalizing on the resources of multiple institutions by establishing a multi-institutional teaching center is a cost-effective solution to meet increasing demand for higher education. Expansion of educational opportunities to underserved Texas residents is consistent with the university s ongoing planning and evaluation processes. The university s current strategic plan has an enrollment goal to attain 14,000 students by the year A second goal is the creation of partnerships with other

149 4 institutions to maximize use of university resources. The programs that the university plans to offer were developed by faculty after consideration of community needs, projected labor force demands, and existing strengths, experiences, and desires of faculty. 4. DESCRIPTION OF THE CHANGE Provide a description of the proposed change, including specific outcomes and learning objectives of the program, a schedule of proposed course offerings for the first year, and a copy of course syllabi. In the case of a change involving the initiation of a branch campus or an off-site program, indicate the educational program to be offered. Describe any differences in admission, curriculum, or graduation requirements for students enrolled at the new site(s), or any special arrangements for grading, transcripts, or transfer policies. Describe administrative oversight to ensure the quality of the program or services to be offered. Each program will be one in which all courses can be completed either at Collin Higher Education Center or online. Three major learning outcomes for each program are the same as those offered on other approved locations and are listed in the table below. Program Learning Outcome 1 Learning Outcome 2 Learning Outcome 3 BS, Child Development Demonstrate competency in child development domains (cognitive, social, emotional, behavioral, and physical) as they relate to guiding young children. Provide evidence of a worldview and cultural understanding of the different experiences and contexts that influence children s lives. Demonstrate growth in professional development as evidence by completion of a semester-long project and creation of a professional portfolio. BS, Mathematics with Teacher Certification RN to BS, Nursing MA/MEd, Administration MA/MEd, Special Education Demonstrate mastery of basic mathematical skills in algebra, trigonometry, calculus, and geometry. Demonstrate a positive change in critical thinking ability. Demonstrate improved overall scores for the TExES (the state principal certification examination). Demonstrate knowledge of the effectiveness of learning strategies designed to support students with disabilities and their non-disabled peers. Demonstrate understanding of Calculus III, matrix and linear algebra, and probability and statistics. Demonstrate a positive change in written communication. Demonstrate an enriched integration of theory and practice. Demonstrate knowledge of the effectiveness of how to use curriculumbased assessment measures to make effective instructional decisions. Demonstrate proficiency in the skills of reading and writing a mathematical proof. Demonstrate increased competency in conceptual understanding of communities and populations. Demonstrate an understanding of integrating research and practice. Develop writing and research skills required to successfully write and defend a thesis or professional paper.

150 5 There will be no differences in admission, curriculum, or graduation requirements for students enrolled at the Collin Higher Education Center, nor deviations from current procedures and policies for grading, transcripts, or transfer. Each Collin Higher Education Center program will be coordinated by a key faculty member qualified to teach courses in the respective program. The Faculty Rosters included in the Faculty section note these key faculty. Three year course rotations for the four programs (BS, Child Development; BS, Mathematics with Teacher Certification, M.Ed., Administration; M.Ed., Special Education) with lecture classes at the Collin site are included in Appendix B. Currently, the RN to BS in Nursing is offered only in an online format. One RN to BS course (NURS 3643) is specifically designed for the Collin Higher Education Center and will offer four face-to-face sessions at the Collin site in spring In the near future (probably starting in summer 2010) the nursing faculty expect to offer a second nursing course (NURS 3614) with four face-to-face sessions at the Collin site. The coordinator of the RN to BS program also plans to spend the equivalent of eight hours per week at the Collin site to advise students. Representative syllabi for Collin High Education Center courses to be offered in each proposed program are included in Appendix C. 5. FACULTY Provide a complete roster (using the Faculty Roster form at of those faculty employed to teach in the program(s), including a description of those faculty member s academic qualifications and other experiences relevant to the courses taught, and course load in the new program as well as course work taught in other programs currently offered; evidence that faculty members are adequate to support the program; and the impact of the new initiative on faculty workload. Faculty Rosters for each of the four programs that TWU plans to offer in traditional format at Collin Higher Education Center are attached as appendix D. The rosters document that all faculty have earned degrees appropriate to the courses they are assigned. TWU has ensured that faculty are adequate in number to support the program. Each program will start with a small number of students and expand gradually as demand increases. The university will provide increasing instructional support as enrollment grows. Each faculty member, regardless of campus, is expected to teach a semester course load of nine to twelve credit hours. No overload is expected for any faculty member. 6. LIBRARY AND LEARNING RESOURCES Describe library and information resources- general as well as specific to the program- and staffing and services that are in place to support the initiative. If reliant upon other libraries, describe those collections and their relevance to the proposed program(s) and include a copy of formal agreements in the appendix. Relative to electronic resources, describe how students and faculty will access information, training for faculty and students in the use of online resources, and staffing and services available to students and faculty. For doctoral programs, document discipline-specific refereed journals and primary source materials.

151 6 The TWU Libraries will welcome and support the teaching, learning and research needs of Texas Woman s University students and faculty on the Collin Higher Education Center (CHEC) campus. TWU students and faculty have access to library resources through the Blagg-Huey Library, located on the Denton campus and at smaller libraries located on the Parkland and Presbyterian campuses in Dallas. Library staff will teach research skills and provide instruction over the phone; via the internet using web based consultation services such as Ask A Librarian ; and through faculty scheduled classes and workshops. Faculty and students enrolled on any TWU campus are granted portal accounts for access to extensive fulltext electronic library resources, including electronic databases, electronic course reserves, electronic books, electronic journals, and governmental documents. The Libraries online catalog and web pages offer access to all available TWU resources. The library decides which databases and electronic journals to support based on input from the academic components (via a library liaison). The library s allocation formula ensures that graduate programs are funded at a higher level than other components. Students and faculty can access RefWorks, a citation manager and for personalized service they can directly contact by phone or either the TWU Distance Education Librarian or one of the other reference librarians. Support is available through interlibrary loan and self paced online tutorials accessible through links on the Libraries web pages. Faculty members are provided specific library services to assist them in teaching and research endeavors, such as the following: Interlibrary Loan is available without charge for items not found in the TWU collection. The Faculty Information Research Support Team (FIRST) assigns a reference librarian who provides individualized research, preparation of bibliographies, or guidance in any area of academic research. The Table of Contents service allows faculty members to view the article titles in journals of interest via the Internet and to order those from the reference library via . A copy of the article usually arrives in the faculty's mailbox within 24 to 48 hours. Reference Librarian Individual Assistance is available if a faculty member encounters difficulty locating materials. Turnitin, a web-based plagiarism detection service, is available worldwide to faculty members who are currently teaching at TWU. The Library Blog is another way librarians convey and share library and research information with faculty members. 7. PHYSICAL RESOURCES Provide a description of physical facilities and equipment to support this initiative. Assess the impact that the proposed change will have on existing programs and services.

152 7 The CHEC will house Collin College upper-level administration as well as space dedicated to university partners. The shared facility will reduce operational costs for all partners. All essential operational staff will support both Collin College administrative offices as well as the needs of the higher education center. Technical support staff, information desk/phone operator, custodial services, and security will serve all building users. The cost of facility operations is the responsibility of Collin College, but will be off-set by the building usage fee paid by each university partner. The CHEC facilities will provide a comfortable, convenient, and supportive teaching and learning environment for university students. Students will have access to a student services center, a quiet learning and resource center, and a student lounge. The teaching facilities will be scheduled on a flex-time system to accommodate varied instructional styles and modalities. General purpose classrooms, computer labs, seminar rooms, and two-way interactive video classrooms will all be furnished by Collin College as part of the initial construction cost and available to universities for use. In addition, each university partner will have one dedicated office plus flex-time office space for professors, and university staff to use for preparation time, office hours or scheduled meetings with students. Collin College assumes the fiscal and operational responsibility for the CHEC, therefore will employ two fulltime and two part-time staff to support operations of the facility and the student services center. The aforementioned full-time administrator will manage the CHEC with the assistance of a part-time site coordinator. Additionally, a full-time transfer coordinator and a part-time student development assistant will provide student support services such as general advising, academic planning, and connecting students with home campus resources and services. 8. FINANCIAL SUPPORT Provide a business plan that includes the following: (a) a description of financial resources to support the change, including a budget for the first year (a three-year budget is requested for a new branch campus); (b) projected revenues and expenditures and cash flow; (c) the amount of resources going to institutions or organizations for contractual or support services; and (d) the operational, management, and physical resources available for the change. Provide contingency plans if required resources do not materialize. For consolidations/mergers, and for institutions currently on sanction with the Commission for financial reasons, provide a copy of the most recent audit (audits from all institutions involved in consolidations/mergers). A three year budget to support TWU s role in the Collin Higher Education Center is displayed in the following table. Since formula funding for any given year in Texas is based upon previous enrollment history, TWU does not initially expect to receive formula funding for any additional enrollment attributable to the Collin Higher Education Center. Therefore, during the first two fiscal years of operation, university reserves will support a small net loss to the university from these programs. However, once formula funding becomes available in FY 2012, net annual revenues are expected to exceed expenditures by more than $200,000.

153 8 Estimated Budget for Programs Offered at Collin Higher Education Center FY 2010 FY 2011 FY 2012 Student Headcount Student FTE Annual Semester Credit Hours Faculty FTE Staff FTE Revenues Tuition & Fees $89,760 $282,103 $443,304 Formula Funding $0 $0 $228,038 Expenses Total Resources $89,760 $282,103 $671,342 Faculty Salaries $52,726 $130,125 $149,049 Staff Salaries $55,456 $122,404 $134,865 Fringe Benefits $25,423 $59,344 $66,720 Maintenance & Operations $5,000 $10,000 $15,000 Equipment $0 $0 $0 Rental fees based upon type of instruction and classroom usage $20,000 $28,000 $34,300 Total Expenses $158,605 $349,873 $399,933 Operating Margin -$68,845 -$67,770 $271,409

154 9 9. EVALUATION AND ASSESSMENT Describe how the institution assesses the overall institutional effectiveness as well as the means used to monitor and ensure the quality of the degree program(s), off-campus site(s), or other changes. Summarize procedures for systematic evaluations of instructional results, including the process for monitoring and evaluating programs at the new site, as well as using the results of evaluation to improve institutional programs, services, and operations. For distance learning instruction or compressed time frames, describe the methodology for determining that levels of knowledge and competencies comparable to those required in traditional formats have been achieved. All academic degree programs participate in the university s three year Academic Institutional Effectiveness System. This system requires identification of a minimum of three program learning outcomes, assessment of each of these by at least one direct measure, and at least one additional measure which may be direct or indirect. Every three years the program faculty prepares a report analyzing strengths and weaknesses in student learning, and develops an action plan to address identified weaknesses. The action plan must be directly tied to learning outcomes. Results of implementation of the previous cycle s action plan are tracked and reported at the end of each institutional effectiveness cycle. All programs, on campus as well as off-campus, must fulfill identical requirements. Comparisons of student performance for programs at different campuses are incorporated into the analysis of strengths and weaknesses so that any disparities that occur can be eliminated. 10. APPENDICES Appendices may include items such as (1) vitae of key faculty, (2) selected letters of support, and (3) copies of library and other cooperative agreements, etc.

155 A-1 Appendix A Request for THECB Approval Collin Higher Education Center A Multi-institutional Teaching Center Request for Texas Higher Education Coordinating Board Approval August 1, 2009 Collin County Community College District Dallas Baptist University Texas A&M Commerce Texas Woman s University The University of Texas at Dallas University of North Texas

156 A-2 Collin Higher Education Center Request for Texas Higher Education Coordinating Board Approval In accordance with Chapter 5, Subchapter D of the Texas Higher Education Coordinating Board Rules, seven Texas institutions of higher education respectfully submit this joint proposal requesting approval for the Collin Higher Education Center, a multi-institutional teaching center (MITC) to be located at 3452 Spur 399 in McKinney, TX Overview Collin County Community College District, Dallas Baptist University, Texas A&M Commerce, Texas Woman s University, The University of Texas at Dallas, and University of North Texas will partner to bring baccalaureate and graduate degree programs to residents of Collin County. The proposed Collin Higher Education Center (CHEC) is a multi-institutional teaching center (MITC) designed to provide convenient access to junior and senior level courses for baccalaureate completion, which compliment the associate degrees offered by Collin College. In addition, university partners will offer graduate programs that meet the needs of the community. Collin College is currently constructing an administration building at the intersection of State Highway 121 and 75 Central Expressway in McKinney, Texas. The Collin College Board of Trustees has approved 70,000 square feet of this 125,000 square foot building to the operation of The Collin Higher Education Center where university partners will have access to office and classroom space to deliver degree programs. Elements of successful higher education centers across the country include; shared physical space, affordable and cost-effective delivery, and degree program exclusivity. This proposal will outline how the CHEC is positioned to meet and exceed these success elements through a higher education collaborative. Need for the Collin Higher Education Center There are numerous higher education options in North Texas, but affordability and commuting to university campuses are obstacles for busy, working adults. According to the U.S. Census bureau, the population of Collin County now exceeds 760,000 and recent community surveys conducted by Collin College have demonstrated that 55 percent of the population is interested in pursuing a baccalaureate or graduate degree. As the Collin County population grows, demographics change, and highways become more congested, access to university degrees will decline. Accordingly, a goal to attract a four-year university to the community has become a focus in the strategic plans of three Collin County municipalities, Celina, Frisco, and McKinney. Establishing a MITC in Collin County and capitalizing on the resources of multiple institutions of higher education is a cost-effective solution to meet the increasing demand for higher education opportunities within the community. Student Demand Collin College has observed tremendous enrollment growth and is expected to be among the fastest growing community college in Texas until Since 2000, Collin College enrollment has increased nearly 65 percent, serving over 21,000 credit students in spring The lower tuition cost of community college is attractive to students and families that may not be able to afford four years of university tuition or housing costs. However, a community college alone cannot meet the higher education demands of Collin County residents. Collin College

157 A-3 conducted an extensive community needs assessment, surveying current students, reviewing census demographics, as well as engaging a national consulting firm to identify the community s higher education needs. Based on U.S. census data, 91 percent of Collin County residents, or approximately 412,000 people, have earned a high school diploma. Collin College is able to meet the immediate post-secondary education demands of the high school graduates, but the residents of Collin County express a need for more than associate degrees and workforce training. A community survey found that 55 percent of survey participants were interested in pursing a degree (Community Survey 2008). More specifically, 35 percent were interested in baccalaureate degrees and 65 percent in master s degrees (Community Survey 2008). These statistics demonstrate that there is room for higher education to expand through the establishment of the Collin Higher Education Center. Travel time and distance to local universities are obstacles for working adults, who are the most likely student to attend the CHEC (Community Survey 2008). The CHEC location is easily accessible by Highway 75 Central and Highway 121, which are primary roadways serving the dense population found in south Collin County. However, the population in north Collin County as well as Grayson County will find travel to the CHEC convenient on Highway 75. In addition, the CHEC will be accessible to residents in east Collin County and southeast Denton County via Highway 121. Parking will be free and close to the building for additional convenience. Workforce Need The Collin Higher Education Center is located approximately 30 miles north of downtown Dallas. The accessibility by major highway makes the area a prime location for business growth and expansion. Employers in the surrounding Dallas/Fort Worth Metroplex, as well as in Collin County, seeking qualified candidates look to degreed graduates of quality academic programs. For example, the North Central Texas Interlink s Labor Market Survey, as outlined in the Targeted Occupations Identified by Employers for Long Term Potential Growth report, lists the following occupations among the region s projected growth industries to 2014: management of companies and enterprises; educational services; technology and engineering; health care and social assistance; and arts, entertainment, and recreation. These are the areas of programmatic focus for the CHEC. Collin County s reported unemployment rate for March 2009 is 6.7%, employing 375,759 (Bureau of Labor Statistics 2009). Collin County residents with college degrees can take advantage of the employment opportunities in technology, retail, healthcare, and education within the county. Additionally, 25 fortune 500 corporate headquarters located in the Dallas-Ft. Worth Metroplex provide high paying jobs for experienced and credentialed job seekers. From a national perspective, the U.S. Bureau of Labor Statistics reports in their Economic News Release (Table 9) from there will be an increase in employment and total job openings overall in the U.S. that require bachelor s (16.5% increase) and master s (18.9% increase) degrees. The education opportunities available through the CHEC will help ensure that appropriately credentialed college graduates are available to meet the current needs of local employers as well as fill future jobs in expected growth areas within the workforce. Meeting the Need In light of the escalating costs, increasing demand, and local need for higher education, the Collin College elected Board of Trustees voted to incorporate space for a MITC into the plans for a new Collin College administration building. Construction on the $34 million CHEC

158 A-4 and administration building is underway with funding from Collin College, a $1.8 million land donation from the McKinney Economic Development Corporation, and $2 million from the City of McKinney for a parking structure. With the collaboration of six institutions of higher education, the CHEC will improve access to higher education by delivering high quality programs in a high-demand region of North Texas. This initiative supports the Texas Higher Education Coordinating Board s Closing the Gaps goals to increase participation and success without a request for additional state budgetary allocations. Student participation at the CHEC is estimated to reach over 1500 students within three years. Furthermore, the ease of transfer from community college to university and the proposed student support systems will certainly facilitate an increase in degree completion. Considering the current financial climate, a MITC in Collin County is a prudent and practical means of meeting local demand for more higher education opportunities. Administrative Structure As owner and operator of the CHEC, Collin College will employ a full-time administrator, with a minimum of a master s degree, to manage and oversee facility operations. The administrator will coordinate facility scheduling as well as the services provided by Collin College including custodial services, utilities, security, maintenance, media services, academic computer services, duplication, telephone, and internet. The administrator will also maintain terms of a memo of understanding between Collin College and each partner university through the assistance of a CHEC advisory committee. The administrator will facilitate collaborative participation and oversight of CHEC operations through a CHEC advisory committee, consisting of appointed representatives from each CHEC partner institution. The advisory committee structure will establish a process of communication and decision-making by simple majority on matters relating to the operation of the CHEC, including procedures, evaluation, accountability, conflict resolution, program and course offerings, and additional partners. Advisory committee decisions will be made by majority vote and align with CHEC guiding principles agreed upon by all partners. Academic Oversight Universities delivering the degree programs at the CHEC are solely responsible for academic oversight and meeting standards of accreditation. With the support of CHEC staff, universities will maintain admissions criteria, degree requirements, faculty qualifications, standards of instruction, learning resources, learning outcomes, instructional materials and support, evaluation of courses, and other accreditation requirements at the same level of quality as those on the main university campus. Participating Institutions and Programs Offered A subcommittee of the Collin College Board of Trustees (Board subcommittee) extended invitations to participate in the CHEC to its ten pre-admission partner universities, which included Austin College, Baylor University, Dallas Baptist University, Southern Methodist University, Texas A&M, Texas A&M Commerce, Texas Tech University, Texas Woman s University, The University of Texas at Dallas, and University of North Texas. Baylor University, Dallas Baptist University, Texas A&M Commerce, Texas Tech University, Texas Woman s University, The University of Texas at Dallas, and University of North Texas responded to the invitation with a proposed list of programs for the CHEC. The Board subcommittee evaluated all proposed programs and recommended a non-duplicative selection of CHEC degree programs. Representatives from each partner institution attended regular meetings

159 A-5 since January 2009 to discuss revisions to program offerings, collaborative efforts, future opportunities, and additional programs for expansion. The table below lists the universities participating in the CHEC and the degree programs each plans to bring to the CHEC when it opens in January However, it is the university s responsibility to acquire approvals from and comply with the THECB, the Southern Association of Colleges and Schools, and other accrediting agencies prior to program implementation at the CHEC. University Partner Dallas Baptist University Texas A&M University Commerce Texas Woman s University The University of Texas at Dallas University of North Texas Baccalaureate Degrees BAS Communication BS Psychology BA Interdisciplinary Studies (Elementary Ed) BA Spanish BS Child Development BS Math w/ Teacher Certification RN to BS Nursing BS Business Administration BS Accounting and Information Management BS Computer Science BS Criminology Bachelor of Applied Arts and Sciences Master s Degrees MA Management w/ Human Resource concentration MA Professional Development in Leadership Studies MA Teaching MS/MEd Counseling MEd Curriculum and Instruction MEd Education Administration MEd Special Education Masters of Business Administration MS Accounting and Information Management MEd Higher Education MS Engineering Systems Doctoral Degrees PhD/EdD Higher Education EdD Educational Administration Program Need There is a demonstrated need for the degree programs proposed for the CHEC. Each university participating in the MITC provides the following rationale and data to support the programs planned for implementation. Dallas Baptist University Collin College offers two-year associate degree plans and core curriculum courses that are easily transferred to Dallas Baptist University (DBU) through a current articulation agreement between the two institutions. DBU will be offering all of the courses in the degrees that Collin College does not provide. This will allow students to seamlessly transition from a two-year undergraduate environment into a four-year degree program and possibly beyond into a graduate degree program. As part of the partnership with the Collin College, DBU has agreed to

160 A-6 offer courses at the Collin Higher Education Center for degree completion in the following programs: Bachelor of Arts and Sciences in Communication Master of Arts in Management (Human Resource Management concentration) Master of Arts in Professional Development (Leadership Studies concentration) Master of Arts in Teaching (Elementary and Secondary Specializations) Student Demand and Workforce Need Each proposed degree program addresses a student and workforce need. Surveys conducted by Collin College identify the proposed degree programs as areas of interest among current students and community members (Collin College 2008). Furthermore, The North Central Texas Interlink s Labor Market Survey for the North Central Texas region lists elementary and secondary teachers as well as general and operations managers as long-term growth careers for North Texas (2009). The Bureau of Labor Statistics identified training and development specialists as a fastest growing occupation (2009). These identified growth areas and results of needs assessments align well with DBU s offerings in the areas of human resource management, leadership studies, teaching, and communication. Texas A&M University Commerce Bachelor of Science, Psychology In the survey of current Collin College students, May 2008, psychology was rated 12th most likely major out of 21. Psychology was indicated as one of the areas of interest in the Collin County Higher Education Scan completed in January, The undergraduate degree in psychology has consistently been one of the most popular majors at Texas A&M University- Commerce. In FY08, 35 BS Psychology degrees were awarded, 34 in FY07, 44 in FY06, 39 in FY05, and 39 in FY04. Regional workforce needs are projected to be strong, especially in the public education sector. Bachelor of Arts, Interdisciplinary Studies (Elementary Ed) This degree is the most popular undergraduate major at A&M-Commerce. In the survey of current Collin College students, May 2008, this was rated the 7th most likely major out of 21. Elementary Education was listed as one of the areas of most interest in the Collin County Higher Education Scan completed in Texas Workforce Development projections for Dallas County show a growth rate of 42.5%, and the projections for the North Central Texas area (which includes Collin County) show a 32.8% growth rate. Bachelor of Arts, Spanish While not specifically listed in Workforce Development data, this major is one with perhaps the greatest potential for growth. The rapid and sustained rise in the number of Hispanics in Texas, many of whom still speak Spanish, will feed the need for this degree. In the Collin County Higher Education Scan, foreign language was listed as an area of interest. Graduates with this degree can also pursue certification in secondary education to fill the extreme need for Spanish teachers in regional schools. Master of Education, Counseling This degree was listed as an area of interest for graduate students in the Collin County Higher Education Scan in This degree has been an extremely popular Master s level

161 A-7 degree at A&M-Commerce, with 72 degrees awarded in FY08, 50 in FY07, 50 in FY06, 73 in FY05, and 55 in FY07. A majority of graduates with this degree go to work in the education sector, and the Dallas County Workforce projections show a 36.2% growth rate in this sector, while the North Central Texas Area shows a projected growth rate of 31.4% for this sector. Master of Education, Curriculum and Instruction This degree area was also listed as an area of interest for graduate students in the Collin County Higher Education Scan in This has also been an extremely strong program at A&M-Commerce, and the Workforce shown above indicate continued growth in the need for graduate of this degree in the education sector. In , 107 degrees were awarded with the elementary emphasis and 59 degrees were awarded with the secondary emphasis. Texas Woman s University Bachelor of Science, Child Development Student Demand Students majoring in child development at Collin College and Texas Woman s University have shown a keen interest in attending classes in Collin County. Physical space is at a premium at TWU and additional classrooms in Collin County would be of great benefit to current TWU students as well as ascending Collin students. Surveys of student interest and preference indicate that students currently traveling from the North East Texas region will eagerly attend classes in McKinney, Texas. Workforce Need Students pursuing a child development bachelor s degree in the North Texas region, the state of Texas, and across the nation seek careers that shape the cognitive, emotional, social, and physical domains of children and adolescents, either directly or indirectly. A primary focus on the family and its role within culture and society is at the core of this degree. The United States Bureau of Labor and Statistics identifies child care workers as one of the 30 highest growth occupations in the nation, with an anticipated growth of 23.5% over the next ten years ( Careers in childcare administration, preschool/infant/toddler teaching, observation and assessment, child welfare, child protective services, court appointed advocacy, training and curriculum, early childhood intervention, food and nutrition/obesity prevention, child psychology, and school guidance and counseling are but a few opportunities for child development majors, with the undergraduate degree serving as a catalyst for some careers that require a graduate degree. Region: In the North Texas region, a May 2008 survey of current Collin students found a moderate preference for course work toward the child development degree. During the past five years, TWU has experienced a robust enrollment of approximately 250 undergraduate child development majors, giving credence and validation to the results of the poll. In addition, the North Central Texas Resource InterLink targeted high skill/high wage occupations ( ) and identified social services workers (35%) as much needed in the workforce. Child development related jobs often provide social services through jobs such as directors of shelters, case managers, outreach supervisors, and many more. State & Nation: Careers that require a bachelor s degree in child development are plentiful across the state and nation, especially in agency, school, social service, and military base settings (nationally and internationally). Jobs such as intervention specialists, training and

162 A-8 curriculum specialists, and jobs in child life are available to our students who are willing to relocate or return to their area of origin. Master of Education, Education Administration Student Demand Response to current offerings of the M.Ed. for Educational Administration program in Lewisville and Dallas using a hybrid approach has been very positive. Coursework is being provided using a blend of on site (in the local area) and on-line media. Travel from Collin County school districts adds close to an hour each way for the Education Administration students who are all working professionals in the school districts. As working professionals, the graduate students are very receptive to the time savings and flexibility of onsite and online coursework. Thus, students respond positively to the partnered program designed to provide a high quality preparation program that limits the traditional barriers of time and travel. This approach holds great promise for creating a sustainable supply of school administrators to meet the demands of the rising population in the Collin County region. Workforce Need The demand for trained, certified school administrators has skyrocketed in the Collin County area due to the rapidly increasing student population. In addition to typical needs based on attrition, the school districts in Collin County have built new schools and added positions at an extraordinary rate. For example, the Frisco ISD is one of the fastest growing in the nation. In 1998, the Texas Education Agency reported the Frisco ISD had a student population of 3715 and in 2008 that population had grown to 27,256 over 700%. The McKinney ISD grew from 8702 students to 22, 276 nearly tripled in size. Allen ISD nearly doubled as did some of the other smaller districts. The Plano ISD only grew by approximately 20% - adding over 10,000 students. Each of these districts has added schools and, consequently, administrative positions to serve the increasing population. Indeed, projections of future supply and demand suggest that this demand will continue to increase over the next five years. And, there will be a sustained need for educational administrators in the Collin County area. Bachelor of Science, Mathematics with Grades 4-8 or 6-12 Teacher Certification Student Demand In evaluating barriers that might artificially limit the supply of qualified teachers, it has been noted that some university based teacher preparation programs are unduly time-consuming and expensive. Undergraduate teacher preparation programs at TWU have successfully restructured and reduced required SCH in a way that ensures rigorous and effective teaching skills. While completing requirements for a B.S. in mathematics, students are able to complete a minor in Professional Studies, and be eligible for graduation with teacher certification in 4 years. The number of students certified in TWU s secondary math (grades 4-8 and 6-12) has increased six fold since Strong and effective articulation agreements with Collin College will facilitate this process and ensure ease of transfer from one institution to the next. A survey of Collin College students indicates high interest in math and computer science fields. A partnered, undergraduate teacher preparation program that is designed to remove barriers of time, travel and expense holds great promise for creating sustainable solutions to critical teacher shortages in the Collin County region.

163 A-9 Workforce Need Policymakers and educators increasingly recognize the fundamental importance of math literacy to educational and economic opportunity in the 21st Century. As greater percentages of new and existing jobs require workers to have solid mathematical skills, Texas schools continue to face a critical shortage of the certified teachers required to train that workforce. Recent reports indicate that the gap between the number of new math and science teachers that districts need and the number coming into our schools has widened dramatically since The state is currently able to recruit only half as many math teachers as it needs. A survey of school districts in the north Texas, Collin County region, indicates that the need persists. Indeed, projections of future supply and demand suggest that the shortage will continue to increase over the next five years. The shortage will intensify as Texas high schools implement 4-by-4 graduation requirements for core courses, including an extra year of math and science ( Registered Nurse to Bachelor of Science, Nursing Student Demand Students majoring in nursing at Collin College and Texas Woman s University have shown significant interest in advancing their education in Collin County. In addition to individual student interest, hospitals in the North Texas Region, especially those seeking Magnet status, are increasingly asking RN employees to expand their education and are seeking relationships with area institutions of higher education to promote RN learning opportunities. Many students that travel from the North East Texas region would happily attend classes in McKinney, Texas, and would seek advising and mentoring at the Collin College location. TWU students have indicated an interest in attending classes in McKinney, and area hospitals are pursing partnerships with colleges and universities. TWU beginning baccalaureate nursing courses will be offered in lecture and hybrid venues on the Collin College campus in McKinney, as per the needs assessment from Collin College. One hundred per cent online courses currently exist at TWU in nursing, extending the course offerings for those who prefer online classes. We believe combining lecture, hybrid and online offerings along with onsite advising/ mentoring will meet the needs of all students attending Collin College and Texas Woman s University. Workforce Need Students pursuing a nursing bachelor s degree in the North Texas region and across the nation seek careers that are fulfilling and stable in a shifting economy. The U.S. Bureau of Labor Statistics reports that by 2016 more than a million additional nurses will be needed in this country. This leads the nation in projected job growth ( The increase in nurses reaching retirement age coupled with the increasing demand for nurses and nursing education faculty increases the demand for RNs with a minimum of a baccalaureate degree. The American Association of Colleges of Nursing reports that 30,000 additional nurses annually are needed. Achievement of this goal would constitute an increase of 30% over the current graduate rate. Master of Education, Special Education Student Demand There were 55 applicants seeking a Masters in Special Education on the Denton campus during 2008, with 42 applicants accepted into the program. Applicants who enter the Masters program in special education are typically certified teachers who seek additional skills working with individuals with disabilities. During the Masters program accepted students have the

164 A-10 option to take nine credit hours designed to lead to passing a certification exam as an educational diagnostician. Graduates from the Masters program have a high pass rate on the certification exams (about 95%) and a high rate of employment. Workforce Need Students seeking additional certification as a special education teacher have, according to the Bureau of Labor Statistics ( excellent job prospects. Continued increases in the number of students with disabilities needing services will result in an increase in the need for special education teachers. With an increase of 15 percent from 2006 to 2016, demand of special education teachers has shown a faster growth than the average for other occupations. The need for additional educational diagnosticians, who are certified special education teachers with specialized skills in instruction and assessment, is also on the increase. As the population of students with disabilities increases in the schools, the number of educators skilled in assessment for identification will also increase. There is a state-wide recognized need for educators who are skilled in working with students with disabilities. A large number of students with disabilities are receiving services in the general education classroom. Some school districts in the area are moving toward a coteaching format for delivery of instruction. Co-teaching typically refers to a general education teacher and a special education teacher sharing one classroom and delivering instruction to all students in the classroom. In addition, TWU has a strong background in assessment, including connecting assessment and instruction for teachers. Current legislation requires additional accountability and monitoring student progress in order to address the needs of all students. The Educational Diagnostician Program, which is housed in the Special Education Masters degree as one option, provides a strong background to educators in the assessment process. The University of Texas at Dallas Bachelor of Science, Computer Science Student Demand The Engineering and Computer Science Office of Undergraduate Advising (OUGA) prepared a questionnaire, which was sent out by to all computer science undergraduate students shortly before the Spring Break. Of the students who replied, twenty percent are from the McKinney/Allen area and ten percent live at other locations close to the intersection of SH 121 and US 75. All (except one) students in the Allen/McKinney area stated that they would prefer to take the entire BS CS program if it were to be offered at the Collin Higher Education Center. They also prefer to take courses there if only part of the program were to be offered. Sixty-six percent of the students who live close to SH 121 and US 75 said yes to both questions. Workforce Need Data from the US Bureau of Labor Statistics and the National Science Foundation indicate the annual production of Math/Computer Science degrees in the United States in 2004 to be approximately 50 percent of the average number of job openings in Computer Science related fields in The difference equates to a need for 70,000 more students graduating with math/computer Science degrees due to new job creation in the information technology (IT) industry for years to come. As North Dallas is a high tech concentration area, there will be many IT job openings in the area once the economy rebounds from the current recession. As in recent

165 A-11 years, Computer Science graduates are expected to be able to find jobs once they finish their degree at the CHEC. Bachelor of Science, Criminology Student Demand A survey of current UTD criminology students conducted January 1, 2009, indicates a need for courses in McKinney, Texas. Of the 100 survey responses, 45 percent would prefer to take their complete program at the CHEC and 50 percent indicated a preference to take some courses at the CHEC. Collin College has a strong criminal justice program with 160 students currently enrolled in their associate of arts degree and field of study with a criminal justice emphasis. A survey of current Collin College students listed criminal justice as the third most likely major for students interested in attending the CHEC. Offering this program at the CHEC will meet the demand of students interested in a criminal justice baccalaureate degree. Workforce Need Our search of jobs openings in law enforcement found over 44 recent listings. The Dallas Police Department alone is seeking to fill over 100 positions and the Houston Police Department is seeking to fill numerous openings. At the Federal level, the Border Patrol is taking applications. The area of law enforcement is opening rich, and graduates of this degree program will be ready to compete for employment. Bachelor of Science, Business Administration Bachelor of Science/Master of Science, Accounting and Information Management Master of Business Administration Student Demand A survey of current UTD management students conducted on March 11, 2009, indicates a need for courses in McKinney, Texas. Nearly 20% of the 1609 students surveyed indicated a preference to complete their management degree at the CHEC. Furthermore, 28 percent indicated a preference to take some courses at the CHEC instead of UTD. Collin College also conducted needs assessments of current students and the general community identified business and management as a top degree of choice of those interested in attending the CHEC. Workforce Need A website for Texas statistics, projects management occupations to grow by 13.3% from with 11,650 new jobs being created in the North Texas workforce development area during that period. They also project 18,650 replacement jobs in the same period. They also project Business and Financial Operations Occupations to grow by 21.13% for a total of 17,700 new openings and 14,200 replacement jobs in the North Texas area. University of North Texas Collin College offers two-year associate degree plans and core curriculum courses that are easily transferred to the University of North Texas (UNT) through a current articulation agreement between the two institutions. UNT will be offering all of the courses in the degrees that Collin College does not provide. This will allow students to seamlessly transition from a two-year undergraduate environment into a four-year degree program and possibly beyond into a graduate degree program. As part of the partnership with the Collin College, UNT has agreed to

166 A-12 offer courses at the Collin Higher Education Center for degree completion in the following programs: Bachelor of Applied Arts and Sciences (BAAS) Master of Science, Engineering Systems Master of Education, Higher Education Administration Doctor of Philosophy, Higher Education Administration Doctor of Education, Higher Education Administration Doctor of Education, Educational Administration UNT is the second highest transfer destination for Collin College students. The Collin County Higher Education Scan (2008) performed by the Collin County Community College District between October 22 and November 7, 2007 indicates that of the respondents who were interested in pursuing higher education, 66% were interested in a graduate degree. The programs provided by UNT through the CHEC have been selected to meet the needs of the population and the community in the areas served by Collin County Community College District. Bachelor of Applied Arts and Sciences (BAAS) The BAAS program serves transfer students from community colleges who have an associates of applied science degree, who have accrued WECM credits, and/or who have military credits, or who are interested in multi-disciplinary study. The BAAS degree at the CHEC will initially offer two professional development concentrations: Alternative Dispute Resolution (ADR) and Non-Profit Management & Volunteer & Community Resource Management (COMS). Student Demand The UNT BAAS program has nearly tripled the number of students served over the last five years. In addition to serving students from Collin College, the BAAS degree will serve students from Grayson College. Grayson College currently serves approximately 3,300 undergraduate students, and is much closer to the CHEC than to any area university. Enrollment in the ADR program at UNT Dallas (the primary site for this program) increased by 72.2% from to Growth of the ADR program at CHEC is expected to be even more robust. Enrollment in the COMS program at UNT Dallas increased by 87.0% from to In the fall semester of 2008, COMS courses were the top choice of BAAS students, accounting for 1,116 SCH. In addition to providing a concentration area for BAAS students, there will be certificate programs for non-baas students, which will serve a wide variety of students and further the potential benefits of the BAAS program at CHEC. Workforce Need ADR services are often used in business. There are 39 corporations with over 1,000 employees headquartered in Collin County. COMS services are utilized primarily by non-profit and/or tax exempt organizations. There are an estimated 2,623 non-profit and/or tax exempt organizations in Collin County, 13,668 in Dallas County, and 1,993 in Denton County. Employees with otherwise terminal Applied Associates degrees who are tapped for professional development and advancement in area businesses will find the BAAS degree offering critical to success.

167 A-13 Master of Science, Engineering Systems The Master of Science in Engineering Systems has been selected to fulfill a large and growing need for Collin County and the surrounding communities. There will be two concentrations offered: Construction Management and Engineering Management. Student Demand The Collin College survey of educational needs indicates a high demand for Master s programs. Since the program began, the student demand has doubled enrollment in two years. Collin County is one of the state s fastest growing and large corporation rich counties in Texas. This degree will continue in high demand. Workforce Need In 2008, Texas had the highest number of Fortune 500 companies in the nation, 25 of which are in North Texas. Of the 25 companies in North Texas, there are 12 in Dallas, 7 more in the suburbs of Dallas, and 1 in Grapevine. In 2009, the number of companies in Texas increased to 64. Construction Management is expected to grow at an accelerated rate as the number of job openings exceeds the number of qualified construction management applicants. There is an expected employment increase of 16% or 77,000 jobs for construction managers between the years The growth rate of need, the high volume of Texas and North Texas companies, and the fact that a substantial number of seasoned construction managers are expected to retire over the next decade all indicate high need for a convenient, accessible construction management program at the CHEC. Engineering managers begin their careers as engineers and gain business management skills by completing a master s degree in engineering management. Employment of engineering managers is expected to grow by 8% or 14,000 jobs from The growth rate of need and the high volume of Texas and North Texas companies indicate the necessity of the engineering management master s degree at CHEC. Master of Education, Doctor of Philosophy, and Doctor of Education, Higher Education Administration Student Demand Collin County is one of the state s fastest growing counties. Demand for education professionals will parallel the growth in population. Collin College intends to build a new 100+ acre campus in Celina. Enrollments at all area colleges and universities are increasing, indicating rising student demand for these credentials. Faculty members of the higher education program have conducted preliminary interest meetings with future potential students. Collin College s survey of educational needs indicates a high demand for these programs. The U.S. News and World Report listed higher education administration as one of 30 careers that offer strong outlooks and high job satisfaction in its 2009 list of Best Careers. This underscores the need for the program availability to students, particularly in a high volume, at an accessible location such as the CHEC. Workforce Need The Master of Education, Doctor of Philosophy, and Doctor of Education programs in Higher Education Administration to be offered at CHEC have been selected to meet significant current and future needs in Collin County and the surrounding communities. As the population in the Collin County area has grown, so have the higher education institutions serving that population. For example, Collin County Community College has grown by 65% since 2000, annually serving 31,000 credit students. Nearby Richland College reports a student body of

168 A-14 15,000. As these institutions expand, so will their need for staff and administrators with degrees in higher education administration. The American Association of Community Colleges has well documented evidence that community colleges are in the midst of a transition brought about by the numerous retirements of administrators and faculty members ( This situation holds true in North Texas as well. This growth in demand for qualified administrators is supported by national data and trends as well. The Bureau of Labor Statistics expects significant demand for post-secondary administrators (Occupational Outlook Handbook, ), and their statistics project approximately 14% growth in employment by Doctor of Education, Educational Administration Student Demand Collin College s survey of educational needs indicates a high demand for these programs. Public school enrollments continue to grow in the Dallas-Fort Worth Metroplex. Several months ago, Dr. John Brooks conducted a survey of master s degree students in education administration to poll their interest in a doctorate in education administration and in superintendent certification. He found a high level of interest among master s students in pursuing a combined program to obtain both the superintendent certification and doctoral degree. Workforce Need Collin County is one of the state s fastest growing counties. Demand for education professionals will parallel the growth in population. Frisco ISD, for example, has plans to build multiple new high schools in the coming decade. The demand for doctoral degrees in education administration is expected to remain strong in the North Texas region. The superintendent certification that is part of the program is of keen interest to upwardly bound school administrators. Anticipated Headcount FY2010* FY2011 FY2012 FY2013 FY2014 FY2015 Dallas Baptist University Texas A&M University Commerce Texas Woman s University The University of Texas at Dallas University of North Texas Total Headcount *2010 is a partial year Articulation and Transfer of Community College Credit Each partnering university has a history of strong articulation with the Collin College curriculum and receiving a large number of Collin transfer students. All of the undergraduate programs offered at the CHEC will have a formally articulated 2+2 degree plan. The plan will identify the Texas Common Course Numbers (TCCN) for lower-division community college courses and the upper-division university courses needed to complete the various baccalaureate degrees. Although the articulation agreements for CHEC programs will be designed for Collin College transfer students, the TCCN used in the 2+2 degree plans will assist any community college student transferring to a CHEC partner university. Students will be able to access the

169 A-15 articulated 2+2 degree plans on the Collin College website, the CHEC website and in the student services center at the CHEC. Currently, all the partnering universities have signed a formal pre-admission partnership agreement with Collin College. Depending on the university, pre-admitted students receive a variety of university benefits such as library privileges, priority registration, faculty advising, a DART pass, student rates to athletic events, and even guaranteed tuition rates. Most importantly, pre-admission students are guaranteed admission if they meet the minimum university admission criteria. The pre-admission program identifies transfer students early allowing for long-term academic planning and a seamless transition from Collin College to the partner university. Facility Arrangements The CHEC will house Collin College upper-level administration as well as space dedicated to university partners. The shared facility will reduce operational costs for all partners. All essential operational staff will support both Collin College administrative offices as well as the needs of the higher education center. Technical support staff, information desk/phone operator, custodial services, and security will serve all building users. The cost of facility operations is the responsibility of Collin College, but will be off-set by the building usage fee paid by each university partner. The CHEC facilities will provide a comfortable, convenient, and supportive teaching and learning environment for university students. Students will have access to a student services center, a quiet learning and resource center, and a student lounge. The teaching facilities will be scheduled on a flex-time system to accommodate varied instructional styles and modalities. General purpose classrooms, computer labs, seminar rooms, and two-way interactive video classrooms will all be furnished by Collin College as part of the initial construction cost and available to universities for use. In addition, each university partner will have one dedicated office plus flex-time office space for professors, and university staff to use for preparation time, office hours or scheduled meetings with students. Collin College assumes the fiscal and operational responsibility for the CHEC, therefore will employ two full-time and two part-time staff to support operations of the facility and the student services center. The aforementioned full-time administrator will manage the CHEC with the assistance of a part-time site coordinator. Additionally, a full-time transfer coordinator and a part-time student development assistant will provide student support services such as general advising, academic planning, and connecting students with home campus resources and services. Financial Arrangements to Support the CHEC For use of the facility, each university partner will pay Collin College a fee based on credit hour enrollment. Included in the fee is classroom use, services provided by student services staff, general building maintenance and operations, and one designated office for recruiting/advising. Additional dedicated office space for university partners is also available at a fee. The amount of the fee will vary based on the hours of instruction requiring facility use. Fees paid to Collin College will be set by the Collin College Board of Trustees to help offset a portion of the operational and personnel costs that support the CHEC. Finances will be reviewed annually by the CHEC advisory committee and adopted by university partners through a memorandum of understanding. Student Services Delivery Success of students attending the CHEC is dependent on support services comparable to those experienced on the main campus. Students must have access to academic advising,

170 A-16 admission and enrollment services, and other student services. The CHEC partnership will support students needs through an on-site student services center (SSC). The SSC will be a onestop location for students to begin academic planning or find assistance in pursuing a current degree plan. Available student services will be communicated through printed materials as well as through the CHEC website. Student Services Many university student services such as admission, registration, bursar, and bookstore will be provided by the home campus via internet. To accommodate the largely internet-based services, the CHEC will have multiple computers available for students to access university websites as well as wireless connectivity throughout the CHEC. SSC staff will be trained to navigate each university partner website and assist CHEC students with online services. Academic Advising Academic advising needs will differ for transfer and graduate students. Most transfer students will be on Collin College campuses and therefore advising will be available to students on all three campuses. All Collin College advisers will be versed in the degree plans for CHEC undergraduate degrees, therefore current Collin College students can visit with any Collin advisor to develop transfer plans. Collin transfer students also have the option to meet with university advisors or admission counselors on Collin College campuses. Each university partner has access to the three Collin College campuses to recruit and advise current Collin College students through the transfer process. Undergraduate advisors on Collin College campuses are the best way to reach the most transfer students. Returning undergraduates and graduate students are more likely to seek advising at the CHEC facility; therefore, access to advising is necessary at the CHEC. Dedicated office space is available for university staff to meet with students privately at the CHEC facility. Because university staff schedules will vary, Collin College s full-time transfer coordinator will be trained by university advisors to provide general information about all degree programs offered at the CHEC. Access to library resources Students registered for classes at the CHEC will have access to all electronic library resources and searchable databases available through their respective university. Students may access libraries from home, links on the CHEC website, computers available in the CHEC learning resource center, or a personal laptop through the CHEC wireless network. Through the online university library sites, students will have online access to librarians for individual assistance. In addition, the TexShare system will enable students to request print materials, including books and journal articles, to be mailed to their home or the CHEC student service center. CHEC student service staff will assist students with library access and each partnering university will communicate any additional details about available library services directly to students enrolled in courses at the CHEC. Website link for the Center s site A comprehensive website for the CHEC is under construction. The website will provide information about the CHEC facility, degree offerings, and course schedule. In addition, the website will offer quick links to all partner institutions to allow students easy access to webbased information and student services provided by their home campus.

171 A-17 References Bureau of Labor and Statistics. Local Area Unemployment Statistics. Accessed April 30, Collin College. January Collin County Higher Education Scan. Clarus Corporation. Alliance, NE. Collin College. May Collin Higher Education Center Needs Assessment: A Survey of Current Collin Students. Collin County Texas. Collin County School Districts. Retrieved on June 16, 2009 from Interlink. Interlink s North Central Texas Targeted High Skills/High Wage Occupations Identified by Regional Employers for Long Term Growth. Accessed April 21, Texas Education Agency Academic Excellence Indicator System District Reports. Retrieved on June 16, 2009 from Texas Education Agency Academic Excellence Indicator System District Reports. Retrieved on June 16, 2009 from United States Department of Labor, Bureau of Labor Statistics Occupational Outlook Handbook, Edition. Fastest growing occupations and occupations projected to have the largest numerical increases in employment between 2006 and 2016, by level of postsecondary education or training. accessed April 20, 2009.

172 A-18 In witness whereof, the authorized representative of Collin County Community College District supports this request for Texas Higher Education Coordinating Board approval of the Collin Higher Education Center in partnership with Dallas Baptist University, Texas A&M University - Commerce, Texas Woman s University, The University of Texas at Dallas, and University of North Texas and agrees to implement plans outlined herein. Collin County Community College District By Dr. Cary A. Israel, President Date

173 A-19 In witness whereof, the authorized representative of Dallas Baptist University supports this request for Texas Higher Education Coordinating Board approval of the Collin Higher Education Center in partnership with Collin County Community College District, Texas A&M University - Commerce, Texas Woman s University, The University of Texas at Dallas, and University of North Texas and agrees to implement plans outlined herein. Dallas Baptist University By Dr. Gary Cook, President Date

174 A-20 In witness whereof, the authorized representative of Texas A&M University - Commerce supports this request for Texas Higher Education Coordinating Board approval of the Collin Higher Education Center in partnership with Collin County Community College District, Dallas Baptist University, Texas Woman s University, The University of Texas at Dallas, and University of North Texas and agrees to implement plans outlined herein. Texas A&M University - Commerce By Dr. Dan Jones, President and CEO Date

175 A-21 In witness whereof, the authorized representative of Texas Woman s University supports this request for Texas Higher Education Coordinating Board approval of the Collin Higher Education Center in partnership with Collin County Community College District, Dallas Baptist University, Texas A&M University - Commerce, The University of Texas at Dallas, and University of North Texas and agrees to implement plans outlined herein. Texas Woman s University By Dr. Ann Stuart, Chancellor and President Date

176 A-22 In witness whereof, the authorized representative of The University of Texas at Dallas supports this request for Texas Higher Education Coordinating Board approval of the Collin Higher Education Center in partnership with Collin County Community College District, Dallas Baptist University, Texas A&M University - Commerce, Texas Woman s University, and University of North Texas and agrees to implement plans outlined herein. The University of Texas at Dallas By Dr. David Daniel, President Date

177 A-23 In witness whereof, the authorized representative of University of North Texas supports this request for Texas Higher Education Coordinating Board approval of the Collin Higher Education Center in partnership with Collin County Community College District, Dallas Baptist University, Texas A&M University - Commerce, Texas Woman s University, and The University of Texas at Dallas and agrees to implement plans outlined herein. University of North Texas By Dr. Gretchen M. Bataille, President Date

178 B-1 Appendix B Agreement between TWU and CCCCD AGREEMENT This Agreement is made and entered into this day of, 2009 (the Agreement ), by and between the Collin County Community College District ( Collin College ), and Texas Woman s University ( TWU ). WHEREAS, the population of Collin County exceeded seven hundred sixty thousand (760,000) in 2008; and WHEREAS, the demand for upper-division undergraduate courses and graduate degree programs continues to grow in Collin County; and WHEREAS, Collin College has exceeded twenty-one thousand (21,000) credit students in the Fall of 2008 with more than forty-four thousand (44,000) credit and continuing education students being served in the academic year ; and WHEREAS, the strategic plans of several communities in Collin County calls for a four year public university in their respective cities; and WHEREAS, Collin College engaged a consulting firm to assess the higher education needs of the residents of Collin County which found a tremendous unmet need for locally accessible programs taught face-to-face; and WHEREAS, Collin College has determined to meet the burgeoning demand of its constituents for upper-division undergraduate courses and graduate degree programs, Collin College will construct and operate a one hundred twenty five thousand (125,000) square foot facility in McKinney; of which approximately seventy-five thousand (75,000) square feet will be dedicated to a higher education center on the terms described below (the Facility ). NOW, THEREFORE, in consideration of the covenants and conditions contained in this Agreement, Collin College and TWU agree as follows: 1. Findings Incorporated. The findings set forth above are made a part of this Agreement as if set forth herein verbatim. 2. Term of the Agreement. This Agreement shall be effective for 36 months upon the date of execution of both parties and shall be renewable under terms acceptable to both parties unless terminated earlier as provided below. 3. Responsibilities of Collin College. a. Collin College shall dedicate to upper-division courses of baccalaureate degree programs and all courses leading to graduate programs a maximum of seventy-five (75,000) square feet of the Facility.

179 B-2 b. Collin College will dedicate space in the Facility to TWU, maximizing efficiency and utilization. c. Collin College will be responsible for managing and overseeing the operations of the Facility, including the responsibility to provide custodial services, utilities, security, maintenance, printing and copying costs, telephone (including long distance), and internet; provided however, payment of the same will be as a fee for service to each user. d. Collin College will be responsible for the maintenance of the Facility, including the telecommunication system, the computers, and software owned by Collin College. e. Collin College will provide classroom and lab facilities, based upon a flex time system adopted by Collin College, for students of TWU. f. Collin College will provide one dedicated office for TWU with additional office space available based on a flex time system adopted by Collin College. g. Collin College will establish an open computer lab and learning space with wireless network connection for student access to TWU s online student and library services with access to fee-based printing. h. Collin College will provide a student service center with staff to assist with online registration, program information, tuition payment, and student/faculty issues. i. Collin College will provide coordination of the facilities with TWU and other universities who are offering programs at the Facility. j. Collin College will establish an advisory committee with representation from Collin College and each university offering programs at the Facility to facilitate communication and decision-making on matters relating to the operation of the CHEC, including procedures, evaluation, accountability, conflict resolution, program and course offerings, and additional partners. k. Collin College is solely responsible for addressing conduct that may be disruptive or criminal in nature at the Facility. 4. Responsibilities of TWU. a. TWU will establish the following undergraduate and graduate degree programs and schedule courses to allow students attending the Facility degree completion within a reasonable period: Bachelor of Science in Child Development, Bachelor of Science in Math with Teacher Certification, Bachelor of Science in Nursing, Master of Education in Education Administration, and Master of Education in Special Education. b. TWU home campus will honor all courses and programs offered at the Facility, should a program be discontinued at the Facility.

180 B-3 c. TWU is responsible for evaluating and admitting students to TWU; awarding grades and all student appeals regarding grades; on the sole authority to award a degree. d. TWU is responsible for resolving standards of conduct violations by students admitted to TWU or personnel employed by TWU at the Facility. e. TWU will provide official head count and semester credit hours to Collin College three weeks after census day of each term. f. TWU will identify the number of classrooms, labs, and office space at least ninety (90) days before each semester in which TWU will utilize the Facility for class offerings. g. TWU is responsible for instructional materials (including software) and equipment, including video conferences related equipment at its home campus and any line costs for interconnection with Collin College. h. TWU will make necessary arrangements to provide all academic and support services required by Section 504 of the Rehabilitation Act of 1973 and the American with Disabilities Act to its students. i. TWU is responsible for the assignment and collection of tuition and fees assessed to students of TWU. faculty. j. TWU is responsible to maintain all records of TWU, its students and k. TWU will appoint a representative to serve on an advisory committee to facilitate communication and decision-making by majority vote on matters relating to the operation of the CHEC, including procedures, evaluation, accountability, conflict resolution, program and course offerings, and additional partners. l. TWU will acquire all necessary approvals from the Texas Higher Education Coordinating Board and the Southern Association of Colleges and Schools for programs offered at the Facility. m. Collin College and TWU acknowledge that, because TWU is an agency of the State of Texas, liability for the tortious conduct of the agents and employees of TWU or for injuries caused by conditions of tangible state property is provided for solely by the provisions of the Texas Tort Claims Act (Texas Civil Practice and Remedies Code, Chapters 101 and 104); similarly, Workers Compensation Insurance coverage for employees of TWU is provided by TWU as mandated by the provisions of Texas Labor Code, Chapter 502. State agencies are prohibited, by the General Appropriations Act, from expending any funds appropriated by that Act for purchasing policies of insurance covering claims arising under the Texas Tort Claims Acts. So long as such prohibition remains in force, TWU shall have the right, at its option, to self-insure in lieu of purchasing policies of insurance, as to the risks described above in this section.

181 B-4 5. Fees. a. TWU shall pay Collin College for facility use payable within thirty (30) days of receipt of the invoice ( Fees ). b. Fees for courses where more than 50 percent of the class time takes place in a CHEC classroom are $25 per credit hour per enrollment. c. Fees for courses where ten to fifty percent of the class time takes place in a CHEC classroom are $15 per credit hour per enrollment. d. Fees for courses designated as CHEC offering and where less than ten percent of the class time takes place in a CHEC classroom (i.e. orientation only) or the course is included in the CHEC schedule are $5 per credit hour per enrollment. e. Fees for additional dedicated office space, if available, are $675 per year. 6. Nonexclusivity. TWU acknowledges and agrees that Collin College will be contracting with other Facility partner universities to provide non-duplicative college degree and professional programs at the Facility. Collin College has authority to maximize the utilization of the Facility, giving partners first right of refusal. 7. Employees of One Are Not The Employees of The Other. The parties agree that nothing in the Agreement makes any employee of Collin College employees of TWU nor makes any employee of TWU employees of Collin College. All employees of Collin College providing services to TWU shall be solely subject to Collin College s policies and procedures. 8. Nonappropriation. In the event that during any fiscal year, sufficient funds are not appropriated for the payment of all Fees required to be paid during TWU s next succeeding fiscal year and TWU provides written notice of Nonappropriation under Paragraph 8 hereof, TWU may terminate this Agreement as of the end of its then current fiscal year and shall not be obligated to pay the Payments beyond such fiscal year. TWU agrees to give Collin College written notice of such termination at least sixty (60) days prior to the end of the then current fiscal year. 9. Notices. Any notice provided or permitted to be given under this Agreement must be in writing and may be served by depositing same in the United States mail, addressed to the party to be notified, postage pre-paid and registered or certified with return receipt requested, or by delivering the same in person to such party via facsimile or a hand-delivery service, Federal Express or any courier service that provides a return receipt showing the date of actual delivery of same to the addressee thereof. Notice given in accordance herewith shall be effective upon receipt at the address of the addressee. For purposes of notice, the addresses of the parties shall be as follows: If to Collin College, addressed to it at: President Collin County Community College District Courtyard Center 4800 Preston Park Boulevard Plano, Texas Telephone: (972)

182 B-5 Facsimile: (972) With a copy to: Chair of the Board of Trustees Collin County Community College District Courtyard Center 4800 Preston Park Boulevard Plano, Texas Telephone: (972) Facsimile: (972) Abernathy, Roeder, Boyd & Joplin, P.C. Attention: Richard M. Abernathy 1700 Redbud Blvd., Suite 300 McKinney, Texas Telephone: (214) Facsimile: (214) If to TWU, addressed to it at: With a copy to: 10. Attorney s Fees. In any legal proceeding brought to enforce the terms of this Agreement the prevailing party may recover its reasonable and necessary attorney s fees from the non-prevailing party as permitted by Section of the Texas Local Government Code, as it exists or may be amended. 11. Incorporation of Recitals. The representations, covenants and recitations set forth in the foregoing recitals of this Agreement are true and correct and are hereby incorporated into the body of this Agreement and adopted as findings of Collin College and the authorized representative of TWU. 12. Entire Agreement. This Agreement contains the entire agreement of the parties with respect to the matters contained herein and may not be modified or terminated except upon the provisions hereof or by the mutual written agreement of the parties hereto. 13. Venue. This Agreement shall be construed in accordance with the laws of the State of Texas and shall be performable in Collin County, Texas. Suits brought against TWU must be brought pursuant to the mandatory venue provision (Denton County) set forth in Section of the Texas Education Code.

183 B Consideration. This Agreement is executed by the parties hereto without coercion or duress and for substantial consideration, the sufficiency of which is forever confessed. 15. Counterparts. This Agreement may be executed in a number of identical counterparts, each of which shall be deemed an original for all purposes. A facsimile signature will also be deemed to constitute an original if properly executed. 16. Authority to Execute. The individuals executing this Agreement on behalf of the respective parties below represent to each other and to others that all appropriate and necessary action has been taken to authorize the individual who is executing this Agreement to do so for and on behalf of the party for which his or her signature appears, that there are no other parties or entities required to execute this Agreement in order for the same to be an authorized and binding agreement on the party for whom the individual is signing this Agreement and that each individual affixing his or her signature hereto is authorized to do so, and such authorization is valid and effective on the date hereof. 17. Savings/Severability. In case any one or more of the provisions contained in this Agreement shall for any reason be held to be invalid, illegal or unenforceable in any respect, such invalidity, illegality or unenforceability shall not affect any other provisions hereof, and this Agreement shall be construed as if such invalid, illegal or unenforceable provision had never been contained herein. 18. Representations. Each signatory represents this Agreement has been read by the party for which this Agreement is executed and that such party has had an opportunity to confer with its counsel. 19. No Third Party Beneficiaries. Nothing in this Agreement shall be construed to create any right in any third party not a signatory to this Agreement, and the parties do not intend to create any third party beneficiaries by entering into this Agreement. 20. Assignment/Binding Effect. This Agreement is not assignable without the written consent of the parties. 21. Waiver. Waiver by either party of any breach of this Agreement, or the failure of either party to enforce any of the provisions of this Agreement, at any time, shall not in any way affect, limit or waive such party s right thereafter to enforce and compel strict compliance. 22. Miscellaneous Drafting Provisions. This Agreement shall be deemed drafted equally by all parties hereto. The language of all parts of this Agreement shall be construed as a whole according to its fair meaning, and any presumption or principle that the language herein is to be construed against any party shall not apply. Headings in this Agreement are for the convenience of the parties and are not intended to be used in construing this document. IN WITNESS WHEREOF, the parties have executed this Agreement and caused this Agreement to be effective on the latest date as reflected by the signatures below. Collin County Community College District:

184 B-7 By: Dr. J. Robert Collins Chair, Board of Trustees By: Dr. Cary A. Israel District President Texas Woman s University: By: Dr. Ann Stuart Chancellor and President

185 B-8 STATE OF TEXAS COUNTY OF COLLIN BEFORE ME, the undersigned authority, on this day personally appeared Dr. J. Robert Collins, known to me to be one of the persons whose names are subscribed to the foregoing instrument; he acknowledged to me he is the duly authorized representative for the Collin County Community College District, and he executed said instrument for the purposes and consideration therein expressed and in the capacity therein stated. GIVEN UNDER MY HAND AND SEAL OF OFFICE, this day of, Notary Public in and for the State of Texas My Commission Expires: STATE OF TEXAS COUNTY OF COLLIN BEFORE ME, the undersigned authority, on this day personally appeared Dr. Cary A. Israel, known to me to be one of the persons whose names are subscribed to the foregoing instrument; he acknowledged to me he is the duly authorized representative for the Collin County Community College District, and he executed said instrument for the purposes and consideration therein expressed and in the capacity therein stated. GIVEN UNDER MY HAND AND SEAL OF OFFICE, this day of, Notary Public in and for the State of Texas My Commission Expires:

186 B-9 STATE OF TEXAS COUNTY OF COLLIN BEFORE ME, the undersigned authority, on this day personally appeared Dr. Ann Stuart, known to me to be one of the persons whose names are subscribed to the foregoing instrument; she acknowledged to me she is the duly authorized representative for Texas Woman s Universtiy, and she executed said instrument for the purposes and consideration therein expressed and in the capacity therein stated. GIVEN UNDER MY HAND AND SEAL OF OFFICE, this day of, Notary Public in and for the State of Texas My Commission Expires:

187 Appendix C Course Rotations C-1 Proposed Course Rotation through 2012 B.S. Mathematics with Teacher Certification for Collin Higher Education Center B.S. Mathematics with Teacher Certification TERM Professional Education Mathematics Technology Sp 2010 EDUC Intergrating Tech for Effective Learning - Online EDUC Learning Theory & Development MATH Matrix Methods Su 2010 No courses CSCI Advanced Computing Technology (Summer I) Fa 2010 Sp 2011 EDUC Intergrating Tech into Instruction & Assessment - Online EDUC Design & Implementation of Instruction & Assessment EDUC Classroom Environment & Management EDUC Intergrating Tech for Effective Learning - Online EDUC Learning Theory& Development Student Teaching MATH Abstract Algebra MATH Math Concepts in the Educational Setting Su 2011 No courses MATH Geometry in the Math Classroom CSCI Advanced Computing Technology (Summer I) Fa 2011 EDUC Intergrating Tech into Instruction & Assessment - Online MATH Probability and Statistics ELDR Research in Education EDUC Design & Implementation of Instruction & Assessment MATH Algebra in Math Classroom ELDR Intership for the Principal EDUC Classroom Environment & Management Sp 2012 Student Teaching MATH Seminar in Math Education ELDR Professional Paper

188 Appendix C Course Rotations C-2 Proposed Course Rotation through 2012 B.S. Child Development, M.Ed. Special Education, M.Ed. Administration for Collin Higher Education Center TERM B.S. Child Development M.Ed. Special Education M.Ed. Administration FS Program Planning in Early Childhood EDSP Psychology & Education of Exceptional Children - Online ELDR Leadership in Educational Settings Sp 2010 FS Family Resource Management - 100% Online EDSP Test & Measurement for the Exceptional Child ELDR Educational Foundations & Administrative Implications EDSP Students w/emotional/behavioral Disorders FS Childhood & Adolescents - 100% Online SU/I - EDSP Individuals w/learning Disabilites SU/I - ELDR Professional Development & Supervision in Education Su 2010 SU/I - EDSP Principles of Learning for Exceptional Children SU/II - ELDR Curriculum Development, Assessment & Evaulation SU/II - EDSP Administration & Superivsion of Special Educaiton Programs EDSP Clinical Indtruction in Psychoeducational Assessment ELDR ILD - Instructional Leadership Development Fa 2010 FS Developmental Sexuality - 100% Online EDSP Methods of Teaching Special Education ELDR Educational Law FS 1511/ Human Development ELDR PDAS - Professional Development & Appraisal System FS Care & Education of Children - A Global Perspective EDSP Clinical Instruction in Intellectual Assessment ELDR Administrative Processes in Schools Sp 2011 FS Seminar in Family Sciences - 100% Online EDSP School based Interventions for Students w/emotional/behavioral Disorders ELDR Theories of Learning & Educational Measurement FS Parenting Issues SU/I - EDSP Models & Theories for the Education of Students w/emotional/behavioral Disorders SU/I - ELDR Organizational Leadership: Theory & Practice Su 2011 SU/I - EDSP Developmental Disabilities FS Childhood & Adolescents (repeats every summer) 100% online SU/II - EDSP Language Problems of Students w/disabilities

189 Appendix C Course Rotations C-3 TERM B.S. Child Development M.Ed. Special Education M.Ed. Administration Fa 2011 FS Practicum I ELDR Research in Education ELDR Research in Education FS Developmental Sexuality - 100% Online (repeats every fall) EDSP Advanced Assessment & Evaluation of Individuals w/ Disabilities ELDR Intership for the Principal Sp 2012 FS Public Policy 100% Online FS Practicum II EDSP Professional Paper ELDR Professional Paper

190 D-1 Appendix D Syllabi FS 3513 Childhood and Adolescence Spring, 2009 Tuesday and Thursday 2:30 PM 3:50 PM Instructor: Dr. Ron Fannin Office: 110 HDB Phone: (940) Fax: (940) [email protected] Office Hours: Monday and Wednesday 1:00 3:00 PM Tuesday and Thursday 12:00 2:30 PM RESOURCES AND MATERIALS: Cook, J.L. & Cook, G. (2008)Second Edition. Child Development: Principles and Perspectives. Boston, Pearson. [ISBN# ] CATALOG DESCRIPTION: Physical, mental, emotional, and social growth of the individual from six through adolescence; guidance techniques. Three lecture hours per week. Credit: Three hours. STATE STANDARDS AND PROFESSIONAL COMPETENCIES ADDRESSED: Learner-Centered Proficiencies ExCET Professional Development Competencies Learner Centered Knowledge: The 003. The teacher appreciates human diversity teacher possesses and draws on a rich by recognizing how diversity in the classroom knowledge-base of content, pedagogy, and and the community may affect learning and by technology to provided relevant and creating a classroom environment in which both meaningful learning experiences for all the diversity of groups and the uniqueness of students individuals is recognized and celebrated. Learner-Centered Instruction: To create a learner-centered community, the teacher collaboratively identifies needs and plans, implements, and assesses instruction using technology and other resources Learner-Centered Communication. While acting as an advocate for all students and the school, the teacher demonstrates effective professional and interpersonal communication skills 001. The teacher uses an understanding of developmental processes to nurture student growth through developmentally appropriate instruction 004. The teacher understands how learning occurs and can apply this understanding to design and implement effective instruction 005. The teacher understands how motivation affects group and individual behavior and learning and can apply this understanding to promote student learning 002. The teacher considers environmental factors that may affect learning in designing a supportive and responsive classroom community that promotes all students learning and selfesteem.

191 D-2 OBJECTIVES: 1. To understand and recognize the developmental patterns that occur during middle childhood and adolescence. 2. To develop in the student an awareness of the major changes occurring during the middle childhood and adolescent years. 3. To assist the student in developing an appreciation for the individual nature of the developmental process, and the implications had by this individuality for the developing child and his or her family. 4. To develop in the student an appreciation for and an understanding of the ecological perspective in informing the process of interacting with school-aged children and adolescents. 5. To develop within the student a recognition of the major theoretical perspectives used in studying and describing development during childhood and adolescence 6. To provide the student with reasons for the study of development during the school-aged and adolescent years. GRADES: The grades for this class will be determined by the total number of points a student accrues over the course of the semester. The three tests will be worth 100 points each, with the average of two book reports* worth 100 points as well. In addition, a student will be able to earn an additional 30 points by attending every class period. If a student is present to answer the roll when it is called, the student will receive 1 (one) point. A student may be able to receive a total of 30 points by perfect attendance. If a student is not present for roll call, the point will not be earned. Roll may be called more than once during a class period. After the third absence, two points will be deducted from the student s overall point total for every class missed. The total number of points which may be earned during the semester is 430 (3 100 pts. each + book report 100 points + 30 pts. for attendance). Grades for this class will be assigned as follows: Grade Point range A From 387 to 430 points (90% and above) B From 344 to 386 points (between 80% & 89%) C From 301 to 343 points (between 70% & 78%) D From 258 to 300 points (between 63% & 69%) F 270 points or less (62% or less) *These book reports should be on books related to development between the ages of six through adolescence. Each report should be some 1 1/2 to 2 pages in length. This report should provide an overview of the contents of the book (some 2-3 paragraphs) and a critique of the book (some 1 to 2 paragraphs). This critique should indicate what you saw as strengths or weaknesses of the book, and whether you would recommend this book to a friend interested in learning about development during the childhood or adolescence periods. Bibliographic information must be given for the book. Thus you need to provide: Title, author, date of publication, place of publication, and publisher. Reports not providing this information will be graded down dramatically. These reports are due March 26 and April 30. Students may elect to replace Test 3 with a ten-page paper concerning a topic related to early childhood development. Guidelines and a grading rubric are available on the FS 3513 Blackboard space. Students must inform the instructor of the intent to use this paper as a replacement for the third test by April 14, The paper will be due no later than May 1, 2009.

192 D-3 Missed examination policy: Students not present when examinations are given will be provided the opportunity for a make-up exam on the Make-up exam day for the semester. This opportunity for making up any examination missed will be Friday, May 1, 2007 from 9:00 AM to 5:00 PM. Prior arrangements with the instructor are required for a student to make up a missed examination Listing of due dates for class: [OK] Date Assignment/test 2/24 Test 1 3/26 Book Report 1 4/7 Test 2 4/14 Deadline to state intention to use 10-page paper in place of test 3 4/30 Book Report 2 5/1 Deadline for submission of optional paper in place of Test 3 5/1 (Friday) Missed exam day: 9:00 AM 5:00 PM Prior arrangements with instructor required. 5/12(Tuesday) Test 3 during Final Exam period 1:00 3:30 PM DISABILITY, DIVERSITY & Honesty STATEMENTS The concept of diversity implies a total commitment to an open context that promotes equality, social tolerance, and the right to express different points of view. The Family Sciences Department practices and celebrates diversity and creates a culture characterized by a climate of inclusion rather than exclusion, where people are involved in working together for a common good. Diversity refers to the inclusion of all persons regardless of their differences. These differences include but are not limited to ethnicity, race, culture, gender, age, socioeconomic status, religion, sexual orientation, and physical disability. The Family Sciences Department does not condone discrimination in any form and complies with Texas Woman s University Non-Discrimination Policy. The faculty actively seek enrichment through the strength, power, and wisdom of diversity Texas Woman s University seeks to provide appropriate academic adjustments for all individuals with disabilities. This University will comply with all applicable federal, state, and local laws, regulations, and guidelines, specifically Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act (ADA), with respect to providing appropriate academic adjustments to afford equal educational opportunity. It is the responsibility of the student to register with and provide medical verification and academic schedules to Disability Support Services (DSS) at the beginning of each semester and no later than the second week of school unless otherwise determined by the coordinator. The student also must contact the faculty member in a timely manner to arrange for appropriate academic adjustments. For further information regarding Disability Support Services or to register for assistance, please contact the office at (voice), (TDD) or visit CFO 105. Academic Dishonesty Honesty in completing assignments is essential to the mission of the university and to the development of the personal integrity of the student. Cheating, plagiarism, or other kinds of academic dishonesty will not be tolerated and will result in appropriate sanctions that may include failing an assignment, failing the class, or being suspended or expelled. Suspected cases in this course may be reported to Student Life. The specific disciplinary process for academic dishonesty is found in the TWU Student Handbook. Tools to help you avoid plagiarism are available through the TWU Libraries Quick Links under Research Help (

193 D-4 FS 3513 Topical Outline [1.09] Topic Assignme nt 1/20 Introduction and overview of course 1/22 Reasons for studying development in childhood and adolescence Chpt. 1 1/27 Martin Luther King holiday No class 1/29 Theories of development Chpt. 2 2/3 Early Childhood Chpt. 3 2/5 Early childhood Chpt. 4 2/10 Middle childhood: Definition and physical development Chpt. 5 2/12 Middle childhood: Physical development 2/17 Middle childhood Motor development 2/19 Middle childhood: Cognitive development Chpt. 6 2/24 Test 1 2/26 Middle childhood: Cognitive development 3/3 Middle childhood: Social development Chpt. 7 3/5 Middle childhood: Social development 3/10 Adolescence: Definition and biological processes 3/12 Adolescence: Biological processes 3/17 Spring Break Chpt. 8 3/19 Spring Break 3/24 Adolescence: Cognitive Processes 3/26 Adolescence: Cognitive processes [Book Report #1 due] Chpt. 9 3/31 Adolescence: Social processess 4/2 Adolescence: Social processes Chpt.10 4/7 Test 2 4/9 Adolescence: Social processes Chpt. 11 4/14 Adolescence: Social processes[deadline to state intention to do a paper instead of Test 3] 4/16 Adolescence: Social processes Chpt. 12 4/21 Issues associated with childhood and adolescence 4/23 Issues associated with childhood and adolescence 4/28 Issues associated with childhood and adolescence Chpt. 13 4/30 Issues associated with childhood and adolescence[book Report #2 due] 4/28 Issues associated with childhood and adolescence Chpt. 14 4/30 Review & Catch-up 5/1 (Friday) Deadline for paper to be graded in place of Test 3 Missed exam make-up day [9:00 AM 5:00 PM HDB 110. Prior arrangements must be made 5/5 Issues associated with childhood and adolescence 5/7 Review and Catch-upS Test 3 will be scheduled during the final examination period. This test will be given Tuesday, May 12 at 1:30 3:30 PM. [1/09] [ok-1/09]

194 D-5 Course Description: Texas Woman s University College of Professional Education Department of Family Sciences FS Program Planning in Early Childhood Fall 2009 Program planning techniques, evaluation of individual children s growth and development, and consideration of ethical issues; includes 24 hours of field experience in a nearly childhood program. Prerequisites: FS 2513, FS 3563, and FS 3404 (one of latter two concurrently). Three lecture hours and 24 laboratory hours. Credit: Three hours. Course Days/Times: Tuesdays & Thursdays 9:30 10:50 a.m. and 24 hours of lab work Course Location: HDB 300 Instructor: Sandy McClintic, Ph.D., CFLE Office: HDB 102E Office Hours: Tuesdays & Thursdays -8:30 to 9:30 a.m., Tuesdays 11:00 to 2:00 p.m., Thursdays 11:00 to 1:00 p.m. and By Appointment [email protected] Phone: Textbooks: Required: Bredekamp, S., & Copple, C. (Eds.) (2009). Developmentally appropriate practice (3 rd ed.). Washington: NAEYC. McAfee, O., Leong, D. J., & Bodrova, E. (2004). Basics of assessment. NAEYC. Roopnarine, J., & Johnson, J. E. (2009). Approaches to early childhood education (5 th ed.). Pearson. Shores, E. F., & Grace, C. (2005). The Portfolio book. Pearson. Course Objectives: 1. Develop an understanding of the processes of planning, implementing, and evaluating programs. 2. Analyze the components of developmentally appropriate practice as the foundation of program planning for young children. 3. Utilize effective observation techniques as a basis for planning and evaluating student progress and make appropriate suggestions to teachers and parents. 4. Explore the characteristics of various early childhood program models. 5. Understand developmentally appropriate activities within various academic subject areas. 6. Familiarize current trends and issues in early childhood programs research. 7. Develop skills to evaluate existing early childhood programs.

195 D-6 8. Explore professional and ethical issues. Students who seek teacher certification in EC-4 should become familiar with State Standards and Professional Guidelines, Pedagogy and Professional Responsibilities (PPR). See details below. State Standards and Professional Guidelines Alignment: Emphasis will be placed on the following Pedagogy and Professional Responsibilities EC-4 Domains and related competencies. This information is provided for those students seeking teacher certification EC-4. State Board for Educator Certification EC-4 Pedagogy and Professional Responsibilities Standards Emphasis will be placed on the following Pedagogy and Professional Responsibilities EC-4 Domains and related competencies. This information is provided for those students seeking teacher certification EC-4. Domain I: Designing Instruction and Assessment to Promote Student Learning Competency 1: The teacher understands human developmental processes and applies this knowledge to plan instruction and ongoing assessment that motivates students and are responsive to their developmental characteristics and needs. Competency 2: The teacher understands student diversity and knows how to plan learning experiences and design assessments that are responsive to differences among student and that promote all students learning. Competency 3: The teacher understands procedures for designing effective and coherent instruction and assessment based on appropriate learning goals and objectives. Competency 4: The teacher understands learning processes and factors that impact student learning and demonstrates this knowledge by planning effective, engaging instruction and appropriate assessments. Domain II: Creating a Positive, Productive Classroom Environment Competency 5: The teacher knows how to establish a classroom climate that fosters learning, equity, and excellence and uses this knowledge to create a physical and emotional environment that is safe and productive. Competency 6: The teacher understands strategies for creating an organized and productive learning environment and for managing student behavior. Domain III: Implementing Effective, Responsive Instruction and Assessment

196 D-7 Competency 7: The teacher understands and applies principles and strategies for communicating effectively in varied teaching and learning contexts. Competency 8: The teacher provides appropriate instruction that actively engages students in the learning process. Competency 10: The teacher monitors student performance and achievement; provides students with timely, high-quality feedback, and responds flexibly to promote learning for all students. Policies and Student Responsibilities: 1. All assignments must be submitted in order to pass the course. If a student does not complete any part of the assignments, a grade of F will be assigned, unless there is a medical condition that is documented and presented to the Off ice of Student Services, in which case a grade of Incomplete may be considered. 2. Attendance is expected. 3. While this class is about children, it is never appropriate for children to attend class. 3. Written work must be turned in, either on-line posting or submission to the instructor as required, by its due date. Do not your work, unless the instructor requests. No late work will be accepted. Technical difficulty will not be considered the reason for late work. If you expect to miss a class, any assignments that are scheduled to be turned in on that day must be turned in earlier or may be turned in by a classmate. Please pay close attention to due dates. 4. Written assignments should be fully prepared before entering the classroom and turned in at the beginning of class. No grade will be given for work that is not typed, stapled and with rubric attached at the beginning of class. 5. Out of courtesy to class members and the instructor, cell phones, electronic paging devices, laptop computers, etc. must be turned off or to the no sound position during class. Recurring disturbances from the same student will cause the student to leave the classroom. If you are expecting to receive any medically urgent calls, please inform me before the class period. 6. Disruptive behavior will not be tolerated. Students who disrupt class will be asked to leave the classroom and will not be given credit for attendance. Course Requirements: 1. Video Reflections: 20 pts. each On the assigned date post a summary of the week s assigned video vignettes from the DAP Supplemental DVD (comes with purchase of the book). Summary should be at least 250 words and include links to weekly course readings. These postings should be insightful, informed, substantive, respectful, and grammatically correct.

197 D-8 2. Portfolio: 100 points Develop a portfolio on a child under 6 years of age. The child may be a friend of the family, neighbor, or an extended relative. The child should not be your son or daughter. Develop a portfolio on a child under 6 years of age. Choose which type of portfolio you will create and tell Dr. McClintic via the dedicated discussion board by the due date (see course calendar). Using the Portfolio book, choose appropriate artifacts or records to include in the portfolio type you have selected. Each portfolio MUST have a MINIMUM of 15 items or artifacts appropriate to the portfolio type selected. Please see rubric provided in Blackboard for grading criteria for this assignment. Portfolios with fewer than 15 items or artifacts will not receive passing grades. See calendar for due date. No late work will be accepted or receive any credit. No exceptions will be made. 3. Case Study: 100 points Prepare a case study on the child selected for the portfolio assignment. An overall summary of each area of development will be prepared and documented from observations and literature. Make recommendations to teachers for planning and parent conferences. (See rubric for specific guidelines.) 4. Program Model Workshop: 100 points Present a workshop on an early childhood program model (see rubric for specific guidelines). These workshops should be highly interactive, involving your audience in multiple ways, while still being informative. Select a model from out ECE textbook and sign up on discussion board. 5. Literature Review: 100 points Summarize 3 current articles related to course objectives and write a literature review synthesizing the information found. See rubric for specific guidelines. Submit article for approval 20 points Lit Review 80 points 7. Program Evaluation: 100 points Using either the NAEYC classroom evaluation guide or the ECERS-R, evaluate the quality of the classroom you are observing. Compile a summary of your findings on each subscale or domain on the evaluation tool that you choose, summarizing your evaluation of the quality of the program in each component. Conclude with a discussion of the overall classroom quality that you observed, along with a rationale based on the findings of your evaluation and recommendations for improvement written in a professional manner. 8. Pop-quizzes, class activities, evaluations and reactions to media, discussion, and attendance: number will vary according to opportunity Lab Site Information and Requirements

198 D-9 Lab Time Requirements Lab Sites All students are required to participate in 24 hours of out of class lab work, observations of young children 0 age 5 and observations of select program. There are approximately 10 weeks available to conduct the 24 hours of lab work. Students should plan accordingly to allow them to complete all 24 observation hours by the deadline. Observations should be no more than 2 hours per week maximum. This allows for the learning process to occur over the course of the semester. All observations must be conducted with the same classroom over the course of the semester. This allows you to see examples of the creative process or children and teachers. Schedule some of your time to include center time and whole group. Some outside activity can be included but should not be the entire observation. You should only miss your lab hours due to illness or emergency. If you must miss your scheduled lab time, please contact the center/program before your scheduled arrival time to inform them of your absence. You will need to schedule a make-up time with your field supervisor with the same group of children (same class) at a mutually workable time. You will also need to notify Dr. McClintic of your absence and scheduled make up time. Make-up hours are only available with prior approval from instructor and should be kept to a minimum, if at all. All labs hours must be completed by Dec 2 nd, with the final report due Dec 9 th. Lab Sites must be arranged prior to week beginning Sept.22nd The student and the instructor will arrange the site location for observations. Student must provide her/his own transportation to the site and complete any and all requirements for working with young children at the chosen site. Lab Hours = 24 hours 10 hours observation of Portfolio child 14 hours observation at Lab Site for program evaluation Observation Logs Observation logs will be kept throughout the semester. (Form in Lab Packet) Logs must be initialed by the cooperating director and/or teacher. Logs will be periodically checked by instructor. Instructor will also check at centers/schools periodically throughout the semester to ensure that lab visits are being conducted regularly. Evaluation Criteria: Your final course grade is a percentage of the total possible points. You can calculate your grade at any time by knowing the possible points to date and computing the percentage. In order to compute this divide the total points you have received by the total points possible to date. The

199 D-10 Instructor will not calculate grade percentages during the semester as these are available through the online grade book. A = % B = 80 89% C = 70 79% D = 60 69% F = 59% Academic Integrity: Honesty in completing assignments is essential to the mission of the University and to the development of the personal integrity of students. In submitting graded assignments, students affirm that they have neither given nor received unauthorized assistance, and that they have abided by all other provisions of the Code of Conduct in the TWU Student Handbook. Cheating, plagiarism, fabrication or other kinds of academic dishonesty will not be tolerated and will result in appropriate sanctions that may include failing an assignment, failing the class, or being suspended or expelled. Suspected cases in this course may be reported to Student Life. The specific disciplinary process for academic dishonesty is found in the TWU Student Handbook. The TWU library link, Avoiding Plagiarism, will aid students in completing their assignments with integrity. In an effort to ensure the integrity of the academic process, Texas Woman s University vigorously affirms the importance of academic honesty as defined by the Student Handbook. Therefore, in an effort to detect and prevent plagiarism, faculty members at Texas Woman s University may now use a tool called Turnitin to compare a student s work with multiple sources. It then reports a percentage of similarity and provides links to those specific sources. The tool itself does not determine whether or not a paper has been plagiarized. Instead, that judgment must be made by the individual faculty member. Assignments will be randomly checked for plagiarism using Turnitin.com. Disability Support Policy Statement: Texas Woman s University seeks to provide appropriate academic adjustment for all individuals with disabilities. This University will comply with all applicable federal, state, and local laws, regulations, and guidelines, specifically Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act(ADA), with respect to providing appropriate academic adjustments to afford equal educational opportunity. Diversity Statement: The concept of diversity implies a total commitment to an open context that promotes equality, social tolerance, and the right to express different points of view. The Department of Family Sciences celebrates and practices diversity creating a culture characterized by a climate of inclusion rather than exclusion where people are involved in working together for a common goal. The Department of Family Sciences does not condone discrimination in any form and complies with Texas Woman s University Nondiscrimination policy.

200 D-11 Texas Woman s University Fall 2009 FS Developmental Sexuality Course Description & Overview: Sexuality across the lifespan with emphasis on sex education within the family. Credit: Three hours This course is conducted 100% on Blackboard: or This course fulfills: Core Curriculum requirements Global Perspective requirements Major requirements Elective requirements Research Tools requirements Faculty Contact Information: Katie Rose, Ph.D. HDB 102D (940) T 12 noon -1pm; W 9 am-12 noon; 1:30-3:30 pm; Th 10 am- 12 noon [email protected] FAX (940) Teaching Assistant Contact Information: Alan Wages, M.S. [email protected] [email protected] Online hours: will be monitored regularly, and responses should be provided with 24 hours Monday through Friday. s sent after 5:00 pm on Friday will be responded to on Monday morning. **For all communication, indicate in the subject line the course number, section, and your last name along with a brief description of your communication. Example: FS Rose: Question about DB 1 (Your course and section number is found at the top of the syllabus and at the top of Blackboard when in the course shell). Goals and Outcomes: Upon completion of the course, students will be able to: Text 1. Understand sexual development across the lifespan and throughout the family life

201 D-12 cycle. Virtual Chat Text Text Text Journals Text Text Text Text Movie Virtual Chat 2. Comfortably discuss sexuality within a group and role play parent-child sexuality education situations. 3. Learn about sexuality education approaches, activities and techniques suitable for various ages and developmental stages. 4. Understand the concepts of gender, gender identity, gender role, sexual orientation, and sexual identity. 5. Distinguish sexual myths from sexual facts. 6. Become familiar with the professional journals containing articles on human sexuality. 7. Identify the reproductive organs and their functions for females and males. 8. Understand the methods of contraception and abortion, their levels of effectiveness, advantages and disadvantages. 9. Understand sexually transmitted infections (STI) and HIV/AIDS, including transmission, symptoms, treatment, and prevention. 10. Discover the theories involved when studying and researching human sexuality. 11. Develop an appreciation of the physical/psychological and emotional/spiritual interconnectedness of human sexuality. 12. Identify one s own values around sexuality issues and articulate personal responsibility for cultural competence. Course Materials and Supplies: Required: King, B. M. (2009). Human sexuality today (6 th ed.). Upper Saddle River, NJ: Pearson/Prentice Hall. ISBN-10: ISBN-13: Recommended: American Psychological Association (2009). Publication manual of the American Psychological Association (6 th ed). Washington, DC: American Psychological Association. Course Prerequisites: None Disability Support Policy Statement: If you anticipate the need for reasonable accommodations to meet the requirements of this course, you must register with the office of Disability Support Services (CFO 106, , [email protected] ) in order to obtain the required official notification of your accommodation needs. Please plan to meet with me by appointment or during office hours to discuss approved accommodations and how my course requirements and activities may impact your ability to fully participate. Academic Integrity: Honesty in completing assignments is essential to the mission of the University and to the development of the personal integrity of students. In submitting graded assignments, students affirm that they have neither given nor received unauthorized assistance, and that they have abided by all other provisions of the Code of Conduct in the TWU Student Handbook. Cheating, plagiarism, fabrication or other kinds of academic dishonesty will not be tolerated and will result in appropriate sanctions that may include failing an assignment, failing

202 D-13 the class, or being suspended or expelled. Suspected cases in this course may be reported to Student Life. The specific disciplinary process for academic dishonesty is found in the TWU Student Handbook. The TWU library link, Avoiding Plagiarism, will aid students in completing their assignments with integrity. In an effort to ensure the integrity of the academic process, Texas Woman s University vigorously affirms the importance of academic honesty as defined by the Student Handbook. Therefore, in an effort to detect and prevent plagiarism, faculty members at Texas Woman s University may now use a tool called Turnitin to compare a student s work with multiple sources. It then reports a percentage of similarity and provides links to those specific sources. The tool itself does not determine whether or not a paper has been plagiarized. Instead, that judgment must be made by the individual faculty member. All required assignments in this course may be checked for plagiarism using Turnitin.com Activities, Assignments, and Grading Policy: 1. Working 5 points 2. Self-Introduction 10 points 3. Syllabus Scavenger Hunt 25 points 4. Kinsey Institute Sexual Knowledge Test / Return 10 points 5. Two Article Synopses (75 pts each) 150 points 6. Six Discussion Board Posts (25 pts each) 150 points 7. Two Virtual Chats (50 pts each) 100 points 8. Four Vocabulary Quizzes (25pts each) 100 points 9. One Movie Review 100 points 10. Mid-Term Exam 150 points 11. Final Exam 200 points Total = 1000 pts Final Grade: Your final grade is a percentage of total possible points. You can figure your grade at any time by knowing the total possible points to date and computing the percentage. A=90-100% D=60-69% B=80-89% F=59% or lower C=70-79% Major Course Assignments and Examinations 1. Working account (5 points). Students need a Pioneer Portal account to enter Blackboard (Bb) course space. Create a TWU Pioneer Portal account for use in online courses. Your Portal address will be the default account registered in Blackboard. You may forward this account to a home account (see TWU website for instructions) or

203 D-14 you can check the TWU website (by entering your Portal) for your messages. A working account is a requirement for this course and you will not be considered in attendance in this course until you have received and replied to an from your instructor/teaching assistant. Also, record a back-up address and other contact information on your Personal Homepage in the Bb course space by 5:00 p.m., Monday, September 14, Self-introduction (10 points). In order to build an online classroom and a climate for learning, use the Personal Information and Personal Homepage functions of this course s Bb to introduce yourself to the class by 5:00 p.m., Monday, September 14, For the Self Introduction assignment, go to the course site, then select the Self Introduction tab, and then select Homepage. Follow the instructions in the Self Introduction folder for information to include in your Homepage. a. Use the Personal Information tab found under Course Tools, then select Edit Personal Information. Enter the required information (First name, Last name, and ). Your First name and Last name should have the first letter capitalized (i.e., Jane Pioneer). This is important for Gradebook purposes. 3. Syllabus Scavenger Hunt (25 points) found in Week Two due by 5:00 p.m., Monday, September 14, Kinsey Institute Sexual Knowledge Test / Return (10 points) found at Go to and take the Kinsey Exam. Submit your score (calculated automatically) in the assignments area of Blackboard. Simply type in your score in the text box by 5:00 p.m., Monday September 14, 2009 Example: FS Pioneer (your last name) You may take the exam multiple times. The Kinsey exam score itself is not counted in your grade only your participation in submitting an exam score. 5. Two Article Synopses 75 points each points total). Select two articles from peer reviewed professional journals on sexuality. The textbook companion website, found at has many articles for review, in addition to the TWU library online articles and other internet resources. Also, the textbook reference section is an excellent source for articles. Be certain to select articles well in advance of due dates. Read thoroughly, taking notes in your own words as you read. Summarize the articles IN YOUR OWN WORDS. Please see the statements on academic dishonesty, plagiarism, and the use of turnitin in this syllabus and your course catalog for information on how incidences of plagiarism will be handled in this course

204 D-15 Instructor will provide feedback based on the following rubric: Grading Rubric for Article Synopses 75 Possible Points Below 30 Journal referenced in APA 6 th Edition with a working URL. Includes all major topics of article and shows understanding of main idea. Perfect format: margins, fonts, & spacing. Uses good sentence structure and forms complete thoughts. Uses correct verb/subject agreement and no misspelled words were found. Overall, excellent writing displayed by student. Some errors in APA format, and/or article URL is not available. Summarizes article but omits 1 or 2 topics. Uses 1 term incorrectly. Still shows understanding of main idea. Uses good sentence structure and forms complete thoughts. Contains 1 or 2 grammar/spelling error(s). Good writing displayed, overall. Major APA errors, and article URL is not available. Main ideas hard to discern. Lacks organization. Shows little understanding of main idea. Omits more than 2 topics in summary. Uses 2 terms incorrectly. Article contains 3 or more grammar/spelling errors. Template not followed. Overall, writing needs improvement. APA format is not followed, and article URL is not available. Writing is unacceptable or plagiarized, or assignment is incomplete. Article source is from a non professional journal. 6. Six Discussion Board Posts 25 pts each 150 points total) Questions will be submitted over text reading for response on Blackboard Discussion Board. See Course Calendar for specific due dates. Instructor will provide feedback based on the following rubric: Grading Rubric for Discussion Board Posts 25 Possible Points Question answered. Excellent sentence structure used and Question somewhat answered. Used good sentence structure and Question not answered or plagiarism evident. Own

205 D-16 complete thoughts detailed. Material not plagiarized. No grammatical errors. Excellent writing, overall. formed complete thoughts. No plagiarism own thoughts detailed. Contains no more than 2 grammar/spelling errors. Good writing, overall. thoughts not detailed. Contains more than 3 grammar/spelling errors. Writing is unacceptable. 7. Two Virtual Chats 50 points each 100 points total) Virtual Chats will be conducted on Blackboard at assigned times (see Course Calendar). Chats will be held in small groups. Full, sustained, prompt attendance is required in order to receive total points. See Chatiquette Rules at end of Syllabus and rules on Netiquette in the course shell under Start Here. Chat 1 Textbook Topics Chat Chat 2 Journal Articles and Movie Review Chat Grading Rubric for Virtual Chat 50 Possible Points and below Student attended chat on time and came with assigned information. Participated in group discussion with balance and purpose (not too much and not too little). Student attended virtual chat a few minutes late and was not as prepared as expected. Student s participation was less than expected or student dominated the conversation. Student attended chat late and/or was unprepared. Student interrupted chat upon entrance before reading the posts of others to get the flow of the discussion. Student did not add to the discussion in a scholarly manner had little insight or knowledge of chat topic. Student was unable to attend or was unable to sustain chat once joining, due to technological problems. 8. Four Vocabulary Quizzes 25 pts each 100 points total) Vocabulary quizzes are scheduled according to Course Calendar. Each quiz will consist of vocabulary found within, and at the end of each chapter (not all vocabulary words will be used). Quizzes will be timed with only one opportunity to take them. Read chapters in advance in order to maximize your performance on the quizzes. Although the quizzes are open book format, a familiarity with the chapters and vocabulary will aid in the student s ability to be successful in this course.

206 D One Movie Review (100 points) Select to view a movie of your choice which relates to a chapter/topic in the required text. Use the following for your post: Name of Movie (in APA 6 th Edition format. Motion Pictures Reference p. 209 in APA 6th Edition Manual). You must follow example exactly. Example: Scorsese, M. (Producer), & Lonergan, K. (Writer/Director). (2000). You can count on me [Motion picture]. United States: Paramount Pictures. Cast: Runtime: Rating: Brief Summary of Movie: How Movie Relates to Topic of Sexuality in Book (use page numbers when referring to text and quotation marks if quoting from text). Grading Rubric for Movie Review 100 Possible Points Below 70 Topic of sexuality presented and addressed. Relates explicitly to movie. Movie title referenced correctly in APA 5 th Edition style. Excellent sentence structure used, and complete thoughts detailed. Material not plagiarized. No grammatical errors. Excellent writing, overall. Topic somewhat relates to movie. Used good sentence structure and formed complete thoughts. No plagiarism own thoughts detailed. Contains no more than 2 grammar/spelling errors. Overall, writing good but could use improvement. Movie title not referenced correctly in APA 5 th Edition style. Movie not reviewed or template not followed. Plagiarism evident or sources in text not referenced by page numbers and/or quotation marks. Own thoughts not detailed. Contains more than 3 grammar/spelling errors. Writing is unacceptable. Movie title not referenced correctly in APA 5 th Edition style. 10. Mid-term Exam (150 points) The Mid-term exam will cover textbook readings Ch This will be an open book test. However, knowledge of the chapter readings is expected prior to taking the exam. The exam will be timed and only one attempt will be allowed. 75 questions worth 2 points each. 11. Final Exam (200 points) The Final exam will cover textbook readings Ch The exam will be timed and only one attempt will be allowed. 100 questions worth 2 points each.

207 D-18 TWU Attendance Policy: Consistent and attentive attendance is vital to academic success, and is expected of all students. Grades are determined by academic performance, and instructors may give students written notice that attendance related to specific classroom activities is required and will constitute a specific percentage of students' grades. Instructors are strongly encouraged to keep a record of student attendance. They should note absences due to documented student illness, serious illness or death in the student's immediate family, official school activity, state-recognized religious holiday, active military service that is of a reasonable brief duration, or other verified absences deemed appropriate by the instructor. Students must consult with instructors regarding the completion of make-up work. Absences do not exempt students from academic requirements. Excessive absences, even if documented, may result in a student failing the course. An incomplete may be granted if the student has a passing grade, but only if the instructor determines that it is feasible for the student to successfully complete remaining assignments after the semester. Pursuant to university policy, such determinations are within the discretion of the instructor. Tentative Calendar of Classes & Assignments: COURSE ASSIGNMENT TOPICS AND DUE DATES* NOTE: All exams and assignments are due by Beginning Monday at 5:00 p.m. Chat Times will be determined by Sign Up Sheets in Dedicated Discussion Board in Blackboard Week # All Sessions Begin on Tuesday 1 September 1 2 Sept. 8 3 Sept Sept. 22 ASSIGNMENTS/TOPICS ALL Assignments Due on the Monday Concluding the Weekly Session at 5:00 p.m. on Date Indicated Topic: Syllabus Overview Why a Course in Human Sexuality? Topic: Our Sexual and Reproductive Anatomy Due by Monday 9/14: Syllabus Scavenger Hunt, Self Introduction & Working confirmation Discussion Board Response 1 & Kinsey Exam Topic: Hormones and Sexuality Similarities and Differences in Our Sexual Responses Due by Monday 9/21: Discussion Board Response 2 Topic: Sexually Transmitted and Sexually Related Diseases & Birth Control Due by Monday 9/28: Journal Article Synopsis 5 Due by Monday 10/5: Vocabulary Quiz 1 & Read the following Read: Ch. 1 Read: Ch. 2 Read: Ch. 3, 4 Read: Ch. 5, 6

208 D-19 Sept. 29 VIRTUAL CHAT ON-LINE Discussion over Ch. 1-6 Topic: Pregnancy & Childbirth 6 Oct. 6 Due by Monday 10/12: Journal Article Synopsis 2 Topic: Becoming a Woman/Becoming a Man: Gender Identity and 7 Gender Roles Oct. 13 Due by Monday 10/19: Discussion Board Response 3 8 Oct Oct. 27 Topic: Sexual Orientation Due by Monday 10/26: Vocabulary Quiz 2 MID-TERM EXAM over Ch. 1-9 Must be completed by Monday, November 2 nd at 5:00 p.m. Read: Ch. 7 Read: Ch. 8 Read: Ch. 9 Ch Nov. 3 Topic: Life-Span Sexual Development & Adult Sexual Behaviors and Attitudes Due by Monday 11/9: Discussion Board Response 4 Read: Ch. 10,11 11 Nov Nov. 17 Topic: Love and Relationships Due by Monday 11/16: Vocab. Quiz 3 & Movie Review Topic: Sexual problems and Therapy Paraphilias and Sexual Variants Due by Monday 11/23: Discussion Board Response 5 Read: Ch. 12 Read: Ch. 13,14 13 Nov Dec. 1 Thanksgiving Holiday Topic: Sexual victimization: Rape, Coercion, Harassment, and Abuse of Children Selling Sex: Social and Legal Issues Due by Monday 12/7: Discussion Board Response 6, Vocabulary Quiz 4, & VIRTUAL CHAT 2 ON-LINE Discussion over journal article and movie review Read: Ch. 15, Dec. 8 Final Exam NO ASSIGNMENT Study for Exam A Discussion Board will be open for classmates to review materials together FINAL EXAM over Ch Must be completed by Monday, December 14 th at 5:00 p.m. Ch * Course calendar may be altered by the instructor throughout the semester if needed.

209 D-20 Classroom Climate A respectful online atmosphere should be maintained at all times. This includes showing courtesy to class members and instructor by arriving and departing on time for chats, and showing respect for class members contributions to class discussions. Each student is strongly encouraged to participate in class. In any online situation that includes discussion and critical thinking, there are bound to be many differing viewpoints. Students may disagree with each other or with the instructor at times, but it is my hope that these differences will enhance online discussion and create an atmosphere where students will be more encouraged to think and learn. Therefore, be assured that your grade will not be adversely affected by any beliefs or ideas expressed in class or assignments. Everybody is asked to respect the viewpoints of other students and refrain from hostile comments during disagreements. Blackboard and Notification Policy All students must have access to a computer and . TWU provides free accounts to all students and has computer labs in the library and in the MegaLab. Each student must have a working account linked to Blackboard to ensure receipt of all course communication. Contact Information Technology Services for information. In this course, will be used as the primary means of communication with students outside the classroom. You will be responsible for checking your regularly for class related announcements. These announcements will also be posted on Blackboard, which you can access at It is the student s responsibility to inform the University of changes to his/her address. Please check to make sure the address registered with Blackboard is in fact the address you are currently using. Readings/Homework The book and reading packet are required material. You will not do well in the class if you do not do the assigned readings. You are expected to read assigned chapters in the weeks they are due. Failure to do so will affect not only your ability to participate in point-assigned discussions, but will also affect the quality of the overall class discussion. Written Work The publication manual for the American Psychological Association (APA), 6th ed., should be used for citations, references, and manuscript style for all written work. Policy on Late Work Written work should be turned in according to the class schedule. Assignments are due on Blackboard (see course requirements for specific information for each assignment) on the day indicated as the deadline. In an age of spelling and grammar-check functions on most word processing programs, excellence in writing is a reasonable expectation. The quality of your expression of ideas is an essential element for all written work. No late work will be accepted or receive any credit. No exceptions will be made. Plan ahead and try to complete assignments well in advance to avoid last-minute problems. Computer difficulties will not be accepted as an excuse for late submission. Students are encouraged to check with different browsers, security levels; and, if settings on home computers are not compatible, they are encouraged to use libraries or computer labs on campus or local/private cyber cafes. It is a good idea to allow plenty of time for eleventh-hour adversities. Assignments are due on the announced deadline. Late assignments will not be accepted.

210 D-21 All coursework must be completed within the scope of this class during the semester. Grades of incomplete will not be granted. In the event that the course must be dropped, contact your instructor AND make arrangements with the Registrar s Office at TWU or (940) to drop the course. The last day to drop this class without academic penalty; 5 p.m., October 8, 2009 at 5:00 p.m. - (see TWU Academic Calendar); all paperwork is the responsibility of the student. If you decide to drop/withdraw from this class, keep a photocopy for your own records and let the instructor know of your intent to withdraw as soon as possible. Family Sciences Diversity Policy: The concept of diversity implies a total commitment to an open context that promotes equality, social tolerance, and the right to express different points of view. The Family Sciences Department practices and celebrates diversity and creates a culture characterized by a climate of inclusion rather than exclusion, where people are involved in working together for a common good. Diversity refers to the inclusion of all persons regardless of their differences. These differences include but are not limited to ethnicity, race, culture, gender, age, socio-economic status, religion, sexual orientation, and physical disability. The Family Sciences Department does not condone discrimination in any form and complies with Texas Woman s University Non-Discrimination Policy. The faculty actively seek enrichment through the strength, power, and wisdom of diversity. Chatiquette 1. Log in prior to the designated chat time in order to download the Java plug or to just get acclimated to the chat/communication area. 2. Do so by going to the left side menu on Blackboard and clicking on Communications; GROUP PAGES; (FIND YOUR GROUP); COLLABORATION. Click JOIN on the top line or LECTURE HALL Virtual Classroom (NOT THE BOTTOM LINE, OFFICE HOURS!). Momentarily, the chat window will appear and your name will indicate that you are entered into the chat area. AGAIN, go to your GROUP CHAT AREA, rather than the one for the whole class that is accessed from the left side menu. DURING CHAT: 1. Have your information/article ready to discuss. Follow the order of the list of students names at the top left minutes for presenting your resource will be given minutes for questions and answers will follow the presenting of the resource. 10 MINUTES TOTAL PER STUDENT. 4. If you have a long sentence to type or are a slower typist, hit the SPACE BAR/ENTER during your sentence after a few words to alert others that you are still composing. No one else should type during the presenter s composing. Patience is virtuous during virtual chat:)!

211 D Avoid cross conversations - two people conversing at one time on different topics. (Everything you learned in kindergarten regarding turn-taking is needed here. It s just like in the classroom when one person speaks at a time in order for everyone to hear what they are saying.) 6. Present or type conversations that you would have in a face to face classroom. Be sensitive to others. 7. After everyone has had their turn, a few closing capstone remarks are welcomed. Your instructor will be the time keeper and will begin and end the chats as well as interject comments. Technical Help Blackboard/Tech Questions: There is a Q&A Discussion Board for Tech Questions. Your questions will be answered as soon as possible by knowledgeable peers, your teaching assistant, or your instructor. Also, for technical assistance, contact the TWU Helpdesk ( or [email protected]) or go to the MegaLab, 2nd floor of MCL. For concerns about distance education registration, contact TWU Distance Learning ([email protected]). For help from Blagg-Huey Library, contact a distance learning librarian ([email protected]). TWU BLACKBOARD Outage. In the event of a TWU Blackboard outage, please continue to check your (TWU account and your backup account). Work that is due will be postponed until Blackboard can be accessed. This event will be treated just like an inclimate weather day when you would not be able to attend class.

212 D-22 Texas Woman s University Fall 2009 FS 4773 Family Resource Management Course Description & Overview: Principles of organization and management; use of resources; decision-making; work simplification; time management; application of management principles to family problems; conflict management. Three lecture hours a week. Credit: Three hours. This course fulfills: Core Curriculum requirements Global Perspective requirements Major requirements Elective requirements Research Tools requirements Faculty Contact Information: Joyce Armstrong, Ph.D., CFLE, CFCS Human Development Building HDB 104G Phone: / Fax: Office Hours: Tuesday 10:00 A.M. - 2:00 P.M. Wednesday 11:00 A.M. - 2:00 P.M. Thursday 11:00 A.M. - 4:00 P.M. * Other times by appointment [email protected] Goals and Outcomes: Students will Examine fundamental principles of management related to individuals and families. 2. Describe major theories related to family resource management. 3. Outline basic concepts and principles of organization and management. 4. Apply effective goal setting, decision making, and planning principles. 5. Describe, develop and apply effective work simplification methods. 6. Outline concepts and principles related to effective time management. 7. Identify, describe and evaluate resources available to individuals and families. 8. Outline strategies for effective communication and conflict management. 9. Show the relationship between effective communication and management. 10. Apply management principles to solve individual and family problems. 11. Analyze the affects of technology on individuals and families in the home, workplace community. 12. Apply and evaluate effective management principles for individuals and families. 13. Outline, apply, and assess effective money management strategies. Course Materials and Supplies: Covey, S.R. (1997). Seven habits of highly effective families. NY: Golden Books.

213 D-23 Goldsmith, E. (2005). Resource management for individuals and families, 3 rd Edition. Belmont, CA: Thomson/Wadsworth Learning. Course Prerequisites: Senior standing. Disability Support Policy Statement: If you anticipate the need for reasonable accommodations to meet the requirements of this course, you must register with the office of Disability Support Services (CFO 106, , [email protected] ) in order to obtain the required official notification of your accommodation needs. Please plan to meet with me by appointment or during office hours to discuss approved accommodations and how my course requirements and activities may impact your ability to fully participate. Academic Dishonesty: Honesty in completing assignments is essential to the mission of the university and to the development of the personal integrity of the student. Cheating, plagiarism, or other kinds of academic dishonesty will not be tolerated and will result in appropriate sanctions that may include failing an assignment, failing the class, or being suspended or expelled. Suspected cases in this course may be reported to Student Life. The specific disciplinary process for academic dishonesty is found in the TWU Student Handbook. Tools to help you avoid plagiarism are available through the TWU Libraries at Diversity Statement: The concept of diversity implies a total commitment to an open context that promotes equality, social tolerance, and the right to express different points of view. The Family Sciences Department practices and celebrates diversity and creates a culture characterized by a climate of inclusion rather than exclusion, where people are involved in working together for a common good. Diversity refers to the inclusion of all persons regardless of their differences. These differences include but are not limited ethnicity, race, culture, gender, age socio-economic status, religion, sexual orientation, and physical disability. The Family Sciences Department does not condone discrimination in any form and complies with Texas Woman s University Non-Discrimination Policy. The faculty actively seek enrichment through the strength, power, and wisdom of diversity. Activities, Assignments, and Grading Policy: 1. Participation/leadership/preparation (100 points) 2. Website evaluation report (4/25 points each) WEBSITE COMPARISON AND CONTRASTING EVALUATIONS 4 at 25 points each, totaling 100 points From the weekly reading assignments or consulting/coaching project areas, select two or more websites to compare and contrast. Then write a reflective evaluation report. In your written evaluation, include (a) the website address, (b) a brief overview of each site, (c) a discussion section on the similarities and differences, (d) a summary statement summarizing the similarities and differences, and (e) two to three sentences explaining the implications for individuals and families in managing resources at home, work, and in the community. For additional information see Website Comparison and Contrasting Evaluation Form. Major Course Assignments and Examinations:

214 D Time Analysis Report: Following detailed instructions given in class, complete and analyze oneweek personal time log. (200 points) 2. Consulting/Coaching Project: (500 points) Serve as a family resource management consultant/coach for a family. Initially, you will describe the unique managerial needs of this family and your goals to maximize their resources. Submit this family description and your statement of goals on or before the due date (100 points). You will choose any 3 options listed below (100 points each). A typed summary of what has been done on each option is due in class on the date shown. Use the management model as framework for reporting your results. See the Goldsmith text and class handouts. You may use before/after photos, interviews with family members, or appropriate written materials as part of your project. Project will include a final typed summary of all results. Consulting/Coaching Project Options A-G (Select three at 100 points each) Option A: Menu Planning Develop menu plans for your chosen family for one week, based on dietary guidelines appropriate for their situation and income. Submit complete plans in correct format with cost figures and information on nutritional appropriateness. Option B: Division of Labor Develop a plan for distribution of household work. This could be a plan to involve spouse, children, hired help, etc. Assess appropriate managerial style for your family. This could include chore chart, duty chart notes from family discussion, etc. Option C: Storage Analyze the present storage problems of your family and develop suggested changes. You could focus on children s closets, pantry, laundry, etc. (at least two different areas of storage.) Option D: Money Management Develop a monthly budget for your family based on normative spending guidelines for their income level and their unique family goals. Include information on allowances and at least two weeks experience in using the budget. Option E: Child Care/Parenting Choose a parenting issue and research possible approaches to recommend. Demonstrate problem solving and decision making style to specific problem and discuss results. Examples of issues include day care selection, homework issues, television watching, allowances, etc. Option F: Home Technology Analyze the present use technology of your family and develop for efficiency and future expansion. Option G: Special Family Needs You may develop, with approval of your family and the instructor, a special alternative option to meet your family s unique management needs. 3. Exams: 2 at 100 points each. (200 points) Grading Scale: A = B= C = D= F = Below 659 TWU Attendance Policy: Consistent and attentive attendance is vital to academic success, and is expected of all students. Grades are determined by academic performance, and instructors may give students written notice that attendance related to specific classroom activities is required and will constitute a specific percentage of students' grades.

215 D-25 Absences do not exempt students from academic requirements. Excessive absences, even if documented, may result in a student failing the course. An incomplete may be granted if the student has a passing grade, but only if the instructor determines that it is feasible for the student to successfully complete remaining assignments after the semester. Pursuant to university policy, such determinations are within the discretion of the instructor. Class Attendance /Participation Policy: Students are expected to: 1. Attend each class session and on time. 2. Be prepared for each class with daily readings and assignments completed. 3. Participate in class activities. Policy on Written Work: Assignments are due at the beginning of the class period. All grading of work will be influenced by neatness and form. Typing is preferred. Five percent penalty will be assessed for each day an assignment is late. Work past two class sessions will not be accepted. In-Class Participation/Leadership/Preparation points This will be a very interactive class requiring your preparation, participation, and leadership. You will need to be prepared with daily readings and assignments. Remember that all grades are affected by neatness and form.

216 D-26 FS 4773 FAMILY RESOURCE MANAGEMENT (This is a tentative calendar and is open to revisions based on the needs of the class.) DATES TOPICS FCS TCHR CERTICATION READINGS ALIGNMENT Course Objective(s). CO Certification Competencies-CC Tuesday, Sept. 1 Introduction, definitions & perspective CO 01; CC F8 Goldsmith - Chap. 1 & 8 Covey - pp. 4-7 Thursday, Sept. 3 State of the family & theories CO 02; CC F2 Goldsmith - Chapter 2 Tuesday, Sept. 8 Creative Thinking - Change agent - Self-responsibility - Values, wants, needs- Change agent - Self-responsibility - Values, wants, needs CO 03; CC F1 CO - 03 & 04; CC F3 Covey - pp Website Due Thursday, Sept Mission statements - Goals & End in mind - Priorities CO 03 & 4; CC F3 Goldsmith - Chapter 3 Covey - pp Tuesday, Sept. 15 Managing vs. Coach CO 03 & 4: CC F3 Websites Thursday, Sept. 17 Mini Oral Presentation Family Description/ Communication CO 03 & 4: CC F3 Covey - pp Family Description Due Tuesday, Sept. 22 Win/Win CO 01; CC F4 Covey -pp Thursday, Sept. 24 Resources CO - 07; CC F6 Chap. 4 (Goldsmith) Website Due Tuesday, Sept. 29 Meal Management/Synergy CO 02,10, 12; CC F10 Covey - pp Thursday, Oct. 1 Decision making CO 03 & 04; CC F3 Goldsmith-Chapter 5 Tuesday, Oct. 6 Planning CO 03, 04 & 13; CC f5 Goldsmith Chapter 6 Thursday, Oct. 8 Planning CO 03, 04 & 13;CC F9 Website Due Tuesday, Oct. 13 Thursday, Oct. 15 MID-TERM EXAM - Communication - Conflict management - Empathy CO 08 & 09: CC F2 Goldsmith Chapter 7 Covey - pp Option A Due Tuesday, Oct. 20 Time management CO 06; CC F1 Goldsmith - Chapter 9 Option E. Due Thursday, Oct. 22 Time management CO 06; CC F1 Covey-pp Tuesday, Oct. 27 Time management CO 06; CC F10 Time Analysis/Log Due Thursday, Nov. 3 Division of Labor CO 05; CC - F10 Goldsmith-Ch. 10 Tuesday, Nov. 5 Work simplification CO - 05; CC F1 & F10 Thursday, Nov. 10 Space management CO - 05; CC F10 Website Due Tuesday, Nov. 12 Space management CO - O5;CC F10 Option B Due Thursday, Nov. 17 Money management CO - 10&13; CC F5,9-10 Goldsmith-Ch. 13 Tuesday, Nov. 19 Money management CO 10&13; CC F5,9-10 Thursday, Nov. 24 Stress management CO 02; CC F2 & F4 Goldsmith Ch. 11 Option C Due Tuesday, Dec. 1 Stress management CO - 02; CC f2 & F4 Option D Due Thursday, Dec. 3 - Quality of life / balance CO 10; CC F7 Goldsmith - Chapter 14 - Self-Renewal Covey Technological Trends Option F Due Tuesday, Dec. 8 Project Presentation CO - 11; CC F1 & F7 Option G Due Tuesday, Dec. 11 Project Presentations/Review Tuesday, Dec. 15 Final Exam 8:00 a.m. 10:00 a.m.

217 D-27 MATH Abstract Algebra Day and Time: TH, 6-8:50PM, Room: MCL 405 Instructor: Junalyn Madsen, Ph.D. Contact Info: Office: MCL 302E Phone: Fax: Office hours: 9-11 a.m. M and 3-5 p.m. TH Course Content Course Description: This is a course designed to help students understand basic concepts such as groups, rings and fields. Course Materials Text: An Introduction to Abstract Algebra with Notes to the Future Teacher, by O. Nicodemi, M. Sutherland, G. Towsley Grading: There will be 2 major tests at 100 pts each, a comprehensive final exam at 200 pts, and a number of quizzes totaling 200 pts. Tentative Dates Test 1 Thursday, Feb 19 Test 2 Thursday, April 2 The grading scale is: =A =B =C =D 0-360=F Tests/Quizzes: Make-up tests/quizzes may be given only in extreme emergency (as decided by the instructor). The class final exam will be given on Thursday, May 14, 2009, 6-8PM.

218 D-28 Class routine: The first meeting is quite special because it is the time to clarify what is stated in the syllabus. We will review and answer some questions about the topics discussed during the previous meeting (second and later meetings, except after each midterm exam). A 15-minute quiz will follow. Yes, there is a quiz every meeting except test 1 and 2 days. These quizzes constitute 33% of your grade. This will motivate students to be aware of what it taking place in the classroom each meeting. We have been told that, Frequent Exams/Quizzes Equal Better Results for Students. After each quiz, I will discuss the new topic(s). I will give the assignment. The last day to drop without academic penalty is February 26. After the last day to drop without academic penalty, a student who drops will receive a W or WF at the discretion of the instructor. Tutoring: Free tutoring in MCL 310, through the Mathematics and Technology Success Center (MTSC). A tutor schedule is usually posted during the first or second week of the semester. Check Course Information for an electronic copy of the tutor schedule in a week or two. Videos may be checked out through the MTSC. Students with Disabilities If you anticipate the need for reasonable accommodations to meet the requirements of this course, you must register with the office of Disability Support Services (CFO 106, , ) in order to obtain the required official notification of your accommodation needs. Please plan to meet with me by appointment or during office hours to discuss approved accommodations and how my course requirements and activities may impact your ability to fully participate.

219 D TENTATIVE CLASS CALENDAR Date SECTIONS HOMEWORK PROBLEMS 22-Jan Introduction and Page 7, #s1, 2-5; Page 13, #s1-5, 7, 8, Page 25, #s3-6, 8-9; Page 31, #s Jan 2.1, Feb 2.5, Feb Feb Review EXAM 1 26-Feb Mar Mar SPRING BREAK 26-Mar 4.7, Apr Review EXAM 2 9-Apr Apr Apr Apr May 6.3, May Final Exam

220 D-30 MATH (Matrix Methods) Spring 2009 Day and Time: MW, 2:30 3:50PM, Room: MCL 307 Instructor: Dr. Junalyn Madsen, Office: MCL 302E Phone: (940) Address: Office Hours: M 9-11AM and TH 3-5PM Class Materials: * Text: Matrix Methods by Richard Bronson, 2 nd Edition Course Objective and Description: This is an undergraduate course designed to help students not only to understand in depth the underlying concepts but also start solving some real world modeling problems from economics, physics, and engineering which require knowledge matrix calculus. The use computer via MATLAB and graphing technology will enhance your understanding of the principal concepts. Also this course will include quadratic forms and matrix applications to systems of linear differential equations. Grading: There will be 2 major tests at 100 pts each, a comprehensive final exam at 200 pts, and a number of quizzes totaling 200 pts. Test 1 Test 2 Tentative Dates Thursday, Feb 16 Monday Thursday, April 6 Monday Tests/Quizzes: Make-up exams/quizzes may be given only in extreme emergency (as decided by the instructor). The class final exam will be given on Wednesday, May 13, 2009 between 1:30-3:30PM. Grades: There will be 600 points possible. The grading scale is: =A =B =C =D 0-360=F Homework: NO homework will be taken for a grade. However, all students are expected to work all suggested problems. Success in this course will depend on it.

221 D-31 Attendance: All students are strongly encouraged to attend class regularly and punctually. Responsibility for work missed because of illness or school business is placed upon the student. Class routine: The first meeting is quite special because it is the time to clarify what is stated in the syllabus. During the second and later meetings, except after each midterm exam, we will have a 10-minute review. A 15-minute quiz will follow. Yes, there is a quiz every meeting. This constitutes 33% of your grade. This will motivate students to be aware of what it taking place in the classroom each meeting. We have been encouraged the saying that, Frequent Exams/Quizzes Equal Better Results for Students. After each quiz, I will discuss the new topic(s). I will give the assignment. Tutoring: Free tutoring in MCL 310, through the Mathematics and Technology Success Center. A tutor schedule is usually posted during the first or second week of the semester. Check Course Information for an electronic copy of the tutor schedule in a week or two. Videos may be checked out through the MTSC. Texas Woman s University seeks to provide reasonable accommodations for all qualified individuals with disabilities. This university will adhere to all applicable federal, state, and local laws, regulations, and guidelines with respect to providing reasonable accommodations as required affording equal educational opportunity. It is the student s responsibility to register with Disability Support Services and to contact the course instructor during the first two weeks of the course to arrange for appropriate accommodations. For further information regarding Disability Support Services or to register for assistance, please contact the office at (voice), (TDD) or visit CFO 105 for appropriate accommodations. The last day to drop this class without academic penalty is February 26, 2008.

222 D-32 Math Concepts in the Educational Setting Math 4003, 5003 Spring 2007 Ms. Cathy Banks MCL Office Hours: T 9-11, TH 3-5 or by appt. TEXT: The Nature of Mathematics Karl Smith Eleventh Edition Topics will include the following: problem solving, reasoning, geometry, algebra, trigonometry, matrices, statistics, probability, sequences and series, integration, differentiation. Teaching Mathematics in Secondary and Middle School An Interactive Approach James Cangelosi Third Edition GOAL: To review concepts from prior mathematics courses in order to develop a better understanding of topics covered in the 8-12 mathematics classroom. ATTENDANCE: Taken daily. You must sign in for each class to earn attendance points. If a student arrives late or leaves early, attendance points will be prorated. Remember, we only meet 16 times so if you miss a class period, you have missed 6.25 % of the material. HOMEWORK: Assigned daily, but usually not collected. Mathematics is not a spectator sport. YOU must practice as many problems as you can in order to be successful in this course. Remember, YOU are the one needing to pass the TExES exam. GRADUATE PRESENTATIONS: All Math 5003 students are required to give a presentation. Additional information will be provided. WHAT WERE THEY THINKING?: See separate handout

223 D-33 BOOK REVIEW: See separate handout GRADING: 4 chapter 100 points = What Were They 5 pts = 50 Attendance 16@ 4 pts = 64 Book Review = 36 1 comprehensive final = 150 Assignment (graduates only) = 100 TOTAL (graduates) 800 TOTAL (undergraduates) 700 TESTS: All tests are to be done in pencil. They will be given on scantron and will replicate the TExES exam in that you will receive 3.5 minutes per problem for each test given. You will also be allowed to use your graphing calculator and the formula sheet will be given to you. CLASS SCHEDULE: The class schedule is subject to change. If you are absent, you should contact a fellow student to get the information about what concepts were covered in class and any changes to the schedule. GRADING: AVERAGE POINTS (grad) POINTS(undergrad) A A A B B B C C C D D D BELOW 60 F F F MAKE UP WORK: If you must miss an exam, the grade on the final exam will be used as the score for the missed exam. If you miss more than one exam, a zero will be the grade for the second. FINAL EXAM: The final exam will be a comprehensive final and is not optional.

224 D-34 CALCULATORS: You should have your own calculator for this class. A graphing calculator will be allowed for those seeking You will be responsible for knowing how your calculator works. You will also need a dry erase marker. TUTORING: Free tutoring MCL 310. The Math and Technology Support Center is open 7:30am - 6pm M-TH and 10am - 2pm on Fridays. Texas Woman's University seeks to provide appropriate adjustments for all individuals with disabilities. This University will comply with all applicable federal, state, and local laws, regulations, and guidelines, specifically Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act (ADA), with respect to providing appropriate academic adjustments to afford equal educational opportunity. It is the responsibility of the student to register and provide medical verification and academic schedules to Disability Support Services (DSS) at the beginning of each semester and no later than the second week of school unless otherwise determined by the coordinator. The student must also contact the faculty member in a timely manner to arrange for appropriate academic accommodations. For further information regarding Disability Support Services or to register for assistance, please contact the office at (voice), (TDD) or visit CFO 105. Academic Dishonesty: Honesty in completing assignments is essential to the mission of the university and to the development of the personal integrity of the student. Cheating, plagiarism, or other kinds of academic dishonesty will not be tolerated and will result in appropriate sanctions that may include failing an assignment, failing the class, or being suspended or expelled. Suspected cases in this course may be reported to Student Life. The specific disciplinary process for academic dishonesty is found in the TWU Student Handbook. Tools to help you avoid plagiarism are available through the TWU Libraries Quick Links under Research Help (

225 D-35 MATH 4003/5003 Spring 2007 This syllabus is subject to change. Jan 18 Practice TExES Exam 25 Domain I Feb 1 Domain I 8 Domain I, Domain II 15 Domain II, EXAM Domain I 22 Domain II Mar 1 Domain II 8 Domain III, EXAM Domain II 15 Domain III 22 Spring Break 29 Domain III, Book Review Due Apr 5 Domain IV 12 Domain V, Domain VI, EXAM Domain III 19 Domain IV 26 Presentations, EXAM Domain IV May 3 Presentations 10 Final Exam 6-9 p.m.

226 D-36 Math 4013 Syllabus Fall 2007 Instructor Dr. Mark Hamner, Department of Mathematics and Computer Science Office: MCL 413 Phone: Office Hours: 9:30 a.m.-11:00 a.m. Monday through Thursday Blackboard/Virtual Chat Hours (For Math only): 11:00 a.m.-12:00 p.m. Tuesday and Thursday (Don't hesitate to or call for an appointment, if you cannot see me during these hours.) Textbook Course Objective: Course Description: Prerequisite: Probability and Satistical Inference, Seventh edition, by Hogg and Tanis To develop an understanding of and the facility for the theory and applications of probability and distributions. The theory of discrete and continuous random variables and their distributions. Topics include expected values, the uniform, hypergeometric, binomial, negative binomial, Poisson, gamma and normal distributions, moment generating functions, and the central limit theorem. Calculus I Grading Exams: 3 equally weighted examinations (25% each) Final Exam: Cumulative final Exam (25%) Grades: A 90% 100% B 80% 89% C 70% 79% D 60% 69% F below 60% Notes: Exams: Dates (tentative): September 19, October 24, and November 21. Makeup exams will be given only in extreme emergency situations (as decided by the instructor). The final will be held from 1:30p.m.-3:30p.m. on Wednesday, December 11. Students with 2 or fewer absences may replace the lowest test grade with the final exam grade. Homework: No homework will be taken up for a grade. However, all students are expected to work all suggested problems. Success in this course will depend on it.

227 D-37 Attendance All students are strongly encouraged to attend class regularly and punctually. Students are solely responsible for any material that is covered as well as any assignments made in their absence. Academic Dishonesty Honesty in completing assignments is essential to the mission of the university and to the development of the personal integrity of the student. Cheating, plagiarism, or other kinds of academic dishonesty will not be tolerated and will result in appropriate sanctions that may include failing an assignment, failing the class, or being suspended or expelled. Suspected cases in this course may be reported to Student Life. The specific disciplinary process for academic dishonesty is found in the TWU Student Handbook. Tools to help you avoid plagiarism are available through the TWU Libraries Quick Links under Research Help ( Notes: Texas Woman s University seeks to provide appropriate academic adjustments or all individuals with disabilities. This University will comply with all applicable federal, state, and local laws, regulations, and guidelines, specifically Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act (ADA), with respect to providing appropriate academic adjustments to afford equal educational opportunity. It is the responsibility of the student to register with and provide medical verification and academic schedules to Disability Support Services (DSS) at the beginning of each semester and no later than the second week of school unless otherwise determined by the coordinator. The student also must contact the faculty member in a timely manner to arrange for appropriate academic adjustments. For further information regarding Disability Support Services or to register for assistance, please contact the office at (voice), (TDD) or visit CFO Please note that after the last date to drop the course without academic penalty, any student that is failing and chooses to drop will receive a WF.

228 D-38 Math 4013 Course Outline Fall 2007 Section Page Homework Assignment , 10,13, , 5, 8, 9, 12, 13, 15, 17, ,2,4,5,7,8,11,12,15, ,9, *,2*,3(a,b,d),5*, , 2, 3(a,b,d),4-8, 11, 13, ,7(a,b) ,3-6, 8-11, ,10, ,5,6,8, ,2(a,b)(i & ii),3,5,6, ,4,6(a-d),8-10, ,4,5,9,11, , 14, 19, 20 *These problems will include instructions different from those given in the text.

229 D-39 Math 4013 Some Notes on Succeeding in this Class Form a study group even if it is just you and one other person. It is very important to take thorough notes in my class. Combining your notes with another student s will no doubt help. Attend class unless you are ill. Academic success is closely associated with regular classroom attendance. I understand that circumstances may prevent this on occasion. When you are unable to attend class, for whatever reason, be sure and get someone s notes. When you prepare for exams, study from your notes and homework. The homework is assigned to compliment and reinforce the notes. Thus, use the book to back up your notes. Your class notes and handouts can help you navigate through the text efficiently. Ask questions in class. Students often think that they are alone in their confusion. This is almost never the case. I love for students to ask questions. Don t get behind. It is almost impossible to cram statistics. If the department felt the material could be learned at a faster rate, it would be covered at a faster rate.

230 D-40 Course Description NURS 3643: THE RN BACCALAUREATE NURSING EXPERIENCE Collin County Higher Education Center Option This course focuses on the transition to baccalaureate nursing for the registered nurse and emphasizes aspects of technology, socialization, communication, and professional accountability. Introduces the concepts of health promotion, health maintenance, and health protection. Designed to be the entry-level course for, and limited to, registered nurses. Taken in place of NURS Prerequisites: Admission to upper division Nursing and current licensure to practice in the State of Texas as a registered nurse. Please Note: This course is intended to be implemented entirely online but with the option for students to attend four (4) face-to-face meetings to be held at the Collin County Higher Education Center. Optional class meetings may be offered by the instructor. Please notify your instructor if you would like to arrange additional meetings on campus. Course Credits: Three (3) credit hours upon successful completion of the course. Course Objectives: Upon successful completion of this course, the student should be able to: 1. Appropriately utilize various technologies incorporated in the online educational experience. 2. Describe the perspective of baccalaureate nursing. 3. Identify trends, issues, and standards that impact the professional practice of nursing. 4. Discuss the nursing process, nursing theories, and nursing research. 5. Utilize various methods of effective communication. 6. Discuss the components of health promotion, health maintenance, and health protection in relation to the evolving health care system. 7. Identify the significance of the role of professional organizations to the nurse. 8. Explore the interaction between international health policy and health care economics on such determinants as increase in population, increase in health cost, and the rationing and distribution of health care supplies. 9. Discuss the implications of globalization on the health status of different populations. Course Requirements Students in the course are required to satisfactorily complete all course assignments and projects prior to the end of the course. Similarly, students are required to consistently participate in online discussions, blogs, and wikis throughout the course. Appropriate participation is further defined in this syllabus. Instructors Rachel Neff, RN, MSN, MHA Phone: (office) (cell) [email protected] [email protected] Yahoo Instant Messenger at [email protected] CHEC Office: Room 121 I will also be available to CHEC students from 9 am to 3 pm Wednesdays and other times by appointment. Course Content

231 D-41 Technology utilization in an online baccalaureate program. The role of the professional nurse in modern health care The art and science of nursing: nursing process, nursing theory, and nursing research Trends, issues, and standards in modern health care The evolution of health care: Health promotion, maintenance, and protection The globalization of health care: Domestic and international issues Professional organizations and nursing Required Texts Evaluation American Psychological Association (APA). (2001). Publication manual of the American Psychological Association (6 th edition). Washington, D.C.: Author. Benner, P. (2001). From novice to expert: Excellence and power in clinical nursing practice (Commemorative ed.). Upper Saddle River, NJ: Prentice-Hall. Board of Nurse Examiners for the State of Texas. (2007). Nursing practice act and nursing peer review act: Texas statues regulation the practice of nursing in Texas. Austin, TX. Author: Creasia, J. L.,& Parker, B. J. (2007). Conceptual foundations: The bridge to professional nursing practice (4th ed.). St. Louis, MO: Mosby. Course grades will be determined by cumulatively adding points for various class activities. Below is a list of the four different class activities, the number of points that will be awarded to each of those activities throughout the class, and the TWU College of Nursing grading scale. Assignments points A Online Discussions points B Blog (Reflective journal) C Paper D Class project 20 < 59 points F Survey/Program Evaluation 5_ Total 100

232 D-42 Assignments, Online Discussions, and Blogs There are five units of study in the class, each lasting three weeks and containing one or more assignments. Each unit also includes required online discussions of chosen topics with other participants in the class. Each unit of study is worth 12 points, for a total of 60 points. The unit assignments are worth six points each, the participation in online discussions is worth 4 points per unit, and the reflective journal blog is worth 2 points per unit. This yields an overall assignment grade of up to 30 points (5 units x 7 points each), an online discussion/participation grade worth up to 20 points, and a blogging grade worth up to 10 points. While assignments are familiar to most students, participation in online discussions and blogs are often less easily understood. Here is how it all breaks down: Unit 1 1/19-2/9 CHEC Class Jan 20 6 pm Unit 2 2/10-3/2 CHEC Class February 10 Unit 3 3/3-3/23 CHEC Class March 17 Unit 4 3/24-4/14 CHEC Class April 14 Unit 5 4/15-5/9 Assgmt 6 pts Discussion 4 pts Blog 2 pts Assgmt 6 pts Discussion 4 pts Blog 2 pts Assgmt 6 pts Discussion 4 pts Blog 2 pts Assgmt 6 pts Discussion 4 pts Blog 2 pts Assgmt 6 pts Discussion 4 pts Blog 2 pts Unit Total 12 pts Unit Total 12 pts Unit Total 12 pts Unit Total 12 pts Unit Total 12 pts Technology is very important to modern nursing practice and research. The first unit will introduce several technologies to be used throughout the semester: Blackboard Used for posting of assignments, discussion questions, announcements, etc. Instant Messaging (Yahoo) We will each be demonstrating our ability to set up an IM account and to communicate with each other through this technology. The instructor will also use IM for weekly Q&A communication times throughout the semester. Blogs Weblogs can be very useful tools and we will use them for reflective journaling as we journey through the semester. We will use Wordpress as our blog site. See the section below on blogs. Group Pages The class will use Group Pages to post information about and to discuss the class project. Survey and Program Evaluation On online survey and a program evaluation will be offered online through Psychdata to help with Institutional Effectiveness for TWU. Points are awarded for completion of the survey and evaluation tool, but the survey and tool are not graded. You will have approximately one month to complete these assessments and instructions for access will be provided the first week of class. Several of the units of study include short papers as assignments. Please use your APA manual when writing these papers, since scholarly writing is a hallmark of the professionalization of nursing. Increasing emphasis will be placed on the correct formatting of these papers as the semester progresses so be certain to pay attention to the details of scholarly writing.

233 D-43 Participation in online discussions will be evaluated both quantitatively and qualitatively. Online discussions are one of the main forms of communication in an online hybrid class. For that reason, students must truly engage in the online discussions. Without frequent and consistent participation in discussions, not only do students become disconnected from the class, but other students do not benefit from the input of the entire class. Your initial response to the discussion question must be posted during the first week of each unit and must include at least one APAformatted reference. This shows you have carefully thought about and researched the topic and are not merely responding off the cuff. In addition, you should respond to at least two other students postings. The first response should be posted no later than the end of the second week of each unit. Other than that, please feel free to participate in the online discussions as often as you can and wish. Needless to say, quality of discussion is important as well. Ideally, each student should significantly advance each discussion in some way. However, there can be a lot of discussions (for each unit, at least one posted by the instructor and at least one posted by each student sometimes more). Students may not always have much to say about a particular subject. The last thing that an instructor wants is for a student to make a statement for the sake of having made it, as quality usually suffers. In these seminar style online discussions, each student will be contributing to the learning of all the other students. Remember that responses such as I agree or Good point do nothing to further the discussion and will not count toward your grade. Major Paper A major paper worth twenty (20) points is also required in the course. Though this paper will be due near the end of the course, you are encouraged to start early. The Instructors are willing to examine drafts of your papers in order to provide feedback that will help to make your final submission into a stronger product. The paper is worth twenty percent of the course grade. The paper must be about the future of nursing as a profession. The scope and focus is up to the student but you must submit a topic for consideration and approval by the instructor. It may be global, local, cultural, economic, social, political, and/or whatever other factors the student desires. The paper is very open-ended; it should be focused on something that is meaningful to the student. Consult with your instructors and classmates for suggestions. Using the TWU library system and the Internet, thoroughly investigate your specific focus of the future of nursing. Include in your reference list at least ten articles that are each less than five years old and from credible sources. You will probably have more than ten references in total, but please ensure that at least ten of your sources are characterized by the above criteria. While any paper or presentation about the future will undoubtedly contain some degree of speculation, the paper must include support for any conclusions and assertions made by the student. The idea is to present an educated supposition rather than an uneducated guess. This paper, as with all other TWU RN-BS/MS papers, will be written using APA style. Be certain to also catch spelling, punctuation and grammatical errors in your final edit: these are all important in high quality written work. The length of the paper should not exceed 15 pages, including an introduction and a conclusion, but excluding the reference pages and appendices (if any). An abstract will be completed along with the paper and will be posted on Blackboard for review and commentary by your classmates. Class Project

234 D-44 The final requirement for the course is a class project, also worth twenty points. The class project is intended to deal in some way with professional nursing and to involve the entire class (unless the class is enormous). Other than these requirements, there is a fair amount of freedom in what the class may choose to do as a project. The product may be a paper, a presentation or event in the community, a website, even a research-oriented effort. Time can be spend during face-to-face classes to coordinate and plan for your project. As with the paper, the project should be something meaningful to the students within the class. The group will submit a project proposal for approval by the instructors. Your instructors may be able to help the class come to a decision on a manageable project. In the information age, professionals must learn to effectively work together in groups asynchronously. That is, they have to be able to be part of a team that may never meet face to face. Promoting this vital skill is one of the primary goals of the class project, but grading group projects can be very tricky. So, whatever project that the class adopts, it should be one that may broken up into chunks of responsibilities that can be assigned to individual students within the class. A grade will be given for each student s personal effort and for the group effort, both of which will be averaged together to determine the final class project grade. To facilitate analysis of project participation, the class will use Group Pages on Blackboard to post proposal, comments, and discussion about the class project. The class project is worth a total of 20 points, with 15 points coming from the finished project itself and 5 points coming from participation in the Group Pages process. The 5 participation points will be assigned as one point for each of the five units of study. To receive all five points your participation must be consistent throughout the semester. Participation points can not be made up after each unit is completed. Blogs Each student will construct a blog on the site Wordpress.com. You can use this link to get there: Instructions for setting up the blog and working with reflective journaling are included in the document titled Blogging and Reflective Journaling. Grading for blog participation will be part of your weekly discussion grade and you are expected to journal at least once each week during the course. Instructor Feedback Instructors will always attempt to provide feedback to any submitted assignment or materials as quickly as possible. However, submissions seem to frequently come in large chunks across different classes. Similarly, other professorial responsibilities frequently emerge in a feast or famine fashion. Students will receive feedback from their instructors at the end of each instructional unit of study or within two weeks if specifically requested or deemed necessary. Students who seek pre-submission feedback are strongly encouraged to submit drafts as early as possible. A draft submitted within the last two weeks of the due date may not be examined. Policies Please review all student policies as found in the TWU Student Handbook. These policies are available online and in the printed TWU Student Handbook. TWU Disability Policy

235 D-45 Texas Woman s University seeks to provide appropriate academic adjustments for all individuals with disabilities. This University will comply with all applicable federal, state, and local laws, regulations, and guidelines, specifically Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA), with respect to providing appropriate academic adjustments to afford equal educational opportunity. It is the responsibility of the student to register with, and provide medical verification and academic schedules to, Disability Support Services (DSS) at the beginning of each semester and no later than the second week of school unless otherwise determined by the coordinator. The student also must contact the faculty member in a timely manner to arrange for appropriate adjustments. For further information regarding Disability Support Services or to register for assistance, please contact the office at (voice), (TDD) or visit CFO 106. The address is [email protected]. Student Attendance Policy Consistent and attentive attendance is vital to academic success and is expected of all students. Grades are determined by academic performance and instructors may give students written notice that attendance related to specific classroom activities is required and will constitute a specific percentage of students grades. Instructors are strongly encouraged to keep a record of student attendance. They should note absences due to documented student illness, serious illness or death in the student s immediate family, official school activity, state-recognized religious holiday, or other verified absences deemed appropriate by the instructor. Students must consult with instructors regarding the completion of make-up work. Absences do not exempt students from academic requirements. Excessive absences, even if documented, may result in a student failing the course. An incomplete may be granted if the student has a passing grade, but only if the instructor determines that it is feasible for the student to successfully complete remaining assignments after the semester. Pursuant to university policy, such determinations are within the discretion of the instructor. Academic Dishonesty Policy Academic dishonesty is defined as follows: Academic dishonesty includes cheating, plagiarism, falsifying academic records, and other acts intentionally designed to provide unfair advantage to the student or the attempt to commit such acts. Cheating includes, but is not limited to, intentionally giving or receiving unauthorized aid or notes on examinations, papers, or class assignments intended to be individually completed. Cheating also includes the unauthorized copying of tests or any other deceit or fraud related to the student s academic conduct. Plagiarism occurs when a student obtains someone else s work and presents those ideas or words as her or his own academic work. [Please read the student handbook for more information on this policy. In addition, please read the teacher prepared document which follows.]

236 D-46 Paper and Abstract Evaluation Criteria Introduction (10 points) Points Earned: Identifies and describes the issue/topic to be discussed, the background or reason for the student s interest in the issue/topic, and orients the reader to the flow of the paper. Body (30 points) Points Earned: The body of the paper is organized into subtopics that relate to the issue/topic and discusses the literature related to the subtopics. At least 10 articles reviewed have been published in the last 5 years or less and all reference articles are cited in the paper. Discussion (30 points) Points Earned: The discussion is comprehensive and includes the student s analyses and interpretations of the arguments made by various authors. Conclusion (10 points) Points Earned: The primary conclusions of the paper are presented in a summary at the conclusion of the paper. The conclusion demonstrates an ability to tie together the discussion presented in the paper. Style (10 points) Points Earned: APA format is followed. There are no spelling, grammar, or punctuation errors. Abstract (10 points) Points Earned: A concise and informative abstract will summarize the issue/topic. It is to be posted online by the due date and each student is responsible for discussing the abstracts of at least two other students. Comments and suggestions: Reviewer Date AVOIDING PLAGIARISM

237 D-47 by Dr. Maisie Kashka In an effort to ensure the integrity of the academic process, Texas Woman s University vigorously affirms the importance of academic honesty as defined by the Student Handbook. Therefore, in an effort to detect and prevent plagiarism, faculty members at Texas Woman s University may now use a tool called Turnitin to compare a student s work with multiple sources. Many students are somewhat unclear as to what exactly constitutes plagiarism. The following is intended to assist you as prepare your written work to avoid the particular form of academic dishonesty. The APA manual gives a description of plagiarism on pages (There is also direction on how quote on pages ) The following is an example. The following is a verbatim long quote from the following article: Pravikoff, D., Tanner, A., & Pierce, S. (2005). Readiness of U.S. nurses for evidence-based practice. AJN 105(9), Pravikoff, Tanner, & Pierce (2005) drew the following conclusions from their study of 760 nurses: Some of this can be attributed to the technologic changes that have occurred over the last 10 or 15 years. Some of it, however, has to be blamed on the failure of nursing education to understand and value the importance of maintaining a practice based on more than tradition, intuition, and experience. These are important components of nursing practice, of course, but searching for and reading current literature, including research, are essential. Many of the things that we have always done may not be the best practices today. (p. 50) Were you to use this direct quotation without indenting it and indicating the source, you would have plagiarized these authors work. It is the indentation followed by that alerts the reader to the fact that this is not the writer s own words. The authors and page number(s) must always be given. Now suppose you wanted to paraphrase the above quotation. In that case, you would restate it in your own words. However, you must still acknowledge the source for the paraphrased work. And, within this paraphrase, I have also enclosed a direct quote from the above. It seems clear that many nurses in the U.S. are not ready for evidence-based practice. Pavickoff, Tanner, and Pierce (2005) believe that this can be explained by the changes that have occurred in technology and the fact that nursing schools have failed to prepare nurses to understand and value the importance of maintaining a practice based on more than tradition, intuition, and experience (p. 50). You will note that in the above I rephrased part of the original paragraph and put it in my own words. However, I also included a direct quote because I couldn t think of a better way to phrase what they had said. In conclusion, here are three rules to help you avoid plargiarism: 1. Always, always, always give credit to the author(s) whose ideas you are using. 2. Never, never, never quote directly unless: a. You enclose the exact words in direct quotes (if the quotation is less than 40 words). b. You indent on both margins 5 spaces (if the quote is more than 40 words). 3. Always restate the author(s) ideas in your own words when paraphrasing and always give the author(s) credit for their ideas.

238 D-48 TEXAS WOMAN S UNIVERSITY COLLEGE OF NURSING DENTON CAMPUS NURSING 3614 NURSING ASSESSMENT ACROSS THE LIFE SPAN FOR THE RN Faculty: Donna Sauls, PhD, RN ASB 126 (940) [email protected]

239 D-49 NURS 3614 NURSING ASSESSMENT ACROSS THE LIFE SPAN COURSE DESCRIPTION: Focuses on physical and psychosocial techniques of health assessment. Emphasizes influences of spirituality, culture, and human sexuality on individuals of all ages. Clinical experiences provide opportunities to apply interview and assessment skills in community-based settings. COURSE CREDIT: Four (4) semester hours; two and one half (2.5) hours lecture a week, four and one half (4.5) hours clinical a week COURSE PLACEMENT: Junior Semester I. COURSE OBJECTIVES: Upon successful completion of this course, the student should be able to: 1. Identify components for health assessments of individuals of all ages. 2. Identify aging changes on various body systems. 3. Perform physical and psychosocial health assessments, which include human sexuality, spirituality, and cultural influences. 4. Modify health assessment techniques appropriate to age and developmental variations. 5. Incorporate current health screening recommendations into health assessments. 6. Analyze health assessment data to determine health care needs. 7. Use appropriate terminology in written and verbal communication for the purpose of health assessment. 8. Demonstrate professional accountability in the collection and use of health assessment data. COURSE REQUIREMENTS: Textbooks: Jarvis, C. (2008). Physical Examination and Health Assessment (5 th ed). St. Louis, MO: Saunders. Jarvis, C. (2008). User Guide and Access Code Handbook. St. Louis, MO: Saunders. American Psychological Association. (2001). Publication Manual (5 th ed.). Washington, DC: American Psychological Association. Recording equipment: Either equipment that can record in a VHS format or a DVD format.

240 D-50 Software: Microsoft Office (Word, PowerPoint), Acrobat Reader, QuickTime 5 or higher, Shockwave 8.5 and Flash 7. Assessment equipement: Stethoscope with a bell and a diaphragm, Reflex hammer, Pen light, Otoscope, Ophthalmoscope and pneumatic bulb, Tuning forks, goniometer, fat-o-meter, tape measure, tongue blades, gloves, and Rosenberg eye chart. COURSE CONTENT: 1. Complete health assessments across the life span. 2. Components of databases. 3. Factors that influence collection: spirituality, sexuality, culture, values and beliefs. 4. Interviewing and communication techniques. 5. Functional and physical changes associated with aging vs. pathological changes. 6. Development through the lifespan, assessment of development and modification of collection techniques. 7. Techniques of physical assessment. 8. Health screening recommendations. 9. Legal and ethical considerations. 10. Professional accountability. 11. Documentation. 12. Critical thinking. 13. Diagnostic reasoning. SCHEDULE OF TOPICS Module I. Assessment of the Whole Person (Part 1) and Approaches to the Clinical Setting Module II. Physical examination (Sections A, B, & C) Module III. Integration of the Health Assessment Module IV. Assessment of the Whole Person Part 2 EVALUATION: Satisfactory completion of the course is based on satisfactory attainment of the didactic and clinical criteria requirements. The student must achieve a minimum average of 72% on both the didactic and clinical requirements. A student whose performance is unsatisfactory at mid-term will be notified in writing by the university. The student who fails to meet the course objectives in either the didactic or clinical portion of the course must repeat the course in its entirety. The didactic and clinical portions of the course are inseparable.

241 D-51 Clinical skills laboratory: The student is expected to successfully perform, a nursing assessment in accordance with the criteria established in the Assessment Integration Evaluation sheet. Comprehensive Physical Examination One comprehensive head-to-toe client assessment (inclusive of all systems except the genitourinary system) applying basic and advanced assessment techniques will be performed on an adult client or adolescent over the age of 13 years old. If an adolescent is assessed, the permission from the parent must be obtained and submitted to your faculty prior to the exam. The comprehensive physical exam will be submitted via a recording. The format to submit must either be VHS or DVD. The tape must not exceed 60 continuous minutes. It must address all critical components (listed in the Assessment Integration Evaluation Sheet) of each system. All critical components must be audible and visible on the videotape. The student may minimally refer to notes during the examination. The recording will be critiqued, using the Assessment Integration Evaluation Sheet which has delineated specific competency criteria. Be certain that you don't leave any competencies out. The examination must take place in an appropriate setting and the examiner must be in professional dress. The examiner can wear business attire with a lab coat or scrubs. The recording can be mailed or dropped off to the course faculty member. If it is mailed it must be received in the College of Nursing office by 12 noon on the day that it is due. The student must achieve a minimum of 72% on each section of the assessment. The sections include demonstration of the head to toe assessment and demonstration of proficiency in those skills deemed critical behaviors. These 2 scores will be averaged for the final assessment grade. If the student is unsuccessful (<72) in the video presentation for either section, the student will be allowed to submit another video tape of their assessment. For the second attempt, regardless of the grade earned above 72%, the highest grade that the student can earn is a 72%. Failure to demonstrate a 72% on the nursing assessment will result in a grade of F for Nursing Five (5) points will be deducted from the final score for the assignment for each day the videotape is late. Recording Guidelines 1. Students are required to supply all recording equipment. Tapes/DVDs will be returned to the student. 2. A video release form must be signed by the client and student each time an examination is taped. A signed release form (located in course documents) should be turned in with each recording assignment. If the student fails to turn in a release form with the recording, the faculty will not grade the assignment until the release form is submitted. The assignment will be considered late, and penalties for late assignments will be assigned. 3. When recording, the camera must be focused on the examiner and the area being assessed. The faculty grading the assignment will need to verify technique, and if the video camera is too far away from the area being examined, the technique can not be verified and the student will receive no credit for that section.

242 D Any identifiers related to the client being examined must be removed prior to videotaping. 5. Time limits for the assignment will be strictly enforced. 6. Partners or clients are not permitted to assist or cue the student examiner. If this occurs, the student will receive a zero on the videotaped assignment. 7. Please review your recording prior to submission. Make sure that all critical components are audible and visible on the recording. Classroom (didactic): The student is expected to achieve a minimum average of 72% on the examinations (quizzes and final exam) and written assignments. Written Assignments Four (4) write-ups of focused physical examinations related to selected systems are required and will follow the problem oriented (SOAP) format. Each write-up will be typed and electronically submitted to the assignment drop box or to the instructor for evaluation. Criteria used for evaluation will be accuracy, organization, logical flow, appropriate use of abbreviations, succinctness, and inclusion of appropriate assessment tests and procedures. Refer to Jarvis and the blackboard course site for format guidelines and sample write-ups. The following two write-ups are required: Interview and the Health History Nutrition assessment Two (2) of the following write-ups are required. Choose those systems that you feel you need additional practice on: Abdominal assessment, Skin, Hair, Nails and Head & Neck assessment Eyes & Ears assessment Heart & Lung assessment Nose, Sinuous, Mouth & Throat assessment Musculoskeletal assessment Neurological assessment Note: All papers will be graded according to the Criteria for Evaluation designed for each written assignment. Papers turned in late will have 5 points deducted for each day it is late. Assignment Policy All assignments will be submitted via Blackboard. Since Blackboard has time and date stamp capabilities, it will be the final record of when an assignment was received. ***LATE ASSIGNMENTS AND/OR POSTINGS WILL NOT BE ACCEPTED*** Course assignments are weighted as follows: Assessment tape 40% Written assignments 25%

243 D-53 Final 25% Online Quizzes 10% TWU COLLEGE OF NURSING GRADING SCALE: A = B = C = D = F = 59 and below A grade of WF will be recorded if the student has an average grade of below 72% and withdraws from the course after the academic penalty date as stated in the TWU calendar. ADDITIONAL INFORMATION: ADA Statement Texas Woman s University complies with all applicable federal, state and local laws, specifically Section 504, of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) with respect to providing appropriate academic adjustments that will afford equal access to the educational process. It is the responsibility of the student to register with the Disability Support Services (DDS) at the beginning of each semester (no later than the second week of school unless otherwise determined by the DSS director). For further information regarding DSS, please contact the office at (940) (voice), (940) (TDD), [email protected] or visit CFO 105. Participation Expectations for Blackboard You will be expected to log in to Blackboard regularly and keep up with announcements and discussion postings. A minimum of at least four (4) days out of seven days will help you succeed. Working online requires self-discipline. This is not a self-paced course. You have firm due dates for assignments and you should meet those dates. Do not wait until the last minute to turn in your assignments or tests. Technology is not perfect and unforeseen technical problems at the last minute will not be accepted as excuses. If you plan your studies appropriately, you should have plenty of time to work through technical issues. Communicate difficulties early. Academic Dishonesty Honesty in completing assignments is essential to the mission of the university and to the development of the personal integrity of the student. Cheating, plagiarism, or other kinds of academic dishonesty will not be tolerated and will result in appropriate sanctions that may include failing an assignment, failing the class, or being suspended or expelled. Suspected cases in this course may be reported to Student Life. The specific disciplinary process for academic dishonesty is found in the TWU Student Handbook. Tools to help you avoid plagiarism are available through the TWU Libraries Quick Links under Research Help (

244 D-54 Online course communication This course will follow the following protocol for online communication. In the subject line list the course and number (i.e. NURS 3614). Use proper English, with correct grammar and spelling, no truncated or text language. Refer to the faculty according to their title. Response time to s will be tied to faculty office hours and work week. Use the discussion board for posting general or administrative questions. As you move through the course, these postings should be your first point of reference for questions or concerns. Note: Discussion Board and are not monitored 24/7. You can expect a reply to your question within 24 hours, except for weekends and holidays. If you do not get a response to an important posting on the discussion board, use . s will be answered within 24 hours. MATERIAL CONTAINED IN THIS DOCUMENT IS FOR INFORMATION PURPOSES AND IS SUBJECT TO CHANGE WITHOUT PRIOR NOTICE.

245 D-55 TEXAS WOMAN S UNIVERSITY College of Professional Education Department of Teacher Education Educational Administration Program Educational Foundations and Administrative Implications ELDR 5113 Sue E. Mutchler Class hours: Office: 208 Stoddard Hall Class location: [email protected] Office phone: Office hours: M, W, Th 1:30-4:30 pm Other times by appointment Academic Mission Statement Texas Woman's University is a notable institution, primarily for women, dedicated to excellence through academic achievement, research and creativity, innovation and collaboration and committed to fiscal accountability. TWU's academic and social environment empowers students by inspiring intellectual curiosity and lifelong learning, embracing scholarship and research, developing leadership and personal responsibility, and promoting diversity and respect for all individuals. TWU educates students to succeed as they pursue careers, research or graduate study in the liberal arts and health, education and business professions. By setting high expectations and high ideals, TWU prepares its graduates to lead personally and professionally fulfilling lives. Department Goals TWU is committed to teacher preparation that focuses on a learner-centered climate in which the learners, teachers, administrators, parents and the community all have responsibility for the learner's success. Program Goals The educational administration program is committed to the development of leaders and educators skilled in the promotion of learning in a culturally diverse, democratic society. Course Description ELDR Educational Foundations and Administrative Implications. Historical, philosophical, and cultural factors influencing education. Planning instruction and learning. Critical and higher level thinking. Modeling democratic values and implications for decision making. (TWU, Graduate Catalog, ). Course prerequisite. None TExES Competencies ELDR 5113 is aligned with the Texas principal competency framework in that it targets students learning of Domain I: School Community Leadership. Specifically, the course will ask you to demonstrate how to shape campus culture by facilitating the development, articulation, implementations, and stewardship of a vision of learning that is shared and supported by the school community (Competency.001) and how to communicate and collaborate with all members of the school community, respond to diverse interests and needs, and mobilize

246 D-56 resources to promote student success (Competency.002). Knowledge Base Various theoretical, philosophical, and research-based notions about educational leadership inform the content of the course so students are able to analyze and critique the purpose of education and role of effective educational leadership. Many and varied sources of knowledge from theory, research, and practice inform the design, content, and delivery of the course. Although not an exhaustive or comprehensive list, the following journals are sources for further readings: American Educational Research Journal American Journal of Education Educational Action Research Educational Administration Quarterly Educational Evaluation and Policy Analysis Educational Foundations Educational Research Quarterly Educational Researcher Exceptional Children Journal of Curriculum and Supervision Journal of Educational Administration Journal of Research and Development in Education Journal of Research for Leadership Education Learning Disabilities in Research Quarterly Learning Disabilities Quarterly Review of Educational Research Review of Research in Education Urban Education The course is informed by learned societies and professional organizations and based on knowledge gleaned from research and practice. Among these learned societies and professional organizations are: American Association of Colleges for Teacher Education (AACTE) American Association for Higher Education (AAHE) American Association of School Administrators (AASA) American Educational Research Association (AERA) Association for Supervision and Curriculum Development (ASCD) Association for the Study of Higher Education (ASHE) Council for Exceptional Children Division of Developmental Disabilities and Autism National Association of Elementary School Principals (NAESP) National Association of Secondary School Principals (NASSP) National Council for the Accreditation of Teacher Education (NCATE) National Middle School Association (NMSA) National Policy Board for Educational Administration (NPBEA)

247 D-57 Interstate School Leaders Licensure Consortium (ISLLC) University Council for Educational Administration (UCEA) Course Materials and Texts (Required) Noll, J. W. (Ed.). (2009). Taking sides: Clashing views on educational issues (15 th ed.). Boston, MA: McGraw Hill Companies, Inc. Spring, J. (2008). American education (13 th ed.). Boston, MA: McGraw Hill Companies, Inc. Course Materials and Texts (Highly Recommended) American Psychological Association. (2001). Publication manual of the American Psychological Association (5 th Edition). Washington, D.C.: Author. Course Objectives and Student Outcomes In taking this course, students will be introduced to the philosophical foundations that underlie most historical and contemporary opinions regarding education. In recognizing these philosophical foundations, students should be able to identify the values held by various educational stakeholders and to use this identification to better communicate and collaborate with them. The course will also introduce students to effective communication strategies that engage stakeholders multiple and often conflicting viewpoints. Furthermore, when engaging with various perspectives on education, students themselves may become aware of more socially-just philosophical stances. The course will present opportunities for you: To understand the historical, philosophical, and cultural contexts in which public education in the United States has evolved and continues to develop; To understand arguments made throughout history about the purpose of education (a values question), how to educate effectively (a belief question), and how to tell how effective an education effort is (an assessment question); To recognize strengths and limitations of the arguments; To make your own arguments about what education is for and/or how to do it effectively; To position and defend your philosophical creed with an awareness of other arguments. Guiding Questions of the Course The course should enable you develop responses to the following questions: What philosophical ideas are at the foundation of most historical and contemporary opinions about public education in the United States? How do the individual and shared perspectives of various educational stakeholders (i.e., practitioners, the general public, policymakers) influence changes in the stated purposes and priorities of public education? How can I, as an educational leader, use my knowledge of historical, philosophical, and cultural factors as I work with other stakeholders to improve schools and districts in which I work? What is my own philosophy of public education? How does it draw from both my personal perspective and the knowledge I have gained about the historical, philosophical, and cultural factors that have shaped and continue to influence public education? Student Preparation, Participation, and Attendance

248 D-58 The class will be conducted as a graduate seminar. The development of the course is based on the notion that learning is a natural process and that knowledge is gained by participation in learning events. Students are expected to be able and willing to share information and ideas. In the spirit of a seminar class, be prepared to ask questions about, make claims based on, and connect your opinions to the readings. Making notations as you read and preparing questions for class discussion is expected. This is a blended course that includes two or more online class sessions, with the remaining sessions in the form of face-to-face, on-campus meetings. Discussion and group activities cannot be made up if you are absent from class or do not participate in discussions/activities in class or online. As a result, attendance and participation in class discussions is the basis for 10% of the final course grade. Attendance policy: More than 2 absences from class will result in a loss of at least 5 percentage points in the attendance grade. The same is the case for late arrival to class. Students have a 15 minute leeway in arriving to class. Arrival after 5:15 is considered late arrival. Off-campus class session participation policy: Off-campus class sessions consist of multiple tasks to accomplish on Blackboard, often including participation in one or more forums on Discussion Board or other online interactions. Performance on off-campus assignments and participation are the basis for 20% of the final course grade. Failure to complete a required task or to participate in an assigned online discussion results in a grade of 0 for the particular task. As responsible adult learners, students must complete individual and group assignments on time. As a result, grades on late assignments will be affected. Late assignment policy: A late assignment will incur a 5 point grade deduction on the assignment. An assignment submitted more than 1 week late will incur a 10 point grade deduction. Individual and Group Assignments Some assignments in this course are intended to provide direct experiences in relating philosophical and cultural factors in our society to (a) key events in U. S. history that have influenced public education and (b) current issues pressing on how public education will change in the future. Other assignments are opportunities for you to identify and articulate your personal perspectives on public education and consider how you, as an educational leader, might use these values and beliefs to help teachers, parents, and communities ensure student success. The following assignments carry the point values indicated toward computing your final grade. 1. Reflective journal (5 entries) 15% 2. Case analysis 15% 3. Co-facilitated discussion 10% 4. Debate 20% of grade (15% = debate itself; 5% = peer evaluations) 5. Final 10% 6. Attendance and participation in class 10% 7. Off-campus assignments, quizzes, and online participation 20%

249 D-59 Student assessment. The professor will provide a detailed description of each assignment and a rubric for assessment of the assignment. Rubrics will include expectations for APA formatting and quality of writing as well as required components and organization of content. Quality of writing. Good quality paper organization, appropriate use of composition elements (e.g., clarity, use of language), and adherence to rules of written mechanics (e.g., punctuation, spelling) are important in all graduate-level written products. Assessment of written work will include deductions for errors, as indicated on assignment rubrics. delivery of assignments. When assignments are ed to the professor, use the following file convention: last name_assignment title_date. An example appears below: Mutchler_CaseAnalysis_1014 Criteria and Grading Scale A = percentage points B = C = D = F = 59 and below A represents exceptional work that is clearly above expected guidelines. It is work that has a clearly defined, adequately supported purpose and sense of direction. It is work that is thoughtprovoking and well stated. Care is evidenced in the development of ideas and in organization. Needless to way, it is work that reflects a thorough understanding of the educational topic under discussion. B represents expected graduate level work. It has a clearly defined and adequately supported thesis but lacks the clarity of insight that characterizes superior work. C represents below expected graduate level work. Frequently, there is evidence of ill-defined purpose or direction or relevance may not be readily apparent. There may be jumps from topic to topic without following through on the development of a unifying idea or concept. Often, this work contains spelling, grammatical, and other writing errors reflecting poor organization. Present policy of the TWU Educational Administration Program requires students to retake a course in which a C is earned. University Policies Attendance Policy. Participation is a portion of the students grades and cannot be made up if they are absent. Education relies upon engagement with others. Missing such dialogue compromises learning. TWU Disability Services. If you anticipate the need for reasonable accommodations to meet the requirements of this course, you must register with the office of Disability Support Services (CFO 106, , [email protected] ) in order to obtain the required official notification of your accommodation needs. Please plan to meet with me by appointment or during office hours to discuss approved accommodations and how my course requirements and activities may impact your ability to fully participate.

250 D-60 Academic Dishonesty. Cheating, plagiarism, or other kinds of academic dishonesty will result in appropriate sanctions that may include failing an assignment, failing the class, or being suspended or expelled. Suspected cases in this course may be reported to Student Life. In an effort to ensure the integrity of the academic process, Texas Woman s University vigorously affirms the importance of academic honesty as defined by the Student Handbook. Therefore, in an effort to detect and prevent plagiarism, faculty members at Texas Woman s University may now use a tool called Turnitin to compare a student s work with multiple sources. It then reports a percentage of similarity and provides links to those specific sources. The tool itself does not determine whether or not a paper has been plagiarized. Instead, that judgment must be made by the individual faculty member. Tools to help you avoid plagiarism as well as generally locate and use information resources are available through the TWU Libraries website (see Tutorials on left-hand side of the page, All required assignments in this course may be checked for plagiarism using Turnitin.com. Withdrawing. Withdrawal from the course is the student s responsibility.

251 D-61 TEXAS WOMAN S UNIVERSITY College of Professional Education Department of Teacher Education TESTS AND MEASUREMETNS FOR THE EXCEPTIONAL CHILD EDSP 5033 Dr. Lloyd Kinnison SH Fax [email protected] Erin Mc Clain Academic Mission Statement Texas Woman s University is a notable institution, primarily for women, dedicated to excellence through academic achievement, research and creativity, innovation and collaboration and committed to fiscal accountability. TWU s academic and social environment empowers students by inspiring intellectual curiosity and livelong learning, embracing scholarship and research, developing leadership and personal responsibility, and promising diversity and respect for all individuals. TWU educates students to succeed as they pursue careers, research or graduate study in the liberal arts and health, education and business professions. By setting high expectations and high ideals, TWU prepares its graduates to lead personally and professionally fulfilling lives. Departmental Goals The Department of Teacher Education is committed to teacher preparation that focuses on a learner-centered climate in which the learners, teachers, administrators, parents and the community all have responsibility for the learner s success. Disability Support Texas Woman s University seeks to provide appropriate academic adjustments for all individuals with disabilities. The University will comply with all applicable federal, state, and local laws, regulations, guidelines, specifically Section 504 of the Rehabilitation Act of 1973, and the Americans with Disability Act (ADA) with respect to providing appropriate academic adjustments to afford equal educational opportunity. It is the responsibility of the student to register with and provide medical verification and academic schedules to Disability Support Services (DSS) at the beginning of each semester and no later than the second week of school unless otherwise determined by the coordinator. The student must contact the faculty member in a timely manner to arrange for appropriate academic adjustments. For further information regarding Disability Support Services or to register for assistance, please contact the office at (TDD) or visit CFO 105. Academic Dishonesty Honesty in completing assignments is essential to the mission of the university and to the development of the personal integrity of the student. Cheating, plagiarism, or other kinds of academic dishonesty will not be tolerated and will result in appropriate sanctions that may include failing an assignment, failing the class, or being suspended or expelled. Suspected cases in this course may be reported to Student Life. The specific disciplinary process for academic dishonesty is found in the TWU Student Handbook. Tools to help you avoid plagiarism are available through the TWU Libraries Quick Links under Research Help ( Course Description

252 D-62 The purpose of this course is to provide a comprehensive graduate level course in tests and measurements of exceptional children for professionals working with special populations. Content of this course shall include: Overview of assessment practices (norm references, criterion referenced and Non-traditional assessments) Rationale for assessment, assessment for decision making, and legal-ethical issues are included. Practical application, interpretation, and mechanics of assessment. Descriptive statistics and statistical terms will be reviewed and practical application required. Text/Resources * Salvia, J., & Ysseldyke, J. (2010)). Assessment in special and remedial education. (11 th Ed.)Wadsworth CENGAGHE Learning Belmont, CA. *On-line Study Guide: *SBOE Rules: *CBM *Procedural Safeguards: *Mental measurement Yearbook (Burros) Go to A-Z Database title list at hppt: Click on M Login with your Pioneer Portal username and password Pioneer Portal Students must have a TWU Portal address to receive electronic information for this course or Blackboard. Prerequisite or Co-requisite EDSP 5003 or permission of the Instructor of the course. Objectives To Be Achieved Mastery of course objectives/competencies will be evaluated through: (a) group projects, (b) class discussions, and (c) performance on instructor prepared examinations. Mastery of these objectives will require the learning of factual information; learning fundamental principles; generalizations and theories; applying course content to improve problem solving and thinking; developing specific skills; competencies and points of view needed by professionals in the field; and acquiring skills in working as a team. The student will: 1. Demonstrate an understanding of assessment related issues, rights of individuals with disabilities and their families, tools for decision making for exceptional children and youth; 2. Demonstrate knowledge of assessment vocabulary, application of concepts, and use of statistical concepts; 3. Calculate chronological age, age and grade scores, and basal and ceiling for various standardized tests. 4. Demonstrate knowledge of standard scores, norms, reliability, validity, confidence intervals, and normative development of standardized tests. 5. Demonstrate understanding of cultural diversity issues in assessment and evaluation;

253 D Demonstrate knowledge of: legal/ethical issues in assessment, State Board of Education Rules ( SBOE) governing special education eligibility, and participation in local and state assessment process; 7. Demonstrate ability to interpret present levels of educational performance, behavioral observations, adaptive behavior assessment, and instructional modifications for Individual Educational Plans. 8. Explain use of criterion-referenced assessment, alternative assessment processes, portfolio assessment, curriculum-based assessment (CBM) and apply to instructional situations. 9. Conduct a readability measure of currents texts use and apply information to IEP planning. 10. Discuss current issues in assessment and evaluation of students for special education services. State Standards Domain I, Standard VI, (1), Domain IV, Standard I Domain I: (selects, administers, and interprets appropriate formal and informal assessments and evaluations): a) A basic terminology used in assessment and evaluation; b) Standards for test reliability; c) Standards for test validity; d) Possible sources for test error; e) Procedures used in standardizing assessment instruments; f) The meaning and use of basic statistical concepts used in assessment and evaluation (e.g., standard error of measurement, mean, standard deviation); g.) uses and limitations of each type of assessment instrument (process); h) procedures for screening, pre-referral, referral, and eligibility; if) appropriate application and interpretation of derived scores, (e.g., standard scores, percentile ranks, age and grade equivalents, stanines); j) the necessity of monitoring the progress of individuals with disabilities; k) methods of academic and non-academic (e.g., vocational, developmental, assistive technology) assessment and evaluation; l) methods of motor skill assessment; Domain IV, Standard I (applies knowledge and understands ) a) State and federal regulations relevant to the role of the educational diagnostician; b) Laws and legal issues related to the assessment and evaluation of individuals with educational needs; c) models, theories, philosophies, that provide the basis for special education evaluation; d) issues, assurances, and due process rights related to evaluation, eligibility, and placement within a continuum of services; e) rights and responsibilities of parents/guardians, schools, students and teachers, and other professionals in relation to individual learning needs.

254 D-64 General Course Information Class Attendance: Students are expected to arrive on time. If late arrival cannot be avoided, students are responsible for obtaining handouts, lecture notes, assignments, and other pertinent information from group members. The instructor s experience suggests that some students will be required to participate in parent conferences.. The student is responsible for contacting the instructor to determine activities to replace class content. Two late arrivals will be considered an unexcused absence. Each unexcused absence will result in the student s final grade being lowered by one letter grade. Reading Assignments: Class time constraints do not permit the instructor to discuss all important concepts from the text, students are expected to have competing all assigned reading prior to the date it is scheduled to be discussed in class. Each student is expected to participate in class discussions (but not dominate), complete assignments and projects and to participate in cooperative group presentations. Each group member will receive the same grade. However, if group evaluations of individuals indicate a member did contribute, the grade may be different. If an absence is unavoidable when a group presentation is scheduled, that group member will be required to submit a 1000 word paper covering the same topic, References are required. This paper will be due one week from the day of the scheduled class presentation time. Late papers are not accepted. Students are expected to complete assignments by the assigned date. Late work will be assessed a 1% grade deduction for each class period the assignment is delayed. Credit will not be awarded for assignments that are late by 2 class sessions of the assigned date. Class laboratory time: Individual accountability. Each group is responsible to assign roles and responsibilities necessary to complete assignments. Group presentations require that each person be actively involved and contribute. Students are expected to complete information required to access Pioneer Portal and receive information through Blackboard . Cell telephones and beepers are to be turned off during class time. If an exception is needed, discuss this individually with the instructor. If you ask for an exception, due to individual circumstances, be seated next to the door so that you may accept the call outside of the classroom. Power point presentations are used to compliment the textbook and guide lecture/discussions. They may not have a one-to-one correspondence to chapter sequence or information. The summary questions and activities at the end of each chapter are excellent study guides. Some test questions require that these learning suggestions be completed. Learning Activities

255 D Group Presentations: Each student will be assigned to a cooperative learning group. Each cooperative learning group will be assigned specific standardized tests to review. The group will review the standardized instrument and provide the class with an overview of the purposes of the instrument, example tests items, reliability and validity issues, and the tests contribution to the assessment of students learning. A power point presentation and handouts will be made available to members of the class. Evaluation of the presentation will be based upon the thoroughness, background research given by the group, and professional presentation, Topics/Tests to be reviewed (Assigned dates for presentation will follow the order listed for dates of presentation (e.g., a, b, c etc.) a) Curriculum Based Assessment/Methods (CBM) Curriculum-Based Assessment procedures are designed to cover all areas of the curriculum CBM is a researchbased, scientifically validated method to measure specific skills and/or student mastery that does not involve the use of standardized norm-referenced tests. See b) Adaptive Behavior The assessment of adaptive behavior is a requirement for eligibility of mental retardation and developmental disabilities. (Vineland Adaptive Behavior Scales, AAMR Adaptive Behavior Scales, Adaptive Behavior Inventory, etc.) c) Visual-Motor, Perceptual Domains The assessment of visual-motor, perceptualmotor, or visual-motor integration provides the user with information regarding the student s ability to process and integrate visual-motor areas in learning. (Visual Motor Integration Test (VMI), Bender-Gestalt Visual Motor Integration, Test of Visual-Motor Integration, etc.) d) Portfolio Assessment Assessment through the use of portfolios provide a means of authentic assessment. This type of assessment is used in several states and is highly recommended for students with more severe disabilities. e.) Math/Arithmetic Assessment of deficits in arithmetic are limited, but very important. (Key Math, Test of Mathematical Ability, etc) f.) Reading Assessment of reading problems is very important and readily done in our educational system. (Woodcock Reading Mastery Test, Gray Oral Reading Test, TPRI, etc. e) Other 2. Tests: There will be two/three tests. The tests will be multiple choice, true-false, short answer and essay.. Tests are scheduled upon completion of each section. 3. Textbook Evaluation: Each student will evaluate the reading levels of two (2) textbooks commonly used in your school, using the Fry Readability Index. A written report will include the title of the text from which the stories were taken, the publisher, grade level to which it is assigned, and copies of the pages used to evaluate the text. Upon completion of the Fry Readability Index, the student will write a minimum one page report explaining the results.. 4. Journal Articles on grading and high stakes testing. The student will read a minimum of 1 professional journal article on grading issues related to special needs students and 1 journal article on high stakes testing. The written report will be included. Approximate ½ of a page will provide the important details of the manuscript. Approximately 1 ½ pates will be

256 D-66 the reflections of the student. What do you think of the information? Do you agree or disagree? Implications? Copies of the two professional journals of the will be turned in with the review. The journal articles will be discussed in class. 5. Action Research Five action research learning activities are designed to assist the learner apply the concepts learned throughout the semester. Some are to be completed individually while others permit group work. Each requires a thorough analysis, and reflection on concepts learned. Directions: After the activity is completed, write a 2-3 page analysis and reflections of the action research activity. When survey questions are required, attach a copy. Analysis and reflections include descriptive information about the participants or materials. The method used to complete the activity and results. Last, use introspection in describing what you have learned. When the activity requires interaction with others stress that no names or identifying information will be given. Complete any 3 activities. When an activity permits a group assignment, the number of suggested participants is to be increased. a. Interview 2 professional people to obtain their perspectives on the purpose(s) of educational testing and assessment. (NOT HIGH STAKES TESTING). Select participants who may have a different perspective than yourself (general education teacher, parent, administrator, etc.). Use the chapters in your text as a guide for the development of questions that may be asked. b.. Develop a short survey of test and measurement concepts used throughout chapters 4-8. Ask 3-5 teachers at different grade levels to assist you with this project. (If the questions are developed as a group activity, then each 5033 student will assess 3-5 teachers. Think of the concept: instructional level, frustration level, grade equivalent, percentile, etc. This may be a group activity. c.. Select a test used in your school (not the TAKS) for review. Review the concerns raised by the authors of your text regarding fairness, test result uses, etc. (see Chapter 15). Thoroughly review the test manual to determine if the normative data applies to the students who attend your school, Does the test meet the criteria of your text authors for a good test? Go to Burros (see information under TEXT) and read the test review. What did you learn? d. This may be a group activity. Ask the educational diagnostician(s who serves your building for assistance. Ask her to let you review 2 commonly used achievement tests used to assess students for eligibility for special education. Review the norms using your text as a guide. e.. Response to Instruction. Thoroughly and carefully read Chapter 30. formulate a set of questions (3 to 5) which are major concepts to RTI. (Questions may be formulated in groups). Interview at least 3 teachers (at different grade levels) to determine their knowledge/information base about this topic. Should be fun and enlightening. Evaluation Rubric Group Presentations 15%

257 D-67 Test Performance 50% Fry Readability Assignment 5% Journal Reading and Discussion 10% Action Research 20% Grading A % of the assignments and class attendance B 85-92% of the assignments and class attendance C 75-84% of the assignments and class attendance D <74% Group Members Test to be Reviewed Team Members Date of Presentation

258 D-68 TEXAS WOMAN S UNIVERSITY College of Professional Education Department of Teacher Education EDSP 5003 Psychology and Education of Exceptional Children Spring, 2010 Dr. Tammy L. Stephens Office Phone: Stoddard Hall 112 Office: [email protected] FAX: Section 504 & Americans with Disabilities Act Students with Disabilities If you anticipate the need for reasonable accommodations to meet the requirements of this course, you must register with the office of Disability Support Services (CFO 106, , [email protected] ) in order to obtain the required official notification of your accommodation needs. Please plan to meet with me by appointment or during office hours to discuss approved accommodations and how my course requirements and activities may impact your ability to fully participate. Academic Dishonesty Honesty in completing assignments is essential to the mission of the university and to the development of the personal integrity of the student. Cheating, plagiarism, or other kinds of academic dishonesty will not be tolerated and will result in appropriate sanctions that may include failing an assignment, failing the class, or being suspended or expelled. Suspected cases in this course may be reported to Student Life. The specific disciplinary process for academic dishonesty is found in the TWU Student Handbook. Tools to help you avoid plagiarism are available through the TWU Libraries Quick Links under Research Help ( Academic Mission Statement: Texas Woman's University (TWU) is a notable institution, primarily for women, dedicated to excellence through academic achievement, research and creativity, innovation and collaboration and committed to fiscal accountability. TWU's academic and social environment empowers students by inspiring intellectual curiosity and lifelong learning, embracing scholarship and research, developing leadership and personal responsibility, and promoting diversity and respect for all individuals. TWU educates students to succeed as they pursue careers, research or graduate study in the liberal arts and health, education and business professions. By setting high expectations and high ideals, TWU prepares its graduates to lead personally and professionally fulfilling lives. Department Goals

259 D-69 The Department of Teacher Education is committed to teacher preparation that focuses on a learnercentered climate in which the learners, teachers, administrators, parents and the community all have responsibility for the learner's success. Program Goals The Special Education Program is committed to the preparation of educators and other professionals who work to enhance the education and lifespan development of individuals with disabilities. Course Description and Overview This is an introductory course that focuses on the development and characteristics of learners with exceptionalities. Content includes a description of specific disabilities and implications for teaching individuals with disabilities, legal issues including legislation, and appropriate education for individuals with disabilities. Credit: Three semester hours Prerequisites and Support Courses There are no prerequisites for this class. Rationale for the Course This class is a required prerequisite for students interested in obtaining a Masters degree or higher in Special Education. It is important for students entering the field of education, and particularly special education, to have a background in disabilities, how to teach students with diverse needs, and the legal issues in special education. Knowledge Base Upon completion of this course, students will have a knowledge base of disabilities and implications for educators working in schools, community service with families, and the workplace. Course Objectives and Student Outcomes The general objectives and student outcomes of the course include the student will demonstrate knowledge of: a. major legislation and court rulings pertaining to the education of learners with disabilities b. the prescribed structure and process of special education services (pre-referral, referral, assessment, placement, ARD, IEP, behavior management plan, transition plan) c. intellectual, academic, behavioral, and physical characteristics of learners with exceptionalities d. different instructional needs of exceptional learners e. developmental effects of disabilities f. resources to access information regarding individuals with disabilities (i.e. journals, websites)

260 D-70 Mode/Style of Teaching This course is web-based on Blackboard. Students will participate in discussion groups, post work, complete assignments and exams totally over the web. The professor will join in discussions, grade assignments, and provide ongoing feedback via the web. Course Materials and Texts Turnbull, R. & Turnbull, A. (2007). Exceptional Lives: Special Education in Today s Schools, 6 th ed. Columbus, OH: Pearson Merrill Prentice Hall. Sign up for the daily CEC Smart Brief. Access to The IRIS Center Assignments and Related Requirements General information about requirements for the class: 1. Students need to have access to a computer and web browser such as Netscape. 2. Each student is expected to log on to the course site at least weekly to check announcements and changes (if any) in schedule or assignments. It is helpful to check the course site more frequently than once a week to support your learning. 3. Students are expected to check at least weekly for messages regarding the course. It is helpful to check more frequently than once a week to support your learning. 4. Each student is expected to complete weekly assignments by the due date given on the schedule. 5. Students may complete assignments early. If a student completes an assignment late, there is a reduction in grade. Assignments will not be accepted that are more than one week late. Weekly quizzes will ONLY be available for ONE WEEK (see schedule). Students should not expect to take the quizzes after the date given on the schedule. 6. Students will need to complete a variety of assignments and activities to support learning. An overview of the assignments is listed below. Specific details are provided in attachments to this syllabus and in the ASSIGNMENTS section of Blackboard. Due dates are posted under course schedule. Assignments: 1. Plagiarism Tutorial & Blog Activity (See Attachment A) 2. Create a personal student page. (See Attachment B) 3. Read assigned chapters from the text each week. Each week s readings are listed in the Course Schedule located in COURSE INFORMATION. Students will need to complete the assigned reading assignment early enough to be able to complete the weekly assignments. 4. Small-Group Disability Wiki & Blog Assignment (See Attachment C) 5. Complete a final exam (See Attachment D) 6. Identify a list of 10 websites dealing with special education. (See Attachment E) 7. Watch a movie that includes an individual with a disability. (See Attachment F)

261 D Summarize 2 articles from daily newspapers, popular magazines, and/or professional journals that pertain to individuals with disabilities or legislation dealing with individuals with disabilities. (See Attachment G) PLEASE NOTE: Extended information for assignments is provided in attachments at the back of the syllabus and also on Blackboard under ASSIGNMENTS. Student Assessment 1. Plagiarism Tutorial and Blog Activity 15 points 2. Personal student page 15 points 3. Final exam 50 points 4. Ten websites 30 points 5. Movie discussion 20 points 6. Two articles 30 points 7. Small-Group Disability Wiki & Blog Assignment 50 points 8. Modules 10 points each 130 points Total points available: 340 points Grading Scale The final grade in this course will be assigned in accordance with the course policies on attendance, participation, and professionalism outlined in this syllabus, along with the TWU student guidelines: A 93% % B 85% - 92% C 77% - 84% D 70% - 76%

262 D-72 Tentative Course Schedule **NOTE: ALL work assigned each week should be submitted by midnight Sunday. Week 1: Read Chapter 1: Overview of Today s Special Education MODULE #1: Perceptions of Disabilities Plagiarism Tutorial and Blog Activity (see Attachment A) Create a personal student page (see Attachment B) Week 2: Read Chapter 2: Ensuring Progress in the General Curriculum: Universal Design and Inclusion MODULE #2: Universal Design/Pre-Referral Process Create a personal student page (see Attachment B) DUE: Plagiarism Tutorial and Blog Activity Week 3: Read Chapter 3: Issues and Responses in Today s Culturally Diverse Schools MODULE #3: Cultural and Linguistic Differences: What Teachers Should Know DUE: Personal student page due Week 4: Read Chapter 4: Today s Families and Their Partnerships with Professionals MODULE #4: Collaborating with Families Week 5: Read Chapter 5: Learning Disabilities (LD) MODULE #5: Learning Disabilities (LD) Ten websites due Week 6: Read Chapter 6: Communication Disorders (CD) MODULE #6: Communication Disorders Week 7: Read Chapter 7: Emotional or Behavioral Disorders (EBD)

263 D-73 MODULE #7: Emotional or Behavioral Disorders (EBD) Week 8: Read Chapters 8: Attention Deficit/Hyperactivity Disorder (ADHD) MODULE #8: Attention Deficit/ Hyperactivity Disorder (ADHD) Week 9: Read Chapter 9: Intellectual Disabilities & Severe and Multiple Disabilities MODULE #9: Intellectual Disabilities Work on Article Reviews. Week 10: Read Chapter 11: Autism MODULE #10: Autism Two articles due Week 11: Read Chapters 12 and 13: Physical Disabilities and Other Health Impairments (OHI) MODULE #11: Physical Disabilities and Other Health Impairments (OHI) Week 12: Traumatic Brain Injury MODULE #12: Traumatic Brain Injury DUE: Small-Group Disability Wiki & Blog Assignment Week 13: THANKSGIVING WEEK Work on movie review Week 14: Read Chapter 14 and 15: Hearing Loss and Visual Impairment MODULE #13: Hearing Loss & Visual Impairments Week 15:

264 D-74 Read Chapter 16: Gifted and Talented Review for final exam. Movie Review due Week 16: Finals week: Final NOTE: This syllabus is tentative and subject to change given certain circumstances and professor discretion. University Policies TWU seeks to provide reasonable appropriate academic adjustments for all qualified individuals with disabilities. This University will comply with all applicable federal, state, and local laws, regulations and guidelines, specifically Section 504, of the Rehabilitation Act of 1973, and the Americans with Disabilities Act (ADA) of 1990, with respect to providing appropriate academic adjustments to afford equal educational opportunity. It is the responsibility of the student to register with and provide medical verification and academic schedules to Disability Support Services (DSS) at the beginning of each semester and no later than the second week of school unless otherwise determine by the coordinator. The student must also contact the faculty member in a timely manner to arrange for appropriate academic adjustments. For further information regarding Disability Support Services or to register for assistance, please contact the office at (voice), (TDD) or visit CFO 105. Academic Dishonesty/Misconduct Academic dishonesty includes cheating, plagiarism, collusion, fabrication, falsification, and falsifying academic records, and other acts intentionally designed to provide unfair advantage to the student, and/ or the attempt to commit such acts. Cheating includes, but is not limited to, intentionally giving or receiving unauthorized aid or notes on examinations, papers, or class assignments intended to be individually completed. Cheating also includes the unauthorized copying of tests or any other deceit or fraud related to the student's academic conduct. Dual submission of a paper or project, or resubmission of a paper or project to a different class without express permission from the instructor(s) also constitutes cheating. Plagiarism occurs when a student obtains portions or elements of someone else's work, including materials prepared by another person or agency, and presents those ideas or words as her or his own academic work. The intentional or unintentional use by paraphrase or direct quotation of the published work of another person without full and clear acknowledgement shall constitute plagiarism. Students are responsible for following guidelines of the appropriate course or discipline (i.e., APA).

265 D-75 Collusion occurs when a student collaborates with another person without authorization when preparing an assignment. Fabrication occurs when a student makes up data or results and records or reports them. Falsification occurs when a student manipulates research materials, equipment or processes or changes or omits results such that the research is not accurately reflected in the research record. Falsifying academic records includes, but is not limited to, altering grades or other academic records. Altering or assisting in the altering of any official record of the University, and/or submitting false information or omitting requested information that is required for or related to any academic record of the University. Academic records include, but are not limited to, applications for admission, the awarding of a degree, grade reports, test papers, registration materials, grade change forms, and reporting forms used by the Office of the Registrar. Forgery allegations, such as forging a signature on add/drop forms, may be separate from academic dishonesty. Forgery charges are adjudicated following the Student Code of Conduct procedures in the Student Handbook. A tutorial can be found at

266 D-76 Attachment A: Library Tutorial/Blog: Avoiding Plagiarism Find the attachment entitled, How to Blog. Read over the directions for using the blog. Using a K-W-L handout (Google KWL), list information you K now about plagiarism and W hat you want to know about plagiarism. Access the Avoiding Plagiarism tutorial on the TWU Library website. View and complete the tutorial. Once you have completed the module, complete the L earned column of the K-W-L handout by listing at least 5 items you learned about plagiarism by completing the module. Submit the completed K-W-L worksheet for grading. Attachment B: Personal Student Page Create a home page. Create your personal homepage. Click on TOOLS from the class main page. Then click on Edit your Homepage. Now you can type in information. Provide some information about yourself. Do you teach? Where? Who? What experiences do you have with individuals with disabilities? What are your hobbies? Interests? What can you tell the class about yourself that will help us get to know you? Let us know information about you so that we can start becoming a learning community. If possible, include a picture of yourself. Please complete this activity ASAP. Send an to all class members to let us know your page is ready to read. To send an to everyone: From the main page, click on COMMUNICATION/then send . After you have written your message, remember to click SUBMIT at the bottom. You will also want to read about others in the class. How do you access your classmates homepage/from the main page, click COMMUNICATION, then Roster. Next click list all, then list all again. You now should see the class roster. To access each person s homepage, simply click on the student s name and the student s homepage should appear. If you want to send a personal to everyone in the class, you can do that by clicking on COMMUNICATION, then send . A text box will appear and you can send an to everyone or a single person. You can also send Dr. Stephens an this way.

267 D-77 Attachment C: Small-Group Disability Wiki & Blog Assignment You have been assigned a partner and a disability category to research. Be sure to adhere to APA (6 th Edition) when citing references. Within your group folder you will find the following: Instructions for completion of the assignment. Blog Wiki Directions: Step #1: Log into the Blog and briefly provide a list all the things you know about the disability category. These should be things you know prior to conducting any type of research. They may include things you have read, been told, observed, etc. THIS IS A PRE- ASSESSMENT OF YOUR KNOWLEDGE OF THE DISABILITY CATEGORY. Step #2: Read and research your disability category. Pay careful attention to the Small- Group Disability Template provided on the wiki; specifically the components you must include in completing this assignment. Include the following information: Definition of the disability Eligibility criteria in Texas (visit the following website to obtain information: ) Find causes of the disability (what does the research say?) (upload or provide links) Find a YouTube video depicting the disability (upload as an attachment) Identify parent support/information (upload or provide links) Identify strategies to use with disability category (upload or provide links) Complete the template within wiki Step #3: Write your Reflection Attachment D: Final Exam The final exam has two parts, each with 25 multiple choice questions. The exam covers all the information studied over the semester. You can take the final in two parts or both parts at the same time. You have one hour total for each part, for a total of two hours. Review of Websites Attachment E: Websites

268 D-78 With this assignment you will become familiar with how to utilize the Internet to obtain resources for special education. 1. Go to The Council for Exceptional Children (CEC) is an umbrella organization that represents all areas of exceptionalities. Click on Professional Standards. What Every Special Educator Must Know is a downloadable resource for special educators. Either review the information online or print a copy for your information. Click on Ethics and Practice Standards. Select the CEC Code of Ethics and print a copy. Review. Click on News & Issues then Teaching & Learning. Select Exceptionality Area and read information about the various exceptionalities discussed on the CEC website and also in our text. Continue to review in the CEC website. Visit the Texas Council for Exceptional Children (TCEC) at the following web address: Search the website by clicking on the buttons on the left-hand side of the page. Visit the text companion website located at You will find suggested websites to visit for each disability. A few of my favorite websites that you are invited to use include: For your written assignment to turn in, select ten websites that you believe provide important information. The CEC website and the TCEC website should be two of the ten selected. Please select a variety of sources and topics of information. Some websites are more valuable than others. For example, if a website is written by parents in a blog format, that information is not as helpful in this assignment as one developed by an organization or university. For each website provide the following: Name and address of website Type of information provided (i.e., instructional techniques, characteristics, parent information, legal updates) How you could use the website, including the intended audience

269 D-79 Attachment F: Movie Review Watch a movie that includes an individual with a disability. You can rent any of the ones listed below. A list of possible movies is given below. After watching the movie, find the text chapter that covers the disability. Read or review the chapter before writing your review. Write a review that contains the following information: Title Director Year movie was made Primary characters and the name of the actor who played the character with a disability Setting: Where and when the movie takes place For the remainder of the movie write in narrative form the following: o Brief summary of the movie o Describe the character with a disability. What disability was being portrayed? How was the individual characterized? Did the portrayal of the disability seem accurate? Why or why not? What attitudes were exhibited toward the individual? Do you think the attitudes were appropriate given the setting (place and time) of the year? Why? Based upon your knowledge of the disability, would you recommend this movie? Why or why not? LIST OF MOVIES If you have a different movie that includes an individual with a disability, please me so I can approve it. (NOTE: I received this list from a former faculty member. I welcome your suggestions as to additions and deletions from this list. If you are someone that does not watch movies, an alternate assignment can be developed for you. Please contact me via if you need an different assignment. TS) As Good As It Gets Benny & Joan Born on the Fourth of July Children of a Lesser god The Cure Elephant Man Girl Interrupted The Heart is a Lonely Hunter I Am Sam Lorenzo s Oil Mask Miracle Worker Mr. Holland s Opus Nell Of Mice and Men

270 D-80 The Other Sister My Left Foot Rain Man Regarding Henry Scent of a Woman Shine Sling Blade The Snake Pit Sunrise at Campobello What s Eating Gilbert Grape The Piano Other with approval Attachment G: Two Articles from Newspapers, Magazines, and/or Professional Journals Look for articles about disabilities in newspapers such as the Dallas Morning News or Ft. Worth Star Telegram or lay magazines such as Newsweek, Time, etc. The articles can be about individuals with disabilities or about legislation or policies concerning individuals with disabilities. Summarize two different articles. Use the following format: Title of article, source (include issue #, vol. #, etc. if available), page numbers, date For each article write two paragraphs: 1. Summarize the main points of the article. 2. React to the article. Remember to always emphasize the person first aspect. Report whether the writer of the article used person-first language (e.g., The boy with Autism, instead of the Autistic boy. ) Person-first language puts the individual ahead of his/her disability. 3. Relate the information to what you have learned in the class. 4. Below are questions that may help you write a thoughtful reaction: a. Do you think the information is accurate? b. If the article is a human interest story, do you think the article portrays the individual or situation in a respectful manner? c. Does the article put too much emphasis on the disability rather than on the person? d. IF the article is about policy and/or legislation, what is your opinion of the described policy? e. Do you have any other reaction after reading the article?

271 E-1 Appendix E Faculty Rosters BS, Child Development Faculty Roster Form Qualifications of Full-Time and Part-Time Faculty Name of Institution: Texas Woman s University Name of Academic Area, Discipline, Department/School: Department of Family Sciences, Child Development Academic Term(s) Included: Spring 2010 Spring 2013 Date Form Completed: October 14, 2009 Note: Courses with asterisks are those to be taught at Collin Higher Education Center Name Courses Taught Relevant Academic Degrees and Course Credits Earned Other Qualifications Joyce Armstrong, Associate Professor, (Family Studies Full-time Faculty) Rhonda Buckley, Assistant Professor (Family Studies Full-time Faculty) Susan Eitel, Assistant Professor (Family Studies Full-time Faculty) FS 2003: Diversity in Contemporary Families *FS 3513: Childhood/Adolescence *FS 3613: Family Crisis FS 3733: Family Life & Consumer Education FS 4523: Family Development FS 4533: Communication & the Family *FS 4583: Parenting Issues & Education FS 4803: Public Policy & Families FS 4933: Practicum in Family Sciences FS 2003: Diversity in Contemporary Families *FS 3513: Childhood/Adolescence FS 3613: Family Crisis FS 3733: Family Life & Consumer Education FS 4523: Family Development FS 4533: Communication & the Family FS 4583: Parenting Issues & Education *FS 4803: Public Policy & Families *FS 4933: Practicum in Family Sciences FS 2003: Diversity in Contemporary Families *FS 3513: Childhood/Adolescence FS 3613: Family Crisis FS 3733: Family Life & Consumer Education FS 4523: Family Development FS 4533: Communication & the Family FS 4583: Parenting Issues & Education *FS 4803: Public Policy & Families *FS 4933: Practicum in Family Sciences Ph.D. Family Studies M.A. in Interpersonal Communication (39 hours); Ph.D. in Human Development & Family Studies (130 hours) M.S. Family Studies Ph.D. Family Studies 90 hours total Ron Fannin, Associate *FS1311/1313 Human Development Med. In Ed. Psycho. Certified Family Life Educator

272 E-2 Professor ((Child Development / Early Childhood Education Fulltime Faculty) Abraham Hwang, Assistant Professor (Family Studies) Nerissa Gillum, Assistant Professor (Family Studies Full-time Faculty) Donna Kirkwood, Adjunct (Child Development / Early Childhood Education) Sandra McClintic (Renick) (Family Studies and Child Development Full-time Faculty) Lin Moore (Child Development / Early Childhood Education Full- FS 1513/1511 FS 2503 Infant Toddler Development FS 2513 Child Growth and Dev *FS 3513 Childhood/Adolescence *FS 3613 Crisis in American Family FS 1603 Child in Family and community FS 2003 Diversity in contemporary family *FS 3513 Childhood/Adolescence FS 3613 Crisis in American Family FS 4523 Family Development *FS 4803: Public Policy & Families FS 4803 Public Policy: Family Sciences Perspective FS 4603 Occupational Issues in Family Sciences FS 4583 Parenting Issues and Education FS 2003 Diversity in Contemporary Families FS 1603 Child in the Community and Family *FS 4803: Public Policy & Families FS 4933 Practicum in Family Sciences FS 3583 Administration Of Programs for Young Children FS1603 Child in the Community and Family FS 2513 Child Growth and Development 2523 Wellness of the Young Child 2563 Childhood Guidance FS4583 Parenting Issues and Education 3663 Early Childhood Development *4503 Program Planning for Young Children *FS4933 Practicum I in Family Sciences *FS4943 Practicum II in Family Sciences 2563 Childhood Guidance FS 4803 Public Policy: Family Sciences Perspective FS 4603 Occupational Issues in Family Sciences FS4583 Parenting Issues and Education FS3663 Early Childhood Development FS4503 Program Planning for Young Children *FS 4583 Parenting Issues & Education *FS 4803 Public Policy & Families FS4933 Practicum in Family Sciences FS2503 Infants and Toddlers FS2513 Early Childhood Development FS3663 Early Childhood Development Doctoral degree in education with emphasis in educational psychology Ph.D. Child & Family Studies BS Family Studies MS Human Development and Family Studies PhD Human Development and Family Studies M.D. Child Development Ph.D. Child Development M.S. Family Studies Ph.D. Child Development Ph.D. Child Development Certified Family Life Educator

273 E-3 time Faculty) Karen Petty, Professor (Child Development / Early Childhood Education Full-time Faculty) and Collin Higher Education Center Coordinator Katherine Rose, Assistant Professor (Child Development / Early Childhood Education Fulltime Faculty) Sharla Snider, Professor (Child Development / Early Childhood Education Fulltime Faculty) FS2523 Wellness of the Young Child *FS4503 Program Planning for Young Children *FS1001 Seminar in FS FS2503 Infant & Toddler Development FS2513 Child Growth & Development FS2563 Childhood Guidance FS3403 Concept Development in ECE FS3563 Creative Arts for Young Children *FS3513 Childhood/Adolescence FS3583 Administration Of Programs for Young Children *FS3613 Crisis in the American Family FS 3663 Foundations of Early Childhood Education *FS4503 Program Planning for Young Children *FS4543 Development Sexuality *FS4933 Practicum I in Family Sciences *FS 4943 Practicum II in Family Sciences *FS 1001 Seminar in Family Sciences FS 2003 Diversity in Contemporary Family FS 2503 Dev. of Infants & Toddlers FS 2563 Childhood Guidance FS 3403 Concept Development *FS 3523 Care & Education of Children: Global Perspectives FS 3563 Creative Arts & Lit. FS 3583 Admin & Management FS 4503 Program Planning *FS 4543 Developmental Sexuality FS 4583 Parenting Issues & Education FS 4933 Practicum in FS *FS 1001 Seminar in Family Sciences FS 4933 Practicum in FX FS 4503 Program Planning in EC FS 3663 Foundations of ECE M.Ed. Early Childhood Education (36 hours) Ph.D. Curriculum & Instruction / Child Development and Early Childhood emphases (90 hours) M.S. Human Development & Family Sudies University of North Texas, Denton, TX M.S. Child Development & Family Studies Specialization: Developmental Studies, Purdue University, West Lafayette, IN Ph.D. Child Development& Family Studies Specialization: Developmental Studies, Purdue University, West Lafayette, IN M.A. Early Childhood Education Ph.D. Early Childhood

274 E-4 Brigitte Vittrup, Assistant Professor (Child Development / Early Childhood Education Fulltime Faculty) FS 2513 Early Child. Development FS 2003 Diversity in Contemporary Families FS 1603 Child in the Fam. & Community *FS4933 Practicum I in Family Sciences *FS 4943 Practicum II in Family Sciences *FS 1001 Seminar in Family Sciences *FS1311/1313 Human Development FS 1603 Child in the Fam. & Community FS 2513 Early Child. Development FS 2563 Childhood Guidance *FS 3513 Childhood/Adolescence *FS 3523 Care & Education of Children: Global Perspectives FS 4933/4943 Education M.A. Psychology, Ph.D. Developmental Psychology Combined credits: 96

275 E Name Of Faculty who may teach Courses to be Taught at Collin College Karen Petty, Professor (Child Development / Early Childhood Education Full-time Faculty) FS1001 Seminar in Family Sciences Sharla Snider, Professor (Child Development / Early Childhood Education Katherine Rose, Assistant Professor (Child Development / Early Childhood Education Fulltime Faculty) Brigitte Vittrup, Assistant Professor (Child Development/Early Childhood) Ron Fannin Associate Professor (Early Child Child Development & Education) FS1311/1313 Human Development Sharla Snider, Professor (Child Development / Early Childhood Education Brigitte Vittrup, Assistant Professor (Child Development/Early Childhood) Joyce Armstrong, Associate Professor, (Family Studies Fulltime Faculty) FS 3513: Childhood/Adolescence Rhonda Buckley, Assistant Professor (Family Studies Fulltime Faculty)

276 E-6 Susan Eitel, Assistant Professor (Family Studies Full-time Faculty) Ron Fannin Associate Professor (Early Child Child Development & Education) Abraham Hwang, Assistant Professor (Family Studies Karen Petty, Professor (Child Development / Early Childhood Education Full-time Faculty) Brigitte Vittrup, Assistant Professor (Child Development/Early Childhood) Joyce Armstrong, Associate Professor, (Family Studies Fulltime Faculty) FS 3613: Family Crisis Rhonda Buckley, Assistant Professor (Family Studies Fulltime Faculty) Abraham Hwang, Assistant Professor (Family Studies Ron Fannin Associate Professor (Early Child Child Development & Education) Karen Petty, Professor (Child Development / Early Childhood Education Full-time Faculty) Katherine Rose, Assistant Professor (Child Development / Early Childhood) FS 3523 Care & Education of Children: Global Perspectives

277 E-7 Brigitte Vittrup, Assistant Professor (Child Development/Early Childhood) Joyce Armstrong, Associate Professor, (Family Studies Fulltime Faculty) FS 4583: Parenting Issues & Education Sandra McClintic (Renick) (Family Studies and Child Development Full-time Faculty) Sandra McClintic (Renick) (Family Studies and Child Development Full-time Faculty) 4503 Program Planning for Young Children Donna Kirkwood, Adjunct (Child Development / Early Childhood Education) Lin Moore (Child Development / Early Childhood Education Fulltime Faculty) Karen Petty, Professor (Child Development / Early Childhood Education Full-time Faculty) Rhonda Buckley, Assistant Professor (Family Studies Fulltime Faculty) FS 4803: Public Policy & Families Susan Eitel, Assistant Professor (Family Studies Full-time Faculty) Abraham Hwang, Assistant Professor (Family Studies) Nerissa Gillum, Assistant Professor (Family Studies Fulltime Faculty)

278 E-8 Sandra McClintic (Renick) (Family Studies and Child Development Full-time Faculty) Rhonda Buckley, Assistant Professor (Family Studies Fulltime Faculty) FS4933 Practicum I in Family Sciences Susan Eitel, Assistant Professor (Family Studies Full-time Faculty) Donna Kirkwood, Adjunct (Child Development / Early Childhood Education) Elizabeth McCarroll, Assistant Professor (Child Development / Early Childhood) Karen Petty, Professor (Child Development / Early Childhood Education Full-time Faculty) Sharla Snider, Professor (Child Development / Early Childhood Education Rhonda Buckley, Assistant Professor (Family Studies Fulltime Faculty) FS4943 Practicum II in Family Sciences Susan Eitel, Assistant Professor (Family Studies Full-time Faculty) Donna Kirkwood, Adjunct (Child Development / Early Childhood Education) Elizabeth McCarroll, Assistant Professor (Child Development /

279 E-9 Early Childhood) Karen Petty, Professor (Child Development / Early Childhood Education Full-time Faculty) Sharla Snider, Professor (Child Development / Early Childhood Education Karen Petty, Professor (Child Development / Early Childhood Education Full-time Faculty) FS4543 Developmental Sexuality Katherine Rose, Assistant Professor (Child Development / Early Childhood Education Fulltime Faculty)

280 E-10 BS, Mathematics with Teacher Certification Faculty Roster Form Qualifications of Full-Time and Part-Time Faculty Name of Institution: Texas Woman s University Name of Academic Area, Discipline, Department/School: Mathematics, Mathematics Education Academic Term(s) Included: Date Form Completed: 10/07/ Name Courses Taught Relevant Academic Degrees Other Qualifications and Course Credits Earned Catherine Banks, Coordinator of Collin Higher Education Center Chris Gawlik Ellina Grigorieva Any Math Educations, Core Math Any Math Education, Developmental Math Any Mathematics M.S. Math Teaching Ph.D. Math Education Ph.D. Mathematical and Physical Sciences Mark Hamner Any Mathematics M.S. Mathematics, Ph.D. Statistics Edith Hays Turner Hogan Winifred Mallam Junalyn Navarra-Madsen Ann Wheeler Any Math Education Any Mathematics Any Mathematics Education Any Mathematics Any Math Education, Abstract Algebra M.S. Mathematics Ph.D. Mathematics Ph.D. Mathematics Education Ph.D. Mathematics Ph.D. Mathematics Education

281 E-11 RN to BS, Nursing Faculty Roster Form Qualifications of Coordinator of Collin Higher Education Center Offerings Name of Institution: Texas Woman s University Name of Academic Area, Discipline, Department/School: RN to BS, Nursing Academic Term(s) Included: Spring 2010 to Spring 2012 Date Form Completed: October 14, 2009 Rachel Neff Name Courses Taught Relevant Academic Degrees and Course Other Qualifications Credits Earned NURS 3643 Introduction to Baccalaureate Nursing NURS 4614 Community Nursing Master of Health Administration University of Phoenix Master of Science, Nursing Texas Woman s University McNair Scholar Bill Archer Fellow, Washington, D.C. NCC, Inpatient Obstetrics PhD Nursing Student University of Texas, Tyler NCSN (School Nurse Certified)

282 E-12 Name of Institution: Texas Woman s University Faculty Roster Form Qualifications of Full-Time and Part-Time Faculty Name of Academic Area, Discipline, Department/School: Educational Administration, Teacher Education Academic Term(s) Included: Spring 2010 to Spring 2012 Date Form Completed: October 14, Name Courses Taught Relevant Academic Degrees Other Qualifications and Course Credits Earned Patricia Casey JoAnn Barbour ELDR 5223 Professional Development of Supervisors in Education ELDR5433 School Principal ELDR 5103 Leadership in Educational Settings ELDR 6223 Organizational Leadership in Theory & Practice ELDR 6613 Internship for Principal ELDR 5103 Leadership in Educational Settings ELDR 5323 Administrative Process in Schools ELDR 5903 Special Topic: Ethics/ Decision-making Ph. D., Educational Administration/Cooperative Superintendency Program, University of Texas at Austin M.S., Elementary Education/ Bilingual Education, University of Houston at Clear Lake B. A., Spanish, University of Houston at Clear Lake Ph.D., Educational Administration and Policy Analysis, Stanford University M.A., Anthropology, Stanford University M. A., Educational Administration And Policy Analysis, Stanford University M.A., Special Education (major Field) and Reading B.A., History, Gonzaga University Principal at various Texas Elementary Schools

283 E Name Courses Taught Relevant Academic Degrees Other Qualifications and Course Credits Earned Sue E. Mulcher ELDR 5113 Educational Foundations and Administrative Implications ELDR 5203 Research in Education ELDR 5943 Seminar: Professional Paper Ph.D., Educational Administration, University of Texas at Austin M. Ed., Educational Administration, University of Texas at Austin B.S., Elementary Education, Northwestern University Accountability Research, Texas Education Agency Policy then Program Associate with Southwest Educational Development Laboratory Assistant Principal, Austin Independent School District Tallulah Crawley-Shinault ELDR 6223 Organizational Leadership-Theory & Practice ELDR 5333 Curriculum Development, Assessment and Evaluation ELDR 6613 Internship for Principal Ph.D., Education Administration and Foundations, Illinois State University MS. Ed., Education/Special Education Endorsement, Illinois State University B.A., Dramatic Arts/Psychology, Spelman College-Atlanta, Georgia Ph.D., Special Education, University of New Mexico

284 E Name Courses Taught Relevant Academic Degrees Other Qualifications and Course Credits Earned Jane Pemberton Chair of Teacher Education Department and Collin Higher Education Center Coordinator EDSP 5043 Administration and Supervision of Special Education Programs Administrative Certificate, Eastern New Mexico University M.A., Special Education, Kansas State University B.S., Elementary Education, Kansas State University Chair, Department of Teacher Education School Principal, Grades K-6, Roswell, New Mexico Tammy Stephens EDSP 5043 Administration and Supervision of Special Education Programs Ph.D., Special Education, Texas Woman s University M.Ed., Special Education, University of New Orleans B.S., Human Services Counseling, Old Dominion University Abby Melton (P) EDSP 5043 Administration and Supervision of Special Education Programs Ph. D., Special Education /Minor in Administration, Texas Woman s University M.Ed., Learning Disabilities w/minor in Language Acquisition, Louisiana State University B.A., Education w/focus on Music Education, Louisiana State University Adarose Carter-Abel (P) EDSP 5043 Administration and Supervision of Special Education Programs Ph.D., Special Education, Texas Woman s University M.A., Reading/Education, Texas Wesleyan University B.S., Education, Texas Woman s University School Principal, Haltom City, Texas

285 E-15 M.Ed., Special Education Faculty Roster Form Qualifications of Full-Time and Part-Time Faculty Name of Institution: Texas Woman s University Name of Academic Area, Discipline, Department/School: Teacher Education-Special Education Academic Term(s) Included: Summer, Fall 2008; Spring, Summer, Fall, 2009 Date Form Completed: 10/12/ Name Courses Taught Relevant Academic Degrees Other Qualifications and Course Credits Earned Tammy Stephens EDSP 5003 Psychology & Education of Exceptional Children EDSP 5043 Administration & Supervision of Special Education EDSP 5853 Practicum in Assessment & Evaluation of Individuals w/disabilities EDSP 5843 Clinical Instruction in Intellectual Assessment EDSP 5833 Clinical Instruction in Psychoeducational Assessment EDSP 5973 Professional Paper Ph. D. Special Education Texas Woman s University M.Ed. Special Education University of New Orleans B.S. Human Services Counseling Old Dominion University Certified Educational Diagnostician Joyce Rademacher EDSP 5053 Principles of Learning for Exceptional Children EDSP 5413 Individuals w/learning Disabilities EDSP 5433 Language Problems of Students w/disabilities EDSP 5973 Professional Paper Ph.D. Special Education University of Kansas M.S. Special Education University of Nebraska B.S. Elementary Education University of Houston Teaching at Higher Education level since 1992

286 E Name Courses Taught Relevant Academic Degrees Other Qualifications and Course Credits Earned Lloyd Kinnison EDSP 5003 Psychology & Education of Exceptional Children EDSP 5033 Test & Measurement for the Exceptional Child EDSP 5103 Developmental Disabilities EDSP 5973 Professional Paper Ed.D. Special Education University of Kansas M.A. Special Education University of Northern Colorado B.A. Elementary Education University of Northern Colorado Additional 12 hours in Educational Assessment Taught in Higher Education since 1969 Jane Pemberton, Chair of Teacher Education and Coordinator of Collin Higher Education Center offerings EDSP 5323 Models & Theories for the Education of Students w/emotional/behavioral Disorders EDSP 5423 Methods of Teaching Special Education EDSP 5973 Professional Paper Ph.D. Special Education University of New Mexico M.A. Special Education Kansas State University B.S. Elementary Education Kansas State University Former School Principal Presently Chair, Department of Teacher Education, Texas Woman s University Ron Fritsch EDSP 5313 School Bases Interventions for Students with Emotional/Behavioral Disorders EDSP 5973 Professional Paper Ed.D. Special Education University of Missouri-Columbia M.Ed. Emotional Disturbance University of Missouri-Columbia B.S. Secondary Education/ Social Studies University of Missouri-Columbia Higher Education instructor since 1980

287 E Name Courses Taught Relevant Academic Degrees Other Qualifications and Course Credits Earned Dwane Allen EDSP 5303 Students w/emotional/behavioral Disorders Ph.D. Special Education Texas Woman s University M.A. Clinical Psychology Stephen F. Austin State University B.S. Psychology Management Angelo State University Certified Classroom Teacher, Principal and Educational Diagnostician Michael Wiebe EDSP 5323 Models & Theories for the Education of Students w/ Emotional/Behavioral Disorders EDSP 5053 Principles of Learning for Exceptional Children EDSP 5033 Test & Measurement for the Exceptional Child EDSP 5973 Professional Paper Ph.D. Special Education George Peabody College for Teachers M.S. School Psychology Kansas State Teachers College B.S. Natural Sciences Bethel College Higher Education Instructor since 1970 Sue Mutchler ELDR 5203 Research in Education Ph.D. Educational Administration University of Texas-Austin M.Ed. Educational Administration University of Texas- Austin B.S. Elementary Education Northwestern University

288 E Name Courses Taught Relevant Academic Degrees Other Qualifications and Course Credits Earned Adarose Carter-Abel EDSP 5043 Administration and Supervision of Special Education Programs EDSP 5413 Individuals with Learning Disabilities EDSP 5423 Methods of Teaching Special Education Ed.D. Special Education Texas Woman s University M.A. Reading Texas Wesleyan University B.S. Elementary Education Texas Woman s University Former School Principal Adjunct with TWU since 2003 Abby Melton EDSP 5043 Administration and Supervision of Special Education Programs Ph.D. Special Education Texas Woman s University M.A. Education Louisiana State University Certified Supervisor, Special Education Supervisor, Educational Diagnostician and Mid-Management Administrator B.A. Education Louisiana State University

289 A-1 Appendix A Request for THECB Approval Collin Higher Education Center A Multi-institutional Teaching Center Request for Texas Higher Education Coordinating Board Approval August 1, 2009 Collin County Community College District Dallas Baptist University Texas A&M Commerce Texas Woman s University The University of Texas at Dallas University of North Texas

290 A-2 Collin Higher Education Center Request for Texas Higher Education Coordinating Board Approval In accordance with Chapter 5, Subchapter D of the Texas Higher Education Coordinating Board Rules, seven Texas institutions of higher education respectfully submit this joint proposal requesting approval for the Collin Higher Education Center, a multi-institutional teaching center (MITC) to be located at 3452 Spur 399 in McKinney, TX Overview Collin County Community College District, Dallas Baptist University, Texas A&M Commerce, Texas Woman s University, The University of Texas at Dallas, and University of North Texas will partner to bring baccalaureate and graduate degree programs to residents of Collin County. The proposed Collin Higher Education Center (CHEC) is a multi-institutional teaching center (MITC) designed to provide convenient access to junior and senior level courses for baccalaureate completion, which compliment the associate degrees offered by Collin College. In addition, university partners will offer graduate programs that meet the needs of the community. Collin College is currently constructing an administration building at the intersection of State Highway 121 and 75 Central Expressway in McKinney, Texas. The Collin College Board of Trustees has approved 70,000 square feet of this 125,000 square foot building to the operation of The Collin Higher Education Center where university partners will have access to office and classroom space to deliver degree programs. Elements of successful higher education centers across the country include; shared physical space, affordable and cost-effective delivery, and degree program exclusivity. This proposal will outline how the CHEC is positioned to meet and exceed these success elements through a higher education collaborative. Need for the Collin Higher Education Center There are numerous higher education options in North Texas, but affordability and commuting to university campuses are obstacles for busy, working adults. According to the U.S. Census bureau, the population of Collin County now exceeds 760,000 and recent community surveys conducted by Collin College have demonstrated that 55 percent of the population is interested in pursuing a baccalaureate or graduate degree. As the Collin County population grows, demographics change, and highways become more congested, access to university degrees will decline. Accordingly, a goal to attract a four-year university to the community has become a focus in the strategic plans of three Collin County municipalities, Celina, Frisco, and McKinney. Establishing a MITC in Collin County and capitalizing on the resources of multiple institutions of higher education is a cost-effective solution to meet the increasing demand for higher education opportunities within the community. Student Demand Collin College has observed tremendous enrollment growth and is expected to be among the fastest growing community college in Texas until Since 2000, Collin College enrollment has increased nearly 65 percent, serving over 21,000 credit students in spring The lower tuition cost of community college is attractive to students and families that may not be able to afford four years of university tuition or housing costs. However, a community college alone cannot meet the higher education demands of Collin County residents. Collin College

291 A-3 conducted an extensive community needs assessment, surveying current students, reviewing census demographics, as well as engaging a national consulting firm to identify the community s higher education needs. Based on U.S. census data, 91 percent of Collin County residents, or approximately 412,000 people, have earned a high school diploma. Collin College is able to meet the immediate post-secondary education demands of the high school graduates, but the residents of Collin County express a need for more than associate degrees and workforce training. A community survey found that 55 percent of survey participants were interested in pursing a degree (Community Survey 2008). More specifically, 35 percent were interested in baccalaureate degrees and 65 percent in master s degrees (Community Survey 2008). These statistics demonstrate that there is room for higher education to expand through the establishment of the Collin Higher Education Center. Travel time and distance to local universities are obstacles for working adults, who are the most likely student to attend the CHEC (Community Survey 2008). The CHEC location is easily accessible by Highway 75 Central and Highway 121, which are primary roadways serving the dense population found in south Collin County. However, the population in north Collin County as well as Grayson County will find travel to the CHEC convenient on Highway 75. In addition, the CHEC will be accessible to residents in east Collin County and southeast Denton County via Highway 121. Parking will be free and close to the building for additional convenience. Workforce Need The Collin Higher Education Center is located approximately 30 miles north of downtown Dallas. The accessibility by major highway makes the area a prime location for business growth and expansion. Employers in the surrounding Dallas/Fort Worth Metroplex, as well as in Collin County, seeking qualified candidates look to degreed graduates of quality academic programs. For example, the North Central Texas Interlink s Labor Market Survey, as outlined in the Targeted Occupations Identified by Employers for Long Term Potential Growth report, lists the following occupations among the region s projected growth industries to 2014: management of companies and enterprises; educational services; technology and engineering; health care and social assistance; and arts, entertainment, and recreation. These are the areas of programmatic focus for the CHEC. Collin County s reported unemployment rate for March 2009 is 6.7%, employing 375,759 (Bureau of Labor Statistics 2009). Collin County residents with college degrees can take advantage of the employment opportunities in technology, retail, healthcare, and education within the county. Additionally, 25 fortune 500 corporate headquarters located in the Dallas-Ft. Worth Metroplex provide high paying jobs for experienced and credentialed job seekers. From a national perspective, the U.S. Bureau of Labor Statistics reports in their Economic News Release (Table 9) from there will be an increase in employment and total job openings overall in the U.S. that require bachelor s (16.5% increase) and master s (18.9% increase) degrees. The education opportunities available through the CHEC will help ensure that appropriately credentialed college graduates are available to meet the current needs of local employers as well as fill future jobs in expected growth areas within the workforce. Meeting the Need In light of the escalating costs, increasing demand, and local need for higher education, the Collin College elected Board of Trustees voted to incorporate space for a MITC into the plans for a new Collin College administration building. Construction on the $34 million CHEC

292 A-4 and administration building is underway with funding from Collin College, a $1.8 million land donation from the McKinney Economic Development Corporation, and $2 million from the City of McKinney for a parking structure. With the collaboration of six institutions of higher education, the CHEC will improve access to higher education by delivering high quality programs in a high-demand region of North Texas. This initiative supports the Texas Higher Education Coordinating Board s Closing the Gaps goals to increase participation and success without a request for additional state budgetary allocations. Student participation at the CHEC is estimated to reach over 1500 students within three years. Furthermore, the ease of transfer from community college to university and the proposed student support systems will certainly facilitate an increase in degree completion. Considering the current financial climate, a MITC in Collin County is a prudent and practical means of meeting local demand for more higher education opportunities. Administrative Structure As owner and operator of the CHEC, Collin College will employ a full-time administrator, with a minimum of a master s degree, to manage and oversee facility operations. The administrator will coordinate facility scheduling as well as the services provided by Collin College including custodial services, utilities, security, maintenance, media services, academic computer services, duplication, telephone, and internet. The administrator will also maintain terms of a memo of understanding between Collin College and each partner university through the assistance of a CHEC advisory committee. The administrator will facilitate collaborative participation and oversight of CHEC operations through a CHEC advisory committee, consisting of appointed representatives from each CHEC partner institution. The advisory committee structure will establish a process of communication and decision-making by simple majority on matters relating to the operation of the CHEC, including procedures, evaluation, accountability, conflict resolution, program and course offerings, and additional partners. Advisory committee decisions will be made by majority vote and align with CHEC guiding principles agreed upon by all partners. Academic Oversight Universities delivering the degree programs at the CHEC are solely responsible for academic oversight and meeting standards of accreditation. With the support of CHEC staff, universities will maintain admissions criteria, degree requirements, faculty qualifications, standards of instruction, learning resources, learning outcomes, instructional materials and support, evaluation of courses, and other accreditation requirements at the same level of quality as those on the main university campus. Participating Institutions and Programs Offered A subcommittee of the Collin College Board of Trustees (Board subcommittee) extended invitations to participate in the CHEC to its ten pre-admission partner universities, which included Austin College, Baylor University, Dallas Baptist University, Southern Methodist University, Texas A&M, Texas A&M Commerce, Texas Tech University, Texas Woman s University, The University of Texas at Dallas, and University of North Texas. Baylor University, Dallas Baptist University, Texas A&M Commerce, Texas Tech University, Texas Woman s University, The University of Texas at Dallas, and University of North Texas responded to the invitation with a proposed list of programs for the CHEC. The Board subcommittee evaluated all proposed programs and recommended a non-duplicative selection of CHEC degree programs. Representatives from each partner institution attended regular meetings

293 A-5 since January 2009 to discuss revisions to program offerings, collaborative efforts, future opportunities, and additional programs for expansion. The table below lists the universities participating in the CHEC and the degree programs each plans to bring to the CHEC when it opens in January However, it is the university s responsibility to acquire approvals from and comply with the THECB, the Southern Association of Colleges and Schools, and other accrediting agencies prior to program implementation at the CHEC. University Partner Dallas Baptist University Texas A&M University Commerce Texas Woman s University The University of Texas at Dallas University of North Texas Baccalaureate Degrees BAS Communication BS Psychology BA Interdisciplinary Studies (Elementary Ed) BA Spanish BS Child Development BS Math w/ Teacher Certification RN to BS Nursing BS Business Administration BS Accounting and Information Management BS Computer Science BS Criminology Bachelor of Applied Arts and Sciences Master s Degrees MA Management w/ Human Resource concentration MA Professional Development in Leadership Studies MA Teaching MS/MEd Counseling MEd Curriculum and Instruction MEd Education Administration MEd Special Education Masters of Business Administration MS Accounting and Information Management MEd Higher Education MS Engineering Systems Doctoral Degrees PhD/EdD Higher Education EdD Educational Administration Program Need There is a demonstrated need for the degree programs proposed for the CHEC. Each university participating in the MITC provides the following rationale and data to support the programs planned for implementation. Dallas Baptist University Collin College offers two-year associate degree plans and core curriculum courses that are easily transferred to Dallas Baptist University (DBU) through a current articulation agreement between the two institutions. DBU will be offering all of the courses in the degrees that Collin College does not provide. This will allow students to seamlessly transition from a two-year undergraduate environment into a four-year degree program and possibly beyond into a graduate degree program. As part of the partnership with the Collin College, DBU has agreed to

294 A-6 offer courses at the Collin Higher Education Center for degree completion in the following programs: Bachelor of Arts and Sciences in Communication Master of Arts in Management (Human Resource Management concentration) Master of Arts in Professional Development (Leadership Studies concentration) Master of Arts in Teaching (Elementary and Secondary Specializations) Student Demand and Workforce Need Each proposed degree program addresses a student and workforce need. Surveys conducted by Collin College identify the proposed degree programs as areas of interest among current students and community members (Collin College 2008). Furthermore, The North Central Texas Interlink s Labor Market Survey for the North Central Texas region lists elementary and secondary teachers as well as general and operations managers as long-term growth careers for North Texas (2009). The Bureau of Labor Statistics identified training and development specialists as a fastest growing occupation (2009). These identified growth areas and results of needs assessments align well with DBU s offerings in the areas of human resource management, leadership studies, teaching, and communication. Texas A&M University Commerce Bachelor of Science, Psychology In the survey of current Collin College students, May 2008, psychology was rated 12th most likely major out of 21. Psychology was indicated as one of the areas of interest in the Collin County Higher Education Scan completed in January, The undergraduate degree in psychology has consistently been one of the most popular majors at Texas A&M University- Commerce. In FY08, 35 BS Psychology degrees were awarded, 34 in FY07, 44 in FY06, 39 in FY05, and 39 in FY04. Regional workforce needs are projected to be strong, especially in the public education sector. Bachelor of Arts, Interdisciplinary Studies (Elementary Ed) This degree is the most popular undergraduate major at A&M-Commerce. In the survey of current Collin College students, May 2008, this was rated the 7th most likely major out of 21. Elementary Education was listed as one of the areas of most interest in the Collin County Higher Education Scan completed in Texas Workforce Development projections for Dallas County show a growth rate of 42.5%, and the projections for the North Central Texas area (which includes Collin County) show a 32.8% growth rate. Bachelor of Arts, Spanish While not specifically listed in Workforce Development data, this major is one with perhaps the greatest potential for growth. The rapid and sustained rise in the number of Hispanics in Texas, many of whom still speak Spanish, will feed the need for this degree. In the Collin County Higher Education Scan, foreign language was listed as an area of interest. Graduates with this degree can also pursue certification in secondary education to fill the extreme need for Spanish teachers in regional schools. Master of Education, Counseling This degree was listed as an area of interest for graduate students in the Collin County Higher Education Scan in This degree has been an extremely popular Master s level

295 A-7 degree at A&M-Commerce, with 72 degrees awarded in FY08, 50 in FY07, 50 in FY06, 73 in FY05, and 55 in FY07. A majority of graduates with this degree go to work in the education sector, and the Dallas County Workforce projections show a 36.2% growth rate in this sector, while the North Central Texas Area shows a projected growth rate of 31.4% for this sector. Master of Education, Curriculum and Instruction This degree area was also listed as an area of interest for graduate students in the Collin County Higher Education Scan in This has also been an extremely strong program at A&M-Commerce, and the Workforce shown above indicate continued growth in the need for graduate of this degree in the education sector. In , 107 degrees were awarded with the elementary emphasis and 59 degrees were awarded with the secondary emphasis. Texas Woman s University Bachelor of Science, Child Development Student Demand Students majoring in child development at Collin College and Texas Woman s University have shown a keen interest in attending classes in Collin County. Physical space is at a premium at TWU and additional classrooms in Collin County would be of great benefit to current TWU students as well as ascending Collin students. Surveys of student interest and preference indicate that students currently traveling from the North East Texas region will eagerly attend classes in McKinney, Texas. Workforce Need Students pursuing a child development bachelor s degree in the North Texas region, the state of Texas, and across the nation seek careers that shape the cognitive, emotional, social, and physical domains of children and adolescents, either directly or indirectly. A primary focus on the family and its role within culture and society is at the core of this degree. The United States Bureau of Labor and Statistics identifies child care workers as one of the 30 highest growth occupations in the nation, with an anticipated growth of 23.5% over the next ten years ( Careers in childcare administration, preschool/infant/toddler teaching, observation and assessment, child welfare, child protective services, court appointed advocacy, training and curriculum, early childhood intervention, food and nutrition/obesity prevention, child psychology, and school guidance and counseling are but a few opportunities for child development majors, with the undergraduate degree serving as a catalyst for some careers that require a graduate degree. Region: In the North Texas region, a May 2008 survey of current Collin students found a moderate preference for course work toward the child development degree. During the past five years, TWU has experienced a robust enrollment of approximately 250 undergraduate child development majors, giving credence and validation to the results of the poll. In addition, the North Central Texas Resource InterLink targeted high skill/high wage occupations ( ) and identified social services workers (35%) as much needed in the workforce. Child development related jobs often provide social services through jobs such as directors of shelters, case managers, outreach supervisors, and many more. State & Nation: Careers that require a bachelor s degree in child development are plentiful across the state and nation, especially in agency, school, social service, and military base settings (nationally and internationally). Jobs such as intervention specialists, training and

296 A-8 curriculum specialists, and jobs in child life are available to our students who are willing to relocate or return to their area of origin. Master of Education, Education Administration Student Demand Response to current offerings of the M.Ed. for Educational Administration program in Lewisville and Dallas using a hybrid approach has been very positive. Coursework is being provided using a blend of on site (in the local area) and on-line media. Travel from Collin County school districts adds close to an hour each way for the Education Administration students who are all working professionals in the school districts. As working professionals, the graduate students are very receptive to the time savings and flexibility of onsite and online coursework. Thus, students respond positively to the partnered program designed to provide a high quality preparation program that limits the traditional barriers of time and travel. This approach holds great promise for creating a sustainable supply of school administrators to meet the demands of the rising population in the Collin County region. Workforce Need The demand for trained, certified school administrators has skyrocketed in the Collin County area due to the rapidly increasing student population. In addition to typical needs based on attrition, the school districts in Collin County have built new schools and added positions at an extraordinary rate. For example, the Frisco ISD is one of the fastest growing in the nation. In 1998, the Texas Education Agency reported the Frisco ISD had a student population of 3715 and in 2008 that population had grown to 27,256 over 700%. The McKinney ISD grew from 8702 students to 22, 276 nearly tripled in size. Allen ISD nearly doubled as did some of the other smaller districts. The Plano ISD only grew by approximately 20% - adding over 10,000 students. Each of these districts has added schools and, consequently, administrative positions to serve the increasing population. Indeed, projections of future supply and demand suggest that this demand will continue to increase over the next five years. And, there will be a sustained need for educational administrators in the Collin County area. Bachelor of Science, Mathematics with Grades 4-8 or 6-12 Teacher Certification Student Demand In evaluating barriers that might artificially limit the supply of qualified teachers, it has been noted that some university based teacher preparation programs are unduly time-consuming and expensive. Undergraduate teacher preparation programs at TWU have successfully restructured and reduced required SCH in a way that ensures rigorous and effective teaching skills. While completing requirements for a B.S. in mathematics, students are able to complete a minor in Professional Studies, and be eligible for graduation with teacher certification in 4 years. The number of students certified in TWU s secondary math (grades 4-8 and 6-12) has increased six fold since Strong and effective articulation agreements with Collin College will facilitate this process and ensure ease of transfer from one institution to the next. A survey of Collin College students indicates high interest in math and computer science fields. A partnered, undergraduate teacher preparation program that is designed to remove barriers of time, travel and expense holds great promise for creating sustainable solutions to critical teacher shortages in the Collin County region.

297 A-9 Workforce Need Policymakers and educators increasingly recognize the fundamental importance of math literacy to educational and economic opportunity in the 21st Century. As greater percentages of new and existing jobs require workers to have solid mathematical skills, Texas schools continue to face a critical shortage of the certified teachers required to train that workforce. Recent reports indicate that the gap between the number of new math and science teachers that districts need and the number coming into our schools has widened dramatically since The state is currently able to recruit only half as many math teachers as it needs. A survey of school districts in the north Texas, Collin County region, indicates that the need persists. Indeed, projections of future supply and demand suggest that the shortage will continue to increase over the next five years. The shortage will intensify as Texas high schools implement 4-by-4 graduation requirements for core courses, including an extra year of math and science ( Registered Nurse to Bachelor of Science, Nursing Student Demand Students majoring in nursing at Collin College and Texas Woman s University have shown significant interest in advancing their education in Collin County. In addition to individual student interest, hospitals in the North Texas Region, especially those seeking Magnet status, are increasingly asking RN employees to expand their education and are seeking relationships with area institutions of higher education to promote RN learning opportunities. Many students that travel from the North East Texas region would happily attend classes in McKinney, Texas, and would seek advising and mentoring at the Collin College location. TWU students have indicated an interest in attending classes in McKinney, and area hospitals are pursing partnerships with colleges and universities. TWU beginning baccalaureate nursing courses will be offered in lecture and hybrid venues on the Collin College campus in McKinney, as per the needs assessment from Collin College. One hundred per cent online courses currently exist at TWU in nursing, extending the course offerings for those who prefer online classes. We believe combining lecture, hybrid and online offerings along with onsite advising/ mentoring will meet the needs of all students attending Collin College and Texas Woman s University. Workforce Need Students pursuing a nursing bachelor s degree in the North Texas region and across the nation seek careers that are fulfilling and stable in a shifting economy. The U.S. Bureau of Labor Statistics reports that by 2016 more than a million additional nurses will be needed in this country. This leads the nation in projected job growth ( The increase in nurses reaching retirement age coupled with the increasing demand for nurses and nursing education faculty increases the demand for RNs with a minimum of a baccalaureate degree. The American Association of Colleges of Nursing reports that 30,000 additional nurses annually are needed. Achievement of this goal would constitute an increase of 30% over the current graduate rate. Master of Education, Special Education Student Demand There were 55 applicants seeking a Masters in Special Education on the Denton campus during 2008, with 42 applicants accepted into the program. Applicants who enter the Masters program in special education are typically certified teachers who seek additional skills working with individuals with disabilities. During the Masters program accepted students have the

298 A-10 option to take nine credit hours designed to lead to passing a certification exam as an educational diagnostician. Graduates from the Masters program have a high pass rate on the certification exams (about 95%) and a high rate of employment. Workforce Need Students seeking additional certification as a special education teacher have, according to the Bureau of Labor Statistics ( excellent job prospects. Continued increases in the number of students with disabilities needing services will result in an increase in the need for special education teachers. With an increase of 15 percent from 2006 to 2016, demand of special education teachers has shown a faster growth than the average for other occupations. The need for additional educational diagnosticians, who are certified special education teachers with specialized skills in instruction and assessment, is also on the increase. As the population of students with disabilities increases in the schools, the number of educators skilled in assessment for identification will also increase. There is a state-wide recognized need for educators who are skilled in working with students with disabilities. A large number of students with disabilities are receiving services in the general education classroom. Some school districts in the area are moving toward a coteaching format for delivery of instruction. Co-teaching typically refers to a general education teacher and a special education teacher sharing one classroom and delivering instruction to all students in the classroom. In addition, TWU has a strong background in assessment, including connecting assessment and instruction for teachers. Current legislation requires additional accountability and monitoring student progress in order to address the needs of all students. The Educational Diagnostician Program, which is housed in the Special Education Masters degree as one option, provides a strong background to educators in the assessment process. The University of Texas at Dallas Bachelor of Science, Computer Science Student Demand The Engineering and Computer Science Office of Undergraduate Advising (OUGA) prepared a questionnaire, which was sent out by to all computer science undergraduate students shortly before the Spring Break. Of the students who replied, twenty percent are from the McKinney/Allen area and ten percent live at other locations close to the intersection of SH 121 and US 75. All (except one) students in the Allen/McKinney area stated that they would prefer to take the entire BS CS program if it were to be offered at the Collin Higher Education Center. They also prefer to take courses there if only part of the program were to be offered. Sixty-six percent of the students who live close to SH 121 and US 75 said yes to both questions. Workforce Need Data from the US Bureau of Labor Statistics and the National Science Foundation indicate the annual production of Math/Computer Science degrees in the United States in 2004 to be approximately 50 percent of the average number of job openings in Computer Science related fields in The difference equates to a need for 70,000 more students graduating with math/computer Science degrees due to new job creation in the information technology (IT) industry for years to come. As North Dallas is a high tech concentration area, there will be many IT job openings in the area once the economy rebounds from the current recession. As in recent

299 A-11 years, Computer Science graduates are expected to be able to find jobs once they finish their degree at the CHEC. Bachelor of Science, Criminology Student Demand A survey of current UTD criminology students conducted January 1, 2009, indicates a need for courses in McKinney, Texas. Of the 100 survey responses, 45 percent would prefer to take their complete program at the CHEC and 50 percent indicated a preference to take some courses at the CHEC. Collin College has a strong criminal justice program with 160 students currently enrolled in their associate of arts degree and field of study with a criminal justice emphasis. A survey of current Collin College students listed criminal justice as the third most likely major for students interested in attending the CHEC. Offering this program at the CHEC will meet the demand of students interested in a criminal justice baccalaureate degree. Workforce Need Our search of jobs openings in law enforcement found over 44 recent listings. The Dallas Police Department alone is seeking to fill over 100 positions and the Houston Police Department is seeking to fill numerous openings. At the Federal level, the Border Patrol is taking applications. The area of law enforcement is opening rich, and graduates of this degree program will be ready to compete for employment. Bachelor of Science, Business Administration Bachelor of Science/Master of Science, Accounting and Information Management Master of Business Administration Student Demand A survey of current UTD management students conducted on March 11, 2009, indicates a need for courses in McKinney, Texas. Nearly 20% of the 1609 students surveyed indicated a preference to complete their management degree at the CHEC. Furthermore, 28 percent indicated a preference to take some courses at the CHEC instead of UTD. Collin College also conducted needs assessments of current students and the general community identified business and management as a top degree of choice of those interested in attending the CHEC. Workforce Need A website for Texas statistics, projects management occupations to grow by 13.3% from with 11,650 new jobs being created in the North Texas workforce development area during that period. They also project 18,650 replacement jobs in the same period. They also project Business and Financial Operations Occupations to grow by 21.13% for a total of 17,700 new openings and 14,200 replacement jobs in the North Texas area. University of North Texas Collin College offers two-year associate degree plans and core curriculum courses that are easily transferred to the University of North Texas (UNT) through a current articulation agreement between the two institutions. UNT will be offering all of the courses in the degrees that Collin College does not provide. This will allow students to seamlessly transition from a two-year undergraduate environment into a four-year degree program and possibly beyond into a graduate degree program. As part of the partnership with the Collin College, UNT has agreed to

300 A-12 offer courses at the Collin Higher Education Center for degree completion in the following programs: Bachelor of Applied Arts and Sciences (BAAS) Master of Science, Engineering Systems Master of Education, Higher Education Administration Doctor of Philosophy, Higher Education Administration Doctor of Education, Higher Education Administration Doctor of Education, Educational Administration UNT is the second highest transfer destination for Collin College students. The Collin County Higher Education Scan (2008) performed by the Collin County Community College District between October 22 and November 7, 2007 indicates that of the respondents who were interested in pursuing higher education, 66% were interested in a graduate degree. The programs provided by UNT through the CHEC have been selected to meet the needs of the population and the community in the areas served by Collin County Community College District. Bachelor of Applied Arts and Sciences (BAAS) The BAAS program serves transfer students from community colleges who have an associates of applied science degree, who have accrued WECM credits, and/or who have military credits, or who are interested in multi-disciplinary study. The BAAS degree at the CHEC will initially offer two professional development concentrations: Alternative Dispute Resolution (ADR) and Non-Profit Management & Volunteer & Community Resource Management (COMS). Student Demand The UNT BAAS program has nearly tripled the number of students served over the last five years. In addition to serving students from Collin College, the BAAS degree will serve students from Grayson College. Grayson College currently serves approximately 3,300 undergraduate students, and is much closer to the CHEC than to any area university. Enrollment in the ADR program at UNT Dallas (the primary site for this program) increased by 72.2% from to Growth of the ADR program at CHEC is expected to be even more robust. Enrollment in the COMS program at UNT Dallas increased by 87.0% from to In the fall semester of 2008, COMS courses were the top choice of BAAS students, accounting for 1,116 SCH. In addition to providing a concentration area for BAAS students, there will be certificate programs for non-baas students, which will serve a wide variety of students and further the potential benefits of the BAAS program at CHEC. Workforce Need ADR services are often used in business. There are 39 corporations with over 1,000 employees headquartered in Collin County. COMS services are utilized primarily by non-profit and/or tax exempt organizations. There are an estimated 2,623 non-profit and/or tax exempt organizations in Collin County, 13,668 in Dallas County, and 1,993 in Denton County. Employees with otherwise terminal Applied Associates degrees who are tapped for professional development and advancement in area businesses will find the BAAS degree offering critical to success.

301 A-13 Master of Science, Engineering Systems The Master of Science in Engineering Systems has been selected to fulfill a large and growing need for Collin County and the surrounding communities. There will be two concentrations offered: Construction Management and Engineering Management. Student Demand The Collin College survey of educational needs indicates a high demand for Master s programs. Since the program began, the student demand has doubled enrollment in two years. Collin County is one of the state s fastest growing and large corporation rich counties in Texas. This degree will continue in high demand. Workforce Need In 2008, Texas had the highest number of Fortune 500 companies in the nation, 25 of which are in North Texas. Of the 25 companies in North Texas, there are 12 in Dallas, 7 more in the suburbs of Dallas, and 1 in Grapevine. In 2009, the number of companies in Texas increased to 64. Construction Management is expected to grow at an accelerated rate as the number of job openings exceeds the number of qualified construction management applicants. There is an expected employment increase of 16% or 77,000 jobs for construction managers between the years The growth rate of need, the high volume of Texas and North Texas companies, and the fact that a substantial number of seasoned construction managers are expected to retire over the next decade all indicate high need for a convenient, accessible construction management program at the CHEC. Engineering managers begin their careers as engineers and gain business management skills by completing a master s degree in engineering management. Employment of engineering managers is expected to grow by 8% or 14,000 jobs from The growth rate of need and the high volume of Texas and North Texas companies indicate the necessity of the engineering management master s degree at CHEC. Master of Education, Doctor of Philosophy, and Doctor of Education, Higher Education Administration Student Demand Collin County is one of the state s fastest growing counties. Demand for education professionals will parallel the growth in population. Collin College intends to build a new 100+ acre campus in Celina. Enrollments at all area colleges and universities are increasing, indicating rising student demand for these credentials. Faculty members of the higher education program have conducted preliminary interest meetings with future potential students. Collin College s survey of educational needs indicates a high demand for these programs. The U.S. News and World Report listed higher education administration as one of 30 careers that offer strong outlooks and high job satisfaction in its 2009 list of Best Careers. This underscores the need for the program availability to students, particularly in a high volume, at an accessible location such as the CHEC. Workforce Need The Master of Education, Doctor of Philosophy, and Doctor of Education programs in Higher Education Administration to be offered at CHEC have been selected to meet significant current and future needs in Collin County and the surrounding communities. As the population in the Collin County area has grown, so have the higher education institutions serving that population. For example, Collin County Community College has grown by 65% since 2000, annually serving 31,000 credit students. Nearby Richland College reports a student body of

302 A-14 15,000. As these institutions expand, so will their need for staff and administrators with degrees in higher education administration. The American Association of Community Colleges has well documented evidence that community colleges are in the midst of a transition brought about by the numerous retirements of administrators and faculty members ( This situation holds true in North Texas as well. This growth in demand for qualified administrators is supported by national data and trends as well. The Bureau of Labor Statistics expects significant demand for post-secondary administrators (Occupational Outlook Handbook, ), and their statistics project approximately 14% growth in employment by Doctor of Education, Educational Administration Student Demand Collin College s survey of educational needs indicates a high demand for these programs. Public school enrollments continue to grow in the Dallas-Fort Worth Metroplex. Several months ago, Dr. John Brooks conducted a survey of master s degree students in education administration to poll their interest in a doctorate in education administration and in superintendent certification. He found a high level of interest among master s students in pursuing a combined program to obtain both the superintendent certification and doctoral degree. Workforce Need Collin County is one of the state s fastest growing counties. Demand for education professionals will parallel the growth in population. Frisco ISD, for example, has plans to build multiple new high schools in the coming decade. The demand for doctoral degrees in education administration is expected to remain strong in the North Texas region. The superintendent certification that is part of the program is of keen interest to upwardly bound school administrators. Anticipated Headcount FY2010* FY2011 FY2012 FY2013 FY2014 FY2015 Dallas Baptist University Texas A&M University Commerce Texas Woman s University The University of Texas at Dallas University of North Texas Total Headcount *2010 is a partial year Articulation and Transfer of Community College Credit Each partnering university has a history of strong articulation with the Collin College curriculum and receiving a large number of Collin transfer students. All of the undergraduate programs offered at the CHEC will have a formally articulated 2+2 degree plan. The plan will identify the Texas Common Course Numbers (TCCN) for lower-division community college courses and the upper-division university courses needed to complete the various baccalaureate degrees. Although the articulation agreements for CHEC programs will be designed for Collin College transfer students, the TCCN used in the 2+2 degree plans will assist any community college student transferring to a CHEC partner university. Students will be able to access the

303 A-15 articulated 2+2 degree plans on the Collin College website, the CHEC website and in the student services center at the CHEC. Currently, all the partnering universities have signed a formal pre-admission partnership agreement with Collin College. Depending on the university, pre-admitted students receive a variety of university benefits such as library privileges, priority registration, faculty advising, a DART pass, student rates to athletic events, and even guaranteed tuition rates. Most importantly, pre-admission students are guaranteed admission if they meet the minimum university admission criteria. The pre-admission program identifies transfer students early allowing for long-term academic planning and a seamless transition from Collin College to the partner university. Facility Arrangements The CHEC will house Collin College upper-level administration as well as space dedicated to university partners. The shared facility will reduce operational costs for all partners. All essential operational staff will support both Collin College administrative offices as well as the needs of the higher education center. Technical support staff, information desk/phone operator, custodial services, and security will serve all building users. The cost of facility operations is the responsibility of Collin College, but will be off-set by the building usage fee paid by each university partner. The CHEC facilities will provide a comfortable, convenient, and supportive teaching and learning environment for university students. Students will have access to a student services center, a quiet learning and resource center, and a student lounge. The teaching facilities will be scheduled on a flex-time system to accommodate varied instructional styles and modalities. General purpose classrooms, computer labs, seminar rooms, and two-way interactive video classrooms will all be furnished by Collin College as part of the initial construction cost and available to universities for use. In addition, each university partner will have one dedicated office plus flex-time office space for professors, and university staff to use for preparation time, office hours or scheduled meetings with students. Collin College assumes the fiscal and operational responsibility for the CHEC, therefore will employ two full-time and two part-time staff to support operations of the facility and the student services center. The aforementioned full-time administrator will manage the CHEC with the assistance of a part-time site coordinator. Additionally, a full-time transfer coordinator and a part-time student development assistant will provide student support services such as general advising, academic planning, and connecting students with home campus resources and services. Financial Arrangements to Support the CHEC For use of the facility, each university partner will pay Collin College a fee based on credit hour enrollment. Included in the fee is classroom use, services provided by student services staff, general building maintenance and operations, and one designated office for recruiting/advising. Additional dedicated office space for university partners is also available at a fee. The amount of the fee will vary based on the hours of instruction requiring facility use. Fees paid to Collin College will be set by the Collin College Board of Trustees to help offset a portion of the operational and personnel costs that support the CHEC. Finances will be reviewed annually by the CHEC advisory committee and adopted by university partners through a memorandum of understanding. Student Services Delivery Success of students attending the CHEC is dependent on support services comparable to those experienced on the main campus. Students must have access to academic advising,

304 A-16 admission and enrollment services, and other student services. The CHEC partnership will support students needs through an on-site student services center (SSC). The SSC will be a onestop location for students to begin academic planning or find assistance in pursuing a current degree plan. Available student services will be communicated through printed materials as well as through the CHEC website. Student Services Many university student services such as admission, registration, bursar, and bookstore will be provided by the home campus via internet. To accommodate the largely internet-based services, the CHEC will have multiple computers available for students to access university websites as well as wireless connectivity throughout the CHEC. SSC staff will be trained to navigate each university partner website and assist CHEC students with online services. Academic Advising Academic advising needs will differ for transfer and graduate students. Most transfer students will be on Collin College campuses and therefore advising will be available to students on all three campuses. All Collin College advisers will be versed in the degree plans for CHEC undergraduate degrees, therefore current Collin College students can visit with any Collin advisor to develop transfer plans. Collin transfer students also have the option to meet with university advisors or admission counselors on Collin College campuses. Each university partner has access to the three Collin College campuses to recruit and advise current Collin College students through the transfer process. Undergraduate advisors on Collin College campuses are the best way to reach the most transfer students. Returning undergraduates and graduate students are more likely to seek advising at the CHEC facility; therefore, access to advising is necessary at the CHEC. Dedicated office space is available for university staff to meet with students privately at the CHEC facility. Because university staff schedules will vary, Collin College s full-time transfer coordinator will be trained by university advisors to provide general information about all degree programs offered at the CHEC. Access to library resources Students registered for classes at the CHEC will have access to all electronic library resources and searchable databases available through their respective university. Students may access libraries from home, links on the CHEC website, computers available in the CHEC learning resource center, or a personal laptop through the CHEC wireless network. Through the online university library sites, students will have online access to librarians for individual assistance. In addition, the TexShare system will enable students to request print materials, including books and journal articles, to be mailed to their home or the CHEC student service center. CHEC student service staff will assist students with library access and each partnering university will communicate any additional details about available library services directly to students enrolled in courses at the CHEC. Website link for the Center s site A comprehensive website for the CHEC is under construction. The website will provide information about the CHEC facility, degree offerings, and course schedule. In addition, the website will offer quick links to all partner institutions to allow students easy access to webbased information and student services provided by their home campus.

305 A-17 References Bureau of Labor and Statistics. Local Area Unemployment Statistics. Accessed April 30, Collin College. January Collin County Higher Education Scan. Clarus Corporation. Alliance, NE. Collin College. May Collin Higher Education Center Needs Assessment: A Survey of Current Collin Students. Collin County Texas. Collin County School Districts. Retrieved on June 16, 2009 from Interlink. Interlink s North Central Texas Targeted High Skills/High Wage Occupations Identified by Regional Employers for Long Term Growth. Accessed April 21, Texas Education Agency Academic Excellence Indicator System District Reports. Retrieved on June 16, 2009 from Texas Education Agency Academic Excellence Indicator System District Reports. Retrieved on June 16, 2009 from United States Department of Labor, Bureau of Labor Statistics Occupational Outlook Handbook, Edition. Fastest growing occupations and occupations projected to have the largest numerical increases in employment between 2006 and 2016, by level of postsecondary education or training. accessed April 20, 2009.

306 A-18 In witness whereof, the authorized representative of Collin County Community College District supports this request for Texas Higher Education Coordinating Board approval of the Collin Higher Education Center in partnership with Dallas Baptist University, Texas A&M University - Commerce, Texas Woman s University, The University of Texas at Dallas, and University of North Texas and agrees to implement plans outlined herein. Collin County Community College District By Dr. Cary A. Israel, President Date

307 A-19 In witness whereof, the authorized representative of Dallas Baptist University supports this request for Texas Higher Education Coordinating Board approval of the Collin Higher Education Center in partnership with Collin County Community College District, Texas A&M University - Commerce, Texas Woman s University, The University of Texas at Dallas, and University of North Texas and agrees to implement plans outlined herein. Dallas Baptist University By Dr. Gary Cook, President Date

308 A-20 In witness whereof, the authorized representative of Texas A&M University - Commerce supports this request for Texas Higher Education Coordinating Board approval of the Collin Higher Education Center in partnership with Collin County Community College District, Dallas Baptist University, Texas Woman s University, The University of Texas at Dallas, and University of North Texas and agrees to implement plans outlined herein. Texas A&M University - Commerce By Dr. Dan Jones, President and CEO Date

309 A-21 In witness whereof, the authorized representative of Texas Woman s University supports this request for Texas Higher Education Coordinating Board approval of the Collin Higher Education Center in partnership with Collin County Community College District, Dallas Baptist University, Texas A&M University - Commerce, The University of Texas at Dallas, and University of North Texas and agrees to implement plans outlined herein. Texas Woman s University By Dr. Ann Stuart, Chancellor and President Date

310 A-22 In witness whereof, the authorized representative of The University of Texas at Dallas supports this request for Texas Higher Education Coordinating Board approval of the Collin Higher Education Center in partnership with Collin County Community College District, Dallas Baptist University, Texas A&M University - Commerce, Texas Woman s University, and University of North Texas and agrees to implement plans outlined herein. The University of Texas at Dallas By Dr. David Daniel, President Date

311 A-23 In witness whereof, the authorized representative of University of North Texas supports this request for Texas Higher Education Coordinating Board approval of the Collin Higher Education Center in partnership with Collin County Community College District, Dallas Baptist University, Texas A&M University - Commerce, Texas Woman s University, and The University of Texas at Dallas and agrees to implement plans outlined herein. University of North Texas By Dr. Gretchen M. Bataille, President Date

312 B-1 Appendix B Agreement between TWU and CCCCD AGREEMENT This Agreement is made and entered into this day of, 2009 (the Agreement ), by and between the Collin County Community College District ( Collin College ), and Texas Woman s University ( TWU ). WHEREAS, the population of Collin County exceeded seven hundred sixty thousand (760,000) in 2008; and WHEREAS, the demand for upper-division undergraduate courses and graduate degree programs continues to grow in Collin County; and WHEREAS, Collin College has exceeded twenty-one thousand (21,000) credit students in the Fall of 2008 with more than forty-four thousand (44,000) credit and continuing education students being served in the academic year ; and WHEREAS, the strategic plans of several communities in Collin County calls for a four year public university in their respective cities; and WHEREAS, Collin College engaged a consulting firm to assess the higher education needs of the residents of Collin County which found a tremendous unmet need for locally accessible programs taught face-to-face; and WHEREAS, Collin College has determined to meet the burgeoning demand of its constituents for upper-division undergraduate courses and graduate degree programs, Collin College will construct and operate a one hundred twenty five thousand (125,000) square foot facility in McKinney; of which approximately seventy-five thousand (75,000) square feet will be dedicated to a higher education center on the terms described below (the Facility ). NOW, THEREFORE, in consideration of the covenants and conditions contained in this Agreement, Collin College and TWU agree as follows: 1. Findings Incorporated. The findings set forth above are made a part of this Agreement as if set forth herein verbatim. 2. Term of the Agreement. This Agreement shall be effective for 36 months upon the date of execution of both parties and shall be renewable under terms acceptable to both parties unless terminated earlier as provided below. 3. Responsibilities of Collin College. a. Collin College shall dedicate to upper-division courses of baccalaureate degree programs and all courses leading to graduate programs a maximum of seventy-five (75,000) square feet of the Facility.

313 B-2 b. Collin College will dedicate space in the Facility to TWU, maximizing efficiency and utilization. c. Collin College will be responsible for managing and overseeing the operations of the Facility, including the responsibility to provide custodial services, utilities, security, maintenance, printing and copying costs, telephone (including long distance), and internet; provided however, payment of the same will be as a fee for service to each user. d. Collin College will be responsible for the maintenance of the Facility, including the telecommunication system, the computers, and software owned by Collin College. e. Collin College will provide classroom and lab facilities, based upon a flex time system adopted by Collin College, for students of TWU. f. Collin College will provide one dedicated office for TWU with additional office space available based on a flex time system adopted by Collin College. g. Collin College will establish an open computer lab and learning space with wireless network connection for student access to TWU s online student and library services with access to fee-based printing. h. Collin College will provide a student service center with staff to assist with online registration, program information, tuition payment, and student/faculty issues. i. Collin College will provide coordination of the facilities with TWU and other universities who are offering programs at the Facility. j. Collin College will establish an advisory committee with representation from Collin College and each university offering programs at the Facility to facilitate communication and decision-making on matters relating to the operation of the CHEC, including procedures, evaluation, accountability, conflict resolution, program and course offerings, and additional partners. k. Collin College is solely responsible for addressing conduct that may be disruptive or criminal in nature at the Facility. 4. Responsibilities of TWU. a. TWU will establish the following undergraduate and graduate degree programs and schedule courses to allow students attending the Facility degree completion within a reasonable period: Bachelor of Science in Child Development, Bachelor of Science in Math with Teacher Certification, Bachelor of Science in Nursing, Master of Education in Education Administration, and Master of Education in Special Education. b. TWU home campus will honor all courses and programs offered at the Facility, should a program be discontinued at the Facility.

314 B-3 c. TWU is responsible for evaluating and admitting students to TWU; awarding grades and all student appeals regarding grades; on the sole authority to award a degree. d. TWU is responsible for resolving standards of conduct violations by students admitted to TWU or personnel employed by TWU at the Facility. e. TWU will provide official head count and semester credit hours to Collin College three weeks after census day of each term. f. TWU will identify the number of classrooms, labs, and office space at least ninety (90) days before each semester in which TWU will utilize the Facility for class offerings. g. TWU is responsible for instructional materials (including software) and equipment, including video conferences related equipment at its home campus and any line costs for interconnection with Collin College. h. TWU will make necessary arrangements to provide all academic and support services required by Section 504 of the Rehabilitation Act of 1973 and the American with Disabilities Act to its students. i. TWU is responsible for the assignment and collection of tuition and fees assessed to students of TWU. faculty. j. TWU is responsible to maintain all records of TWU, its students and k. TWU will appoint a representative to serve on an advisory committee to facilitate communication and decision-making by majority vote on matters relating to the operation of the CHEC, including procedures, evaluation, accountability, conflict resolution, program and course offerings, and additional partners. l. TWU will acquire all necessary approvals from the Texas Higher Education Coordinating Board and the Southern Association of Colleges and Schools for programs offered at the Facility. m. Collin College and TWU acknowledge that, because TWU is an agency of the State of Texas, liability for the tortious conduct of the agents and employees of TWU or for injuries caused by conditions of tangible state property is provided for solely by the provisions of the Texas Tort Claims Act (Texas Civil Practice and Remedies Code, Chapters 101 and 104); similarly, Workers Compensation Insurance coverage for employees of TWU is provided by TWU as mandated by the provisions of Texas Labor Code, Chapter 502. State agencies are prohibited, by the General Appropriations Act, from expending any funds appropriated by that Act for purchasing policies of insurance covering claims arising under the Texas Tort Claims Acts. So long as such prohibition remains in force, TWU shall have the right, at its option, to self-insure in lieu of purchasing policies of insurance, as to the risks described above in this section.

315 B-4 5. Fees. a. TWU shall pay Collin College for facility use payable within thirty (30) days of receipt of the invoice ( Fees ). b. Fees for courses where more than 50 percent of the class time takes place in a CHEC classroom are $25 per credit hour per enrollment. c. Fees for courses where ten to fifty percent of the class time takes place in a CHEC classroom are $15 per credit hour per enrollment. d. Fees for courses designated as CHEC offering and where less than ten percent of the class time takes place in a CHEC classroom (i.e. orientation only) or the course is included in the CHEC schedule are $5 per credit hour per enrollment. e. Fees for additional dedicated office space, if available, are $675 per year. 6. Nonexclusivity. TWU acknowledges and agrees that Collin College will be contracting with other Facility partner universities to provide non-duplicative college degree and professional programs at the Facility. Collin College has authority to maximize the utilization of the Facility, giving partners first right of refusal. 7. Employees of One Are Not The Employees of The Other. The parties agree that nothing in the Agreement makes any employee of Collin College employees of TWU nor makes any employee of TWU employees of Collin College. All employees of Collin College providing services to TWU shall be solely subject to Collin College s policies and procedures. 8. Nonappropriation. In the event that during any fiscal year, sufficient funds are not appropriated for the payment of all Fees required to be paid during TWU s next succeeding fiscal year and TWU provides written notice of Nonappropriation under Paragraph 8 hereof, TWU may terminate this Agreement as of the end of its then current fiscal year and shall not be obligated to pay the Payments beyond such fiscal year. TWU agrees to give Collin College written notice of such termination at least sixty (60) days prior to the end of the then current fiscal year. 9. Notices. Any notice provided or permitted to be given under this Agreement must be in writing and may be served by depositing same in the United States mail, addressed to the party to be notified, postage pre-paid and registered or certified with return receipt requested, or by delivering the same in person to such party via facsimile or a hand-delivery service, Federal Express or any courier service that provides a return receipt showing the date of actual delivery of same to the addressee thereof. Notice given in accordance herewith shall be effective upon receipt at the address of the addressee. For purposes of notice, the addresses of the parties shall be as follows: If to Collin College, addressed to it at: President Collin County Community College District Courtyard Center 4800 Preston Park Boulevard Plano, Texas Telephone: (972)

316 B-5 Facsimile: (972) With a copy to: Chair of the Board of Trustees Collin County Community College District Courtyard Center 4800 Preston Park Boulevard Plano, Texas Telephone: (972) Facsimile: (972) Abernathy, Roeder, Boyd & Joplin, P.C. Attention: Richard M. Abernathy 1700 Redbud Blvd., Suite 300 McKinney, Texas Telephone: (214) Facsimile: (214) If to TWU, addressed to it at: With a copy to: 10. Attorney s Fees. In any legal proceeding brought to enforce the terms of this Agreement the prevailing party may recover its reasonable and necessary attorney s fees from the non-prevailing party as permitted by Section of the Texas Local Government Code, as it exists or may be amended. 11. Incorporation of Recitals. The representations, covenants and recitations set forth in the foregoing recitals of this Agreement are true and correct and are hereby incorporated into the body of this Agreement and adopted as findings of Collin College and the authorized representative of TWU. 12. Entire Agreement. This Agreement contains the entire agreement of the parties with respect to the matters contained herein and may not be modified or terminated except upon the provisions hereof or by the mutual written agreement of the parties hereto. 13. Venue. This Agreement shall be construed in accordance with the laws of the State of Texas and shall be performable in Collin County, Texas. Suits brought against TWU must be brought pursuant to the mandatory venue provision (Denton County) set forth in Section of the Texas Education Code.

317 B Consideration. This Agreement is executed by the parties hereto without coercion or duress and for substantial consideration, the sufficiency of which is forever confessed. 15. Counterparts. This Agreement may be executed in a number of identical counterparts, each of which shall be deemed an original for all purposes. A facsimile signature will also be deemed to constitute an original if properly executed. 16. Authority to Execute. The individuals executing this Agreement on behalf of the respective parties below represent to each other and to others that all appropriate and necessary action has been taken to authorize the individual who is executing this Agreement to do so for and on behalf of the party for which his or her signature appears, that there are no other parties or entities required to execute this Agreement in order for the same to be an authorized and binding agreement on the party for whom the individual is signing this Agreement and that each individual affixing his or her signature hereto is authorized to do so, and such authorization is valid and effective on the date hereof. 17. Savings/Severability. In case any one or more of the provisions contained in this Agreement shall for any reason be held to be invalid, illegal or unenforceable in any respect, such invalidity, illegality or unenforceability shall not affect any other provisions hereof, and this Agreement shall be construed as if such invalid, illegal or unenforceable provision had never been contained herein. 18. Representations. Each signatory represents this Agreement has been read by the party for which this Agreement is executed and that such party has had an opportunity to confer with its counsel. 19. No Third Party Beneficiaries. Nothing in this Agreement shall be construed to create any right in any third party not a signatory to this Agreement, and the parties do not intend to create any third party beneficiaries by entering into this Agreement. 20. Assignment/Binding Effect. This Agreement is not assignable without the written consent of the parties. 21. Waiver. Waiver by either party of any breach of this Agreement, or the failure of either party to enforce any of the provisions of this Agreement, at any time, shall not in any way affect, limit or waive such party s right thereafter to enforce and compel strict compliance. 22. Miscellaneous Drafting Provisions. This Agreement shall be deemed drafted equally by all parties hereto. The language of all parts of this Agreement shall be construed as a whole according to its fair meaning, and any presumption or principle that the language herein is to be construed against any party shall not apply. Headings in this Agreement are for the convenience of the parties and are not intended to be used in construing this document. IN WITNESS WHEREOF, the parties have executed this Agreement and caused this Agreement to be effective on the latest date as reflected by the signatures below. Collin County Community College District:

318 B-7 By: Dr. J. Robert Collins Chair, Board of Trustees By: Dr. Cary A. Israel District President Texas Woman s University: By: Dr. Ann Stuart Chancellor and President

319 B-8 STATE OF TEXAS COUNTY OF COLLIN BEFORE ME, the undersigned authority, on this day personally appeared Dr. J. Robert Collins, known to me to be one of the persons whose names are subscribed to the foregoing instrument; he acknowledged to me he is the duly authorized representative for the Collin County Community College District, and he executed said instrument for the purposes and consideration therein expressed and in the capacity therein stated. GIVEN UNDER MY HAND AND SEAL OF OFFICE, this day of, Notary Public in and for the State of Texas My Commission Expires: STATE OF TEXAS COUNTY OF COLLIN BEFORE ME, the undersigned authority, on this day personally appeared Dr. Cary A. Israel, known to me to be one of the persons whose names are subscribed to the foregoing instrument; he acknowledged to me he is the duly authorized representative for the Collin County Community College District, and he executed said instrument for the purposes and consideration therein expressed and in the capacity therein stated. GIVEN UNDER MY HAND AND SEAL OF OFFICE, this day of, Notary Public in and for the State of Texas My Commission Expires:

320 B-9 STATE OF TEXAS COUNTY OF COLLIN BEFORE ME, the undersigned authority, on this day personally appeared Dr. Ann Stuart, known to me to be one of the persons whose names are subscribed to the foregoing instrument; she acknowledged to me she is the duly authorized representative for Texas Woman s Universtiy, and she executed said instrument for the purposes and consideration therein expressed and in the capacity therein stated. GIVEN UNDER MY HAND AND SEAL OF OFFICE, this day of, Notary Public in and for the State of Texas My Commission Expires:

321 Appendix C Course Rotations C-1 Proposed Course Rotation through 2012 B.S. Mathematics with Teacher Certification for Collin Higher Education Center B.S. Mathematics with Teacher Certification TERM Professional Education Mathematics Technology Sp 2010 EDUC Intergrating Tech for Effective Learning - Online EDUC Learning Theory & Development MATH Matrix Methods Su 2010 No courses CSCI Advanced Computing Technology (Summer I) Fa 2010 Sp 2011 EDUC Intergrating Tech into Instruction & Assessment - Online EDUC Design & Implementation of Instruction & Assessment EDUC Classroom Environment & Management EDUC Intergrating Tech for Effective Learning - Online EDUC Learning Theory& Development Student Teaching MATH Abstract Algebra MATH Math Concepts in the Educational Setting Su 2011 No courses MATH Geometry in the Math Classroom CSCI Advanced Computing Technology (Summer I) Fa 2011 EDUC Intergrating Tech into Instruction & Assessment - Online MATH Probability and Statistics ELDR Research in Education EDUC Design & Implementation of Instruction & Assessment MATH Algebra in Math Classroom ELDR Intership for the Principal EDUC Classroom Environment & Management Sp 2012 Student Teaching MATH Seminar in Math Education ELDR Professional Paper

322 Appendix C Course Rotations C-2 Proposed Course Rotation through 2012 B.S. Child Development, M.Ed. Special Education, M.Ed. Administration for Collin Higher Education Center TERM B.S. Child Development M.Ed. Special Education M.Ed. Administration FS Program Planning in Early Childhood EDSP Psychology & Education of Exceptional Children - Online ELDR Leadership in Educational Settings Sp 2010 FS Family Resource Management - 100% Online EDSP Test & Measurement for the Exceptional Child ELDR Educational Foundations & Administrative Implications EDSP Students w/emotional/behavioral Disorders FS Childhood & Adolescents - 100% Online SU/I - EDSP Individuals w/learning Disabilites SU/I - ELDR Professional Development & Supervision in Education Su 2010 SU/I - EDSP Principles of Learning for Exceptional Children SU/II - ELDR Curriculum Development, Assessment & Evaulation SU/II - EDSP Administration & Superivsion of Special Educaiton Programs EDSP Clinical Indtruction in Psychoeducational Assessment ELDR ILD - Instructional Leadership Development Fa 2010 FS Developmental Sexuality - 100% Online EDSP Methods of Teaching Special Education ELDR Educational Law FS 1511/ Human Development ELDR PDAS - Professional Development & Appraisal System FS Care & Education of Children - A Global Perspective EDSP Clinical Instruction in Intellectual Assessment ELDR Administrative Processes in Schools Sp 2011 FS Seminar in Family Sciences - 100% Online EDSP School based Interventions for Students w/emotional/behavioral Disorders ELDR Theories of Learning & Educational Measurement FS Parenting Issues SU/I - EDSP Models & Theories for the Education of Students w/emotional/behavioral Disorders SU/I - ELDR Organizational Leadership: Theory & Practice Su 2011 SU/I - EDSP Developmental Disabilities FS Childhood & Adolescents (repeats every summer) 100% online SU/II - EDSP Language Problems of Students w/disabilities

323 Appendix C Course Rotations C-3 TERM B.S. Child Development M.Ed. Special Education M.Ed. Administration Fa 2011 FS Practicum I ELDR Research in Education ELDR Research in Education FS Developmental Sexuality - 100% Online (repeats every fall) EDSP Advanced Assessment & Evaluation of Individuals w/ Disabilities ELDR Intership for the Principal Sp 2012 FS Public Policy 100% Online FS Practicum II EDSP Professional Paper ELDR Professional Paper

324 D-1 Appendix D Syllabi FS 3513 Childhood and Adolescence Spring, 2009 Tuesday and Thursday 2:30 PM 3:50 PM Instructor: Dr. Ron Fannin Office: 110 HDB Phone: (940) Fax: (940) [email protected] Office Hours: Monday and Wednesday 1:00 3:00 PM Tuesday and Thursday 12:00 2:30 PM RESOURCES AND MATERIALS: Cook, J.L. & Cook, G. (2008)Second Edition. Child Development: Principles and Perspectives. Boston, Pearson. [ISBN# ] CATALOG DESCRIPTION: Physical, mental, emotional, and social growth of the individual from six through adolescence; guidance techniques. Three lecture hours per week. Credit: Three hours. STATE STANDARDS AND PROFESSIONAL COMPETENCIES ADDRESSED: Learner-Centered Proficiencies ExCET Professional Development Competencies Learner Centered Knowledge: The 003. The teacher appreciates human diversity teacher possesses and draws on a rich by recognizing how diversity in the classroom knowledge-base of content, pedagogy, and and the community may affect learning and by technology to provided relevant and creating a classroom environment in which both meaningful learning experiences for all the diversity of groups and the uniqueness of students individuals is recognized and celebrated. Learner-Centered Instruction: To create a learner-centered community, the teacher collaboratively identifies needs and plans, implements, and assesses instruction using technology and other resources Learner-Centered Communication. While acting as an advocate for all students and the school, the teacher demonstrates effective professional and interpersonal communication skills 001. The teacher uses an understanding of developmental processes to nurture student growth through developmentally appropriate instruction 004. The teacher understands how learning occurs and can apply this understanding to design and implement effective instruction 005. The teacher understands how motivation affects group and individual behavior and learning and can apply this understanding to promote student learning 002. The teacher considers environmental factors that may affect learning in designing a supportive and responsive classroom community that promotes all students learning and selfesteem.

325 D-2 OBJECTIVES: 1. To understand and recognize the developmental patterns that occur during middle childhood and adolescence. 2. To develop in the student an awareness of the major changes occurring during the middle childhood and adolescent years. 3. To assist the student in developing an appreciation for the individual nature of the developmental process, and the implications had by this individuality for the developing child and his or her family. 4. To develop in the student an appreciation for and an understanding of the ecological perspective in informing the process of interacting with school-aged children and adolescents. 5. To develop within the student a recognition of the major theoretical perspectives used in studying and describing development during childhood and adolescence 6. To provide the student with reasons for the study of development during the school-aged and adolescent years. GRADES: The grades for this class will be determined by the total number of points a student accrues over the course of the semester. The three tests will be worth 100 points each, with the average of two book reports* worth 100 points as well. In addition, a student will be able to earn an additional 30 points by attending every class period. If a student is present to answer the roll when it is called, the student will receive 1 (one) point. A student may be able to receive a total of 30 points by perfect attendance. If a student is not present for roll call, the point will not be earned. Roll may be called more than once during a class period. After the third absence, two points will be deducted from the student s overall point total for every class missed. The total number of points which may be earned during the semester is 430 (3 100 pts. each + book report 100 points + 30 pts. for attendance). Grades for this class will be assigned as follows: Grade Point range A From 387 to 430 points (90% and above) B From 344 to 386 points (between 80% & 89%) C From 301 to 343 points (between 70% & 78%) D From 258 to 300 points (between 63% & 69%) F 270 points or less (62% or less) *These book reports should be on books related to development between the ages of six through adolescence. Each report should be some 1 1/2 to 2 pages in length. This report should provide an overview of the contents of the book (some 2-3 paragraphs) and a critique of the book (some 1 to 2 paragraphs). This critique should indicate what you saw as strengths or weaknesses of the book, and whether you would recommend this book to a friend interested in learning about development during the childhood or adolescence periods. Bibliographic information must be given for the book. Thus you need to provide: Title, author, date of publication, place of publication, and publisher. Reports not providing this information will be graded down dramatically. These reports are due March 26 and April 30. Students may elect to replace Test 3 with a ten-page paper concerning a topic related to early childhood development. Guidelines and a grading rubric are available on the FS 3513 Blackboard space. Students must inform the instructor of the intent to use this paper as a replacement for the third test by April 14, The paper will be due no later than May 1, 2009.

326 D-3 Missed examination policy: Students not present when examinations are given will be provided the opportunity for a make-up exam on the Make-up exam day for the semester. This opportunity for making up any examination missed will be Friday, May 1, 2007 from 9:00 AM to 5:00 PM. Prior arrangements with the instructor are required for a student to make up a missed examination Listing of due dates for class: [OK] Date Assignment/test 2/24 Test 1 3/26 Book Report 1 4/7 Test 2 4/14 Deadline to state intention to use 10-page paper in place of test 3 4/30 Book Report 2 5/1 Deadline for submission of optional paper in place of Test 3 5/1 (Friday) Missed exam day: 9:00 AM 5:00 PM Prior arrangements with instructor required. 5/12(Tuesday) Test 3 during Final Exam period 1:00 3:30 PM DISABILITY, DIVERSITY & Honesty STATEMENTS The concept of diversity implies a total commitment to an open context that promotes equality, social tolerance, and the right to express different points of view. The Family Sciences Department practices and celebrates diversity and creates a culture characterized by a climate of inclusion rather than exclusion, where people are involved in working together for a common good. Diversity refers to the inclusion of all persons regardless of their differences. These differences include but are not limited to ethnicity, race, culture, gender, age, socioeconomic status, religion, sexual orientation, and physical disability. The Family Sciences Department does not condone discrimination in any form and complies with Texas Woman s University Non-Discrimination Policy. The faculty actively seek enrichment through the strength, power, and wisdom of diversity Texas Woman s University seeks to provide appropriate academic adjustments for all individuals with disabilities. This University will comply with all applicable federal, state, and local laws, regulations, and guidelines, specifically Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act (ADA), with respect to providing appropriate academic adjustments to afford equal educational opportunity. It is the responsibility of the student to register with and provide medical verification and academic schedules to Disability Support Services (DSS) at the beginning of each semester and no later than the second week of school unless otherwise determined by the coordinator. The student also must contact the faculty member in a timely manner to arrange for appropriate academic adjustments. For further information regarding Disability Support Services or to register for assistance, please contact the office at (voice), (TDD) or visit CFO 105. Academic Dishonesty Honesty in completing assignments is essential to the mission of the university and to the development of the personal integrity of the student. Cheating, plagiarism, or other kinds of academic dishonesty will not be tolerated and will result in appropriate sanctions that may include failing an assignment, failing the class, or being suspended or expelled. Suspected cases in this course may be reported to Student Life. The specific disciplinary process for academic dishonesty is found in the TWU Student Handbook. Tools to help you avoid plagiarism are available through the TWU Libraries Quick Links under Research Help (

327 D-4 FS 3513 Topical Outline [1.09] Topic Assignme nt 1/20 Introduction and overview of course 1/22 Reasons for studying development in childhood and adolescence Chpt. 1 1/27 Martin Luther King holiday No class 1/29 Theories of development Chpt. 2 2/3 Early Childhood Chpt. 3 2/5 Early childhood Chpt. 4 2/10 Middle childhood: Definition and physical development Chpt. 5 2/12 Middle childhood: Physical development 2/17 Middle childhood Motor development 2/19 Middle childhood: Cognitive development Chpt. 6 2/24 Test 1 2/26 Middle childhood: Cognitive development 3/3 Middle childhood: Social development Chpt. 7 3/5 Middle childhood: Social development 3/10 Adolescence: Definition and biological processes 3/12 Adolescence: Biological processes 3/17 Spring Break Chpt. 8 3/19 Spring Break 3/24 Adolescence: Cognitive Processes 3/26 Adolescence: Cognitive processes [Book Report #1 due] Chpt. 9 3/31 Adolescence: Social processess 4/2 Adolescence: Social processes Chpt.10 4/7 Test 2 4/9 Adolescence: Social processes Chpt. 11 4/14 Adolescence: Social processes[deadline to state intention to do a paper instead of Test 3] 4/16 Adolescence: Social processes Chpt. 12 4/21 Issues associated with childhood and adolescence 4/23 Issues associated with childhood and adolescence 4/28 Issues associated with childhood and adolescence Chpt. 13 4/30 Issues associated with childhood and adolescence[book Report #2 due] 4/28 Issues associated with childhood and adolescence Chpt. 14 4/30 Review & Catch-up 5/1 (Friday) Deadline for paper to be graded in place of Test 3 Missed exam make-up day [9:00 AM 5:00 PM HDB 110. Prior arrangements must be made 5/5 Issues associated with childhood and adolescence 5/7 Review and Catch-upS Test 3 will be scheduled during the final examination period. This test will be given Tuesday, May 12 at 1:30 3:30 PM. [1/09] [ok-1/09]

328 D-5 Course Description: Texas Woman s University College of Professional Education Department of Family Sciences FS Program Planning in Early Childhood Fall 2009 Program planning techniques, evaluation of individual children s growth and development, and consideration of ethical issues; includes 24 hours of field experience in a nearly childhood program. Prerequisites: FS 2513, FS 3563, and FS 3404 (one of latter two concurrently). Three lecture hours and 24 laboratory hours. Credit: Three hours. Course Days/Times: Tuesdays & Thursdays 9:30 10:50 a.m. and 24 hours of lab work Course Location: HDB 300 Instructor: Sandy McClintic, Ph.D., CFLE Office: HDB 102E Office Hours: Tuesdays & Thursdays -8:30 to 9:30 a.m., Tuesdays 11:00 to 2:00 p.m., Thursdays 11:00 to 1:00 p.m. and By Appointment [email protected] Phone: Textbooks: Required: Bredekamp, S., & Copple, C. (Eds.) (2009). Developmentally appropriate practice (3 rd ed.). Washington: NAEYC. McAfee, O., Leong, D. J., & Bodrova, E. (2004). Basics of assessment. NAEYC. Roopnarine, J., & Johnson, J. E. (2009). Approaches to early childhood education (5 th ed.). Pearson. Shores, E. F., & Grace, C. (2005). The Portfolio book. Pearson. Course Objectives: 1. Develop an understanding of the processes of planning, implementing, and evaluating programs. 2. Analyze the components of developmentally appropriate practice as the foundation of program planning for young children. 3. Utilize effective observation techniques as a basis for planning and evaluating student progress and make appropriate suggestions to teachers and parents. 4. Explore the characteristics of various early childhood program models. 5. Understand developmentally appropriate activities within various academic subject areas. 6. Familiarize current trends and issues in early childhood programs research. 7. Develop skills to evaluate existing early childhood programs.

329 D-6 8. Explore professional and ethical issues. Students who seek teacher certification in EC-4 should become familiar with State Standards and Professional Guidelines, Pedagogy and Professional Responsibilities (PPR). See details below. State Standards and Professional Guidelines Alignment: Emphasis will be placed on the following Pedagogy and Professional Responsibilities EC-4 Domains and related competencies. This information is provided for those students seeking teacher certification EC-4. State Board for Educator Certification EC-4 Pedagogy and Professional Responsibilities Standards Emphasis will be placed on the following Pedagogy and Professional Responsibilities EC-4 Domains and related competencies. This information is provided for those students seeking teacher certification EC-4. Domain I: Designing Instruction and Assessment to Promote Student Learning Competency 1: The teacher understands human developmental processes and applies this knowledge to plan instruction and ongoing assessment that motivates students and are responsive to their developmental characteristics and needs. Competency 2: The teacher understands student diversity and knows how to plan learning experiences and design assessments that are responsive to differences among student and that promote all students learning. Competency 3: The teacher understands procedures for designing effective and coherent instruction and assessment based on appropriate learning goals and objectives. Competency 4: The teacher understands learning processes and factors that impact student learning and demonstrates this knowledge by planning effective, engaging instruction and appropriate assessments. Domain II: Creating a Positive, Productive Classroom Environment Competency 5: The teacher knows how to establish a classroom climate that fosters learning, equity, and excellence and uses this knowledge to create a physical and emotional environment that is safe and productive. Competency 6: The teacher understands strategies for creating an organized and productive learning environment and for managing student behavior. Domain III: Implementing Effective, Responsive Instruction and Assessment

330 D-7 Competency 7: The teacher understands and applies principles and strategies for communicating effectively in varied teaching and learning contexts. Competency 8: The teacher provides appropriate instruction that actively engages students in the learning process. Competency 10: The teacher monitors student performance and achievement; provides students with timely, high-quality feedback, and responds flexibly to promote learning for all students. Policies and Student Responsibilities: 1. All assignments must be submitted in order to pass the course. If a student does not complete any part of the assignments, a grade of F will be assigned, unless there is a medical condition that is documented and presented to the Off ice of Student Services, in which case a grade of Incomplete may be considered. 2. Attendance is expected. 3. While this class is about children, it is never appropriate for children to attend class. 3. Written work must be turned in, either on-line posting or submission to the instructor as required, by its due date. Do not your work, unless the instructor requests. No late work will be accepted. Technical difficulty will not be considered the reason for late work. If you expect to miss a class, any assignments that are scheduled to be turned in on that day must be turned in earlier or may be turned in by a classmate. Please pay close attention to due dates. 4. Written assignments should be fully prepared before entering the classroom and turned in at the beginning of class. No grade will be given for work that is not typed, stapled and with rubric attached at the beginning of class. 5. Out of courtesy to class members and the instructor, cell phones, electronic paging devices, laptop computers, etc. must be turned off or to the no sound position during class. Recurring disturbances from the same student will cause the student to leave the classroom. If you are expecting to receive any medically urgent calls, please inform me before the class period. 6. Disruptive behavior will not be tolerated. Students who disrupt class will be asked to leave the classroom and will not be given credit for attendance. Course Requirements: 1. Video Reflections: 20 pts. each On the assigned date post a summary of the week s assigned video vignettes from the DAP Supplemental DVD (comes with purchase of the book). Summary should be at least 250 words and include links to weekly course readings. These postings should be insightful, informed, substantive, respectful, and grammatically correct.

331 D-8 2. Portfolio: 100 points Develop a portfolio on a child under 6 years of age. The child may be a friend of the family, neighbor, or an extended relative. The child should not be your son or daughter. Develop a portfolio on a child under 6 years of age. Choose which type of portfolio you will create and tell Dr. McClintic via the dedicated discussion board by the due date (see course calendar). Using the Portfolio book, choose appropriate artifacts or records to include in the portfolio type you have selected. Each portfolio MUST have a MINIMUM of 15 items or artifacts appropriate to the portfolio type selected. Please see rubric provided in Blackboard for grading criteria for this assignment. Portfolios with fewer than 15 items or artifacts will not receive passing grades. See calendar for due date. No late work will be accepted or receive any credit. No exceptions will be made. 3. Case Study: 100 points Prepare a case study on the child selected for the portfolio assignment. An overall summary of each area of development will be prepared and documented from observations and literature. Make recommendations to teachers for planning and parent conferences. (See rubric for specific guidelines.) 4. Program Model Workshop: 100 points Present a workshop on an early childhood program model (see rubric for specific guidelines). These workshops should be highly interactive, involving your audience in multiple ways, while still being informative. Select a model from out ECE textbook and sign up on discussion board. 5. Literature Review: 100 points Summarize 3 current articles related to course objectives and write a literature review synthesizing the information found. See rubric for specific guidelines. Submit article for approval 20 points Lit Review 80 points 7. Program Evaluation: 100 points Using either the NAEYC classroom evaluation guide or the ECERS-R, evaluate the quality of the classroom you are observing. Compile a summary of your findings on each subscale or domain on the evaluation tool that you choose, summarizing your evaluation of the quality of the program in each component. Conclude with a discussion of the overall classroom quality that you observed, along with a rationale based on the findings of your evaluation and recommendations for improvement written in a professional manner. 8. Pop-quizzes, class activities, evaluations and reactions to media, discussion, and attendance: number will vary according to opportunity Lab Site Information and Requirements

332 D-9 Lab Time Requirements Lab Sites All students are required to participate in 24 hours of out of class lab work, observations of young children 0 age 5 and observations of select program. There are approximately 10 weeks available to conduct the 24 hours of lab work. Students should plan accordingly to allow them to complete all 24 observation hours by the deadline. Observations should be no more than 2 hours per week maximum. This allows for the learning process to occur over the course of the semester. All observations must be conducted with the same classroom over the course of the semester. This allows you to see examples of the creative process or children and teachers. Schedule some of your time to include center time and whole group. Some outside activity can be included but should not be the entire observation. You should only miss your lab hours due to illness or emergency. If you must miss your scheduled lab time, please contact the center/program before your scheduled arrival time to inform them of your absence. You will need to schedule a make-up time with your field supervisor with the same group of children (same class) at a mutually workable time. You will also need to notify Dr. McClintic of your absence and scheduled make up time. Make-up hours are only available with prior approval from instructor and should be kept to a minimum, if at all. All labs hours must be completed by Dec 2 nd, with the final report due Dec 9 th. Lab Sites must be arranged prior to week beginning Sept.22nd The student and the instructor will arrange the site location for observations. Student must provide her/his own transportation to the site and complete any and all requirements for working with young children at the chosen site. Lab Hours = 24 hours 10 hours observation of Portfolio child 14 hours observation at Lab Site for program evaluation Observation Logs Observation logs will be kept throughout the semester. (Form in Lab Packet) Logs must be initialed by the cooperating director and/or teacher. Logs will be periodically checked by instructor. Instructor will also check at centers/schools periodically throughout the semester to ensure that lab visits are being conducted regularly. Evaluation Criteria: Your final course grade is a percentage of the total possible points. You can calculate your grade at any time by knowing the possible points to date and computing the percentage. In order to compute this divide the total points you have received by the total points possible to date. The

333 D-10 Instructor will not calculate grade percentages during the semester as these are available through the online grade book. A = % B = 80 89% C = 70 79% D = 60 69% F = 59% Academic Integrity: Honesty in completing assignments is essential to the mission of the University and to the development of the personal integrity of students. In submitting graded assignments, students affirm that they have neither given nor received unauthorized assistance, and that they have abided by all other provisions of the Code of Conduct in the TWU Student Handbook. Cheating, plagiarism, fabrication or other kinds of academic dishonesty will not be tolerated and will result in appropriate sanctions that may include failing an assignment, failing the class, or being suspended or expelled. Suspected cases in this course may be reported to Student Life. The specific disciplinary process for academic dishonesty is found in the TWU Student Handbook. The TWU library link, Avoiding Plagiarism, will aid students in completing their assignments with integrity. In an effort to ensure the integrity of the academic process, Texas Woman s University vigorously affirms the importance of academic honesty as defined by the Student Handbook. Therefore, in an effort to detect and prevent plagiarism, faculty members at Texas Woman s University may now use a tool called Turnitin to compare a student s work with multiple sources. It then reports a percentage of similarity and provides links to those specific sources. The tool itself does not determine whether or not a paper has been plagiarized. Instead, that judgment must be made by the individual faculty member. Assignments will be randomly checked for plagiarism using Turnitin.com. Disability Support Policy Statement: Texas Woman s University seeks to provide appropriate academic adjustment for all individuals with disabilities. This University will comply with all applicable federal, state, and local laws, regulations, and guidelines, specifically Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act(ADA), with respect to providing appropriate academic adjustments to afford equal educational opportunity. Diversity Statement: The concept of diversity implies a total commitment to an open context that promotes equality, social tolerance, and the right to express different points of view. The Department of Family Sciences celebrates and practices diversity creating a culture characterized by a climate of inclusion rather than exclusion where people are involved in working together for a common goal. The Department of Family Sciences does not condone discrimination in any form and complies with Texas Woman s University Nondiscrimination policy.

334 D-11 Texas Woman s University Fall 2009 FS Developmental Sexuality Course Description & Overview: Sexuality across the lifespan with emphasis on sex education within the family. Credit: Three hours This course is conducted 100% on Blackboard: or This course fulfills: Core Curriculum requirements Global Perspective requirements Major requirements Elective requirements Research Tools requirements Faculty Contact Information: Katie Rose, Ph.D. HDB 102D (940) T 12 noon -1pm; W 9 am-12 noon; 1:30-3:30 pm; Th 10 am- 12 noon [email protected] FAX (940) Teaching Assistant Contact Information: Alan Wages, M.S. [email protected] [email protected] Online hours: will be monitored regularly, and responses should be provided with 24 hours Monday through Friday. s sent after 5:00 pm on Friday will be responded to on Monday morning. **For all communication, indicate in the subject line the course number, section, and your last name along with a brief description of your communication. Example: FS Rose: Question about DB 1 (Your course and section number is found at the top of the syllabus and at the top of Blackboard when in the course shell). Goals and Outcomes: Upon completion of the course, students will be able to: Text 1. Understand sexual development across the lifespan and throughout the family life

335 D-12 cycle. Virtual Chat Text Text Text Journals Text Text Text Text Movie Virtual Chat 2. Comfortably discuss sexuality within a group and role play parent-child sexuality education situations. 3. Learn about sexuality education approaches, activities and techniques suitable for various ages and developmental stages. 4. Understand the concepts of gender, gender identity, gender role, sexual orientation, and sexual identity. 5. Distinguish sexual myths from sexual facts. 6. Become familiar with the professional journals containing articles on human sexuality. 7. Identify the reproductive organs and their functions for females and males. 8. Understand the methods of contraception and abortion, their levels of effectiveness, advantages and disadvantages. 9. Understand sexually transmitted infections (STI) and HIV/AIDS, including transmission, symptoms, treatment, and prevention. 10. Discover the theories involved when studying and researching human sexuality. 11. Develop an appreciation of the physical/psychological and emotional/spiritual interconnectedness of human sexuality. 12. Identify one s own values around sexuality issues and articulate personal responsibility for cultural competence. Course Materials and Supplies: Required: King, B. M. (2009). Human sexuality today (6 th ed.). Upper Saddle River, NJ: Pearson/Prentice Hall. ISBN-10: ISBN-13: Recommended: American Psychological Association (2009). Publication manual of the American Psychological Association (6 th ed). Washington, DC: American Psychological Association. Course Prerequisites: None Disability Support Policy Statement: If you anticipate the need for reasonable accommodations to meet the requirements of this course, you must register with the office of Disability Support Services (CFO 106, , [email protected] ) in order to obtain the required official notification of your accommodation needs. Please plan to meet with me by appointment or during office hours to discuss approved accommodations and how my course requirements and activities may impact your ability to fully participate. Academic Integrity: Honesty in completing assignments is essential to the mission of the University and to the development of the personal integrity of students. In submitting graded assignments, students affirm that they have neither given nor received unauthorized assistance, and that they have abided by all other provisions of the Code of Conduct in the TWU Student Handbook. Cheating, plagiarism, fabrication or other kinds of academic dishonesty will not be tolerated and will result in appropriate sanctions that may include failing an assignment, failing

336 D-13 the class, or being suspended or expelled. Suspected cases in this course may be reported to Student Life. The specific disciplinary process for academic dishonesty is found in the TWU Student Handbook. The TWU library link, Avoiding Plagiarism, will aid students in completing their assignments with integrity. In an effort to ensure the integrity of the academic process, Texas Woman s University vigorously affirms the importance of academic honesty as defined by the Student Handbook. Therefore, in an effort to detect and prevent plagiarism, faculty members at Texas Woman s University may now use a tool called Turnitin to compare a student s work with multiple sources. It then reports a percentage of similarity and provides links to those specific sources. The tool itself does not determine whether or not a paper has been plagiarized. Instead, that judgment must be made by the individual faculty member. All required assignments in this course may be checked for plagiarism using Turnitin.com Activities, Assignments, and Grading Policy: 1. Working 5 points 2. Self-Introduction 10 points 3. Syllabus Scavenger Hunt 25 points 4. Kinsey Institute Sexual Knowledge Test / Return 10 points 5. Two Article Synopses (75 pts each) 150 points 6. Six Discussion Board Posts (25 pts each) 150 points 7. Two Virtual Chats (50 pts each) 100 points 8. Four Vocabulary Quizzes (25pts each) 100 points 9. One Movie Review 100 points 10. Mid-Term Exam 150 points 11. Final Exam 200 points Total = 1000 pts Final Grade: Your final grade is a percentage of total possible points. You can figure your grade at any time by knowing the total possible points to date and computing the percentage. A=90-100% D=60-69% B=80-89% F=59% or lower C=70-79% Major Course Assignments and Examinations 1. Working account (5 points). Students need a Pioneer Portal account to enter Blackboard (Bb) course space. Create a TWU Pioneer Portal account for use in online courses. Your Portal address will be the default account registered in Blackboard. You may forward this account to a home account (see TWU website for instructions) or

337 D-14 you can check the TWU website (by entering your Portal) for your messages. A working account is a requirement for this course and you will not be considered in attendance in this course until you have received and replied to an from your instructor/teaching assistant. Also, record a back-up address and other contact information on your Personal Homepage in the Bb course space by 5:00 p.m., Monday, September 14, Self-introduction (10 points). In order to build an online classroom and a climate for learning, use the Personal Information and Personal Homepage functions of this course s Bb to introduce yourself to the class by 5:00 p.m., Monday, September 14, For the Self Introduction assignment, go to the course site, then select the Self Introduction tab, and then select Homepage. Follow the instructions in the Self Introduction folder for information to include in your Homepage. a. Use the Personal Information tab found under Course Tools, then select Edit Personal Information. Enter the required information (First name, Last name, and ). Your First name and Last name should have the first letter capitalized (i.e., Jane Pioneer). This is important for Gradebook purposes. 3. Syllabus Scavenger Hunt (25 points) found in Week Two due by 5:00 p.m., Monday, September 14, Kinsey Institute Sexual Knowledge Test / Return (10 points) found at Go to and take the Kinsey Exam. Submit your score (calculated automatically) in the assignments area of Blackboard. Simply type in your score in the text box by 5:00 p.m., Monday September 14, 2009 Example: FS Pioneer (your last name) You may take the exam multiple times. The Kinsey exam score itself is not counted in your grade only your participation in submitting an exam score. 5. Two Article Synopses 75 points each points total). Select two articles from peer reviewed professional journals on sexuality. The textbook companion website, found at has many articles for review, in addition to the TWU library online articles and other internet resources. Also, the textbook reference section is an excellent source for articles. Be certain to select articles well in advance of due dates. Read thoroughly, taking notes in your own words as you read. Summarize the articles IN YOUR OWN WORDS. Please see the statements on academic dishonesty, plagiarism, and the use of turnitin in this syllabus and your course catalog for information on how incidences of plagiarism will be handled in this course

338 D-15 Instructor will provide feedback based on the following rubric: Grading Rubric for Article Synopses 75 Possible Points Below 30 Journal referenced in APA 6 th Edition with a working URL. Includes all major topics of article and shows understanding of main idea. Perfect format: margins, fonts, & spacing. Uses good sentence structure and forms complete thoughts. Uses correct verb/subject agreement and no misspelled words were found. Overall, excellent writing displayed by student. Some errors in APA format, and/or article URL is not available. Summarizes article but omits 1 or 2 topics. Uses 1 term incorrectly. Still shows understanding of main idea. Uses good sentence structure and forms complete thoughts. Contains 1 or 2 grammar/spelling error(s). Good writing displayed, overall. Major APA errors, and article URL is not available. Main ideas hard to discern. Lacks organization. Shows little understanding of main idea. Omits more than 2 topics in summary. Uses 2 terms incorrectly. Article contains 3 or more grammar/spelling errors. Template not followed. Overall, writing needs improvement. APA format is not followed, and article URL is not available. Writing is unacceptable or plagiarized, or assignment is incomplete. Article source is from a non professional journal. 6. Six Discussion Board Posts 25 pts each 150 points total) Questions will be submitted over text reading for response on Blackboard Discussion Board. See Course Calendar for specific due dates. Instructor will provide feedback based on the following rubric: Grading Rubric for Discussion Board Posts 25 Possible Points Question answered. Excellent sentence structure used and Question somewhat answered. Used good sentence structure and Question not answered or plagiarism evident. Own

339 D-16 complete thoughts detailed. Material not plagiarized. No grammatical errors. Excellent writing, overall. formed complete thoughts. No plagiarism own thoughts detailed. Contains no more than 2 grammar/spelling errors. Good writing, overall. thoughts not detailed. Contains more than 3 grammar/spelling errors. Writing is unacceptable. 7. Two Virtual Chats 50 points each 100 points total) Virtual Chats will be conducted on Blackboard at assigned times (see Course Calendar). Chats will be held in small groups. Full, sustained, prompt attendance is required in order to receive total points. See Chatiquette Rules at end of Syllabus and rules on Netiquette in the course shell under Start Here. Chat 1 Textbook Topics Chat Chat 2 Journal Articles and Movie Review Chat Grading Rubric for Virtual Chat 50 Possible Points and below Student attended chat on time and came with assigned information. Participated in group discussion with balance and purpose (not too much and not too little). Student attended virtual chat a few minutes late and was not as prepared as expected. Student s participation was less than expected or student dominated the conversation. Student attended chat late and/or was unprepared. Student interrupted chat upon entrance before reading the posts of others to get the flow of the discussion. Student did not add to the discussion in a scholarly manner had little insight or knowledge of chat topic. Student was unable to attend or was unable to sustain chat once joining, due to technological problems. 8. Four Vocabulary Quizzes 25 pts each 100 points total) Vocabulary quizzes are scheduled according to Course Calendar. Each quiz will consist of vocabulary found within, and at the end of each chapter (not all vocabulary words will be used). Quizzes will be timed with only one opportunity to take them. Read chapters in advance in order to maximize your performance on the quizzes. Although the quizzes are open book format, a familiarity with the chapters and vocabulary will aid in the student s ability to be successful in this course.

340 D One Movie Review (100 points) Select to view a movie of your choice which relates to a chapter/topic in the required text. Use the following for your post: Name of Movie (in APA 6 th Edition format. Motion Pictures Reference p. 209 in APA 6th Edition Manual). You must follow example exactly. Example: Scorsese, M. (Producer), & Lonergan, K. (Writer/Director). (2000). You can count on me [Motion picture]. United States: Paramount Pictures. Cast: Runtime: Rating: Brief Summary of Movie: How Movie Relates to Topic of Sexuality in Book (use page numbers when referring to text and quotation marks if quoting from text). Grading Rubric for Movie Review 100 Possible Points Below 70 Topic of sexuality presented and addressed. Relates explicitly to movie. Movie title referenced correctly in APA 5 th Edition style. Excellent sentence structure used, and complete thoughts detailed. Material not plagiarized. No grammatical errors. Excellent writing, overall. Topic somewhat relates to movie. Used good sentence structure and formed complete thoughts. No plagiarism own thoughts detailed. Contains no more than 2 grammar/spelling errors. Overall, writing good but could use improvement. Movie title not referenced correctly in APA 5 th Edition style. Movie not reviewed or template not followed. Plagiarism evident or sources in text not referenced by page numbers and/or quotation marks. Own thoughts not detailed. Contains more than 3 grammar/spelling errors. Writing is unacceptable. Movie title not referenced correctly in APA 5 th Edition style. 10. Mid-term Exam (150 points) The Mid-term exam will cover textbook readings Ch This will be an open book test. However, knowledge of the chapter readings is expected prior to taking the exam. The exam will be timed and only one attempt will be allowed. 75 questions worth 2 points each. 11. Final Exam (200 points) The Final exam will cover textbook readings Ch The exam will be timed and only one attempt will be allowed. 100 questions worth 2 points each.

341 D-18 TWU Attendance Policy: Consistent and attentive attendance is vital to academic success, and is expected of all students. Grades are determined by academic performance, and instructors may give students written notice that attendance related to specific classroom activities is required and will constitute a specific percentage of students' grades. Instructors are strongly encouraged to keep a record of student attendance. They should note absences due to documented student illness, serious illness or death in the student's immediate family, official school activity, state-recognized religious holiday, active military service that is of a reasonable brief duration, or other verified absences deemed appropriate by the instructor. Students must consult with instructors regarding the completion of make-up work. Absences do not exempt students from academic requirements. Excessive absences, even if documented, may result in a student failing the course. An incomplete may be granted if the student has a passing grade, but only if the instructor determines that it is feasible for the student to successfully complete remaining assignments after the semester. Pursuant to university policy, such determinations are within the discretion of the instructor. Tentative Calendar of Classes & Assignments: COURSE ASSIGNMENT TOPICS AND DUE DATES* NOTE: All exams and assignments are due by Beginning Monday at 5:00 p.m. Chat Times will be determined by Sign Up Sheets in Dedicated Discussion Board in Blackboard Week # All Sessions Begin on Tuesday 1 September 1 2 Sept. 8 3 Sept Sept. 22 ASSIGNMENTS/TOPICS ALL Assignments Due on the Monday Concluding the Weekly Session at 5:00 p.m. on Date Indicated Topic: Syllabus Overview Why a Course in Human Sexuality? Topic: Our Sexual and Reproductive Anatomy Due by Monday 9/14: Syllabus Scavenger Hunt, Self Introduction & Working confirmation Discussion Board Response 1 & Kinsey Exam Topic: Hormones and Sexuality Similarities and Differences in Our Sexual Responses Due by Monday 9/21: Discussion Board Response 2 Topic: Sexually Transmitted and Sexually Related Diseases & Birth Control Due by Monday 9/28: Journal Article Synopsis 5 Due by Monday 10/5: Vocabulary Quiz 1 & Read the following Read: Ch. 1 Read: Ch. 2 Read: Ch. 3, 4 Read: Ch. 5, 6

342 D-19 Sept. 29 VIRTUAL CHAT ON-LINE Discussion over Ch. 1-6 Topic: Pregnancy & Childbirth 6 Oct. 6 Due by Monday 10/12: Journal Article Synopsis 2 Topic: Becoming a Woman/Becoming a Man: Gender Identity and 7 Gender Roles Oct. 13 Due by Monday 10/19: Discussion Board Response 3 8 Oct Oct. 27 Topic: Sexual Orientation Due by Monday 10/26: Vocabulary Quiz 2 MID-TERM EXAM over Ch. 1-9 Must be completed by Monday, November 2 nd at 5:00 p.m. Read: Ch. 7 Read: Ch. 8 Read: Ch. 9 Ch Nov. 3 Topic: Life-Span Sexual Development & Adult Sexual Behaviors and Attitudes Due by Monday 11/9: Discussion Board Response 4 Read: Ch. 10,11 11 Nov Nov. 17 Topic: Love and Relationships Due by Monday 11/16: Vocab. Quiz 3 & Movie Review Topic: Sexual problems and Therapy Paraphilias and Sexual Variants Due by Monday 11/23: Discussion Board Response 5 Read: Ch. 12 Read: Ch. 13,14 13 Nov Dec. 1 Thanksgiving Holiday Topic: Sexual victimization: Rape, Coercion, Harassment, and Abuse of Children Selling Sex: Social and Legal Issues Due by Monday 12/7: Discussion Board Response 6, Vocabulary Quiz 4, & VIRTUAL CHAT 2 ON-LINE Discussion over journal article and movie review Read: Ch. 15, Dec. 8 Final Exam NO ASSIGNMENT Study for Exam A Discussion Board will be open for classmates to review materials together FINAL EXAM over Ch Must be completed by Monday, December 14 th at 5:00 p.m. Ch * Course calendar may be altered by the instructor throughout the semester if needed.

343 D-20 Classroom Climate A respectful online atmosphere should be maintained at all times. This includes showing courtesy to class members and instructor by arriving and departing on time for chats, and showing respect for class members contributions to class discussions. Each student is strongly encouraged to participate in class. In any online situation that includes discussion and critical thinking, there are bound to be many differing viewpoints. Students may disagree with each other or with the instructor at times, but it is my hope that these differences will enhance online discussion and create an atmosphere where students will be more encouraged to think and learn. Therefore, be assured that your grade will not be adversely affected by any beliefs or ideas expressed in class or assignments. Everybody is asked to respect the viewpoints of other students and refrain from hostile comments during disagreements. Blackboard and Notification Policy All students must have access to a computer and . TWU provides free accounts to all students and has computer labs in the library and in the MegaLab. Each student must have a working account linked to Blackboard to ensure receipt of all course communication. Contact Information Technology Services for information. In this course, will be used as the primary means of communication with students outside the classroom. You will be responsible for checking your regularly for class related announcements. These announcements will also be posted on Blackboard, which you can access at It is the student s responsibility to inform the University of changes to his/her address. Please check to make sure the address registered with Blackboard is in fact the address you are currently using. Readings/Homework The book and reading packet are required material. You will not do well in the class if you do not do the assigned readings. You are expected to read assigned chapters in the weeks they are due. Failure to do so will affect not only your ability to participate in point-assigned discussions, but will also affect the quality of the overall class discussion. Written Work The publication manual for the American Psychological Association (APA), 6th ed., should be used for citations, references, and manuscript style for all written work. Policy on Late Work Written work should be turned in according to the class schedule. Assignments are due on Blackboard (see course requirements for specific information for each assignment) on the day indicated as the deadline. In an age of spelling and grammar-check functions on most word processing programs, excellence in writing is a reasonable expectation. The quality of your expression of ideas is an essential element for all written work. No late work will be accepted or receive any credit. No exceptions will be made. Plan ahead and try to complete assignments well in advance to avoid last-minute problems. Computer difficulties will not be accepted as an excuse for late submission. Students are encouraged to check with different browsers, security levels; and, if settings on home computers are not compatible, they are encouraged to use libraries or computer labs on campus or local/private cyber cafes. It is a good idea to allow plenty of time for eleventh-hour adversities. Assignments are due on the announced deadline. Late assignments will not be accepted.

344 D-21 All coursework must be completed within the scope of this class during the semester. Grades of incomplete will not be granted. In the event that the course must be dropped, contact your instructor AND make arrangements with the Registrar s Office at TWU or (940) to drop the course. The last day to drop this class without academic penalty; 5 p.m., October 8, 2009 at 5:00 p.m. - (see TWU Academic Calendar); all paperwork is the responsibility of the student. If you decide to drop/withdraw from this class, keep a photocopy for your own records and let the instructor know of your intent to withdraw as soon as possible. Family Sciences Diversity Policy: The concept of diversity implies a total commitment to an open context that promotes equality, social tolerance, and the right to express different points of view. The Family Sciences Department practices and celebrates diversity and creates a culture characterized by a climate of inclusion rather than exclusion, where people are involved in working together for a common good. Diversity refers to the inclusion of all persons regardless of their differences. These differences include but are not limited to ethnicity, race, culture, gender, age, socio-economic status, religion, sexual orientation, and physical disability. The Family Sciences Department does not condone discrimination in any form and complies with Texas Woman s University Non-Discrimination Policy. The faculty actively seek enrichment through the strength, power, and wisdom of diversity. Chatiquette 1. Log in prior to the designated chat time in order to download the Java plug or to just get acclimated to the chat/communication area. 2. Do so by going to the left side menu on Blackboard and clicking on Communications; GROUP PAGES; (FIND YOUR GROUP); COLLABORATION. Click JOIN on the top line or LECTURE HALL Virtual Classroom (NOT THE BOTTOM LINE, OFFICE HOURS!). Momentarily, the chat window will appear and your name will indicate that you are entered into the chat area. AGAIN, go to your GROUP CHAT AREA, rather than the one for the whole class that is accessed from the left side menu. DURING CHAT: 1. Have your information/article ready to discuss. Follow the order of the list of students names at the top left minutes for presenting your resource will be given minutes for questions and answers will follow the presenting of the resource. 10 MINUTES TOTAL PER STUDENT. 4. If you have a long sentence to type or are a slower typist, hit the SPACE BAR/ENTER during your sentence after a few words to alert others that you are still composing. No one else should type during the presenter s composing. Patience is virtuous during virtual chat:)!

345 D Avoid cross conversations - two people conversing at one time on different topics. (Everything you learned in kindergarten regarding turn-taking is needed here. It s just like in the classroom when one person speaks at a time in order for everyone to hear what they are saying.) 6. Present or type conversations that you would have in a face to face classroom. Be sensitive to others. 7. After everyone has had their turn, a few closing capstone remarks are welcomed. Your instructor will be the time keeper and will begin and end the chats as well as interject comments. Technical Help Blackboard/Tech Questions: There is a Q&A Discussion Board for Tech Questions. Your questions will be answered as soon as possible by knowledgeable peers, your teaching assistant, or your instructor. Also, for technical assistance, contact the TWU Helpdesk ( or [email protected]) or go to the MegaLab, 2nd floor of MCL. For concerns about distance education registration, contact TWU Distance Learning ([email protected]). For help from Blagg-Huey Library, contact a distance learning librarian ([email protected]). TWU BLACKBOARD Outage. In the event of a TWU Blackboard outage, please continue to check your (TWU account and your backup account). Work that is due will be postponed until Blackboard can be accessed. This event will be treated just like an inclimate weather day when you would not be able to attend class.

346 D-22 Texas Woman s University Fall 2009 FS 4773 Family Resource Management Course Description & Overview: Principles of organization and management; use of resources; decision-making; work simplification; time management; application of management principles to family problems; conflict management. Three lecture hours a week. Credit: Three hours. This course fulfills: Core Curriculum requirements Global Perspective requirements Major requirements Elective requirements Research Tools requirements Faculty Contact Information: Joyce Armstrong, Ph.D., CFLE, CFCS Human Development Building HDB 104G Phone: / Fax: Office Hours: Tuesday 10:00 A.M. - 2:00 P.M. Wednesday 11:00 A.M. - 2:00 P.M. Thursday 11:00 A.M. - 4:00 P.M. * Other times by appointment [email protected] Goals and Outcomes: Students will Examine fundamental principles of management related to individuals and families. 2. Describe major theories related to family resource management. 3. Outline basic concepts and principles of organization and management. 4. Apply effective goal setting, decision making, and planning principles. 5. Describe, develop and apply effective work simplification methods. 6. Outline concepts and principles related to effective time management. 7. Identify, describe and evaluate resources available to individuals and families. 8. Outline strategies for effective communication and conflict management. 9. Show the relationship between effective communication and management. 10. Apply management principles to solve individual and family problems. 11. Analyze the affects of technology on individuals and families in the home, workplace community. 12. Apply and evaluate effective management principles for individuals and families. 13. Outline, apply, and assess effective money management strategies. Course Materials and Supplies: Covey, S.R. (1997). Seven habits of highly effective families. NY: Golden Books.

347 D-23 Goldsmith, E. (2005). Resource management for individuals and families, 3 rd Edition. Belmont, CA: Thomson/Wadsworth Learning. Course Prerequisites: Senior standing. Disability Support Policy Statement: If you anticipate the need for reasonable accommodations to meet the requirements of this course, you must register with the office of Disability Support Services (CFO 106, , [email protected] ) in order to obtain the required official notification of your accommodation needs. Please plan to meet with me by appointment or during office hours to discuss approved accommodations and how my course requirements and activities may impact your ability to fully participate. Academic Dishonesty: Honesty in completing assignments is essential to the mission of the university and to the development of the personal integrity of the student. Cheating, plagiarism, or other kinds of academic dishonesty will not be tolerated and will result in appropriate sanctions that may include failing an assignment, failing the class, or being suspended or expelled. Suspected cases in this course may be reported to Student Life. The specific disciplinary process for academic dishonesty is found in the TWU Student Handbook. Tools to help you avoid plagiarism are available through the TWU Libraries at Diversity Statement: The concept of diversity implies a total commitment to an open context that promotes equality, social tolerance, and the right to express different points of view. The Family Sciences Department practices and celebrates diversity and creates a culture characterized by a climate of inclusion rather than exclusion, where people are involved in working together for a common good. Diversity refers to the inclusion of all persons regardless of their differences. These differences include but are not limited ethnicity, race, culture, gender, age socio-economic status, religion, sexual orientation, and physical disability. The Family Sciences Department does not condone discrimination in any form and complies with Texas Woman s University Non-Discrimination Policy. The faculty actively seek enrichment through the strength, power, and wisdom of diversity. Activities, Assignments, and Grading Policy: 1. Participation/leadership/preparation (100 points) 2. Website evaluation report (4/25 points each) WEBSITE COMPARISON AND CONTRASTING EVALUATIONS 4 at 25 points each, totaling 100 points From the weekly reading assignments or consulting/coaching project areas, select two or more websites to compare and contrast. Then write a reflective evaluation report. In your written evaluation, include (a) the website address, (b) a brief overview of each site, (c) a discussion section on the similarities and differences, (d) a summary statement summarizing the similarities and differences, and (e) two to three sentences explaining the implications for individuals and families in managing resources at home, work, and in the community. For additional information see Website Comparison and Contrasting Evaluation Form. Major Course Assignments and Examinations:

348 D Time Analysis Report: Following detailed instructions given in class, complete and analyze oneweek personal time log. (200 points) 2. Consulting/Coaching Project: (500 points) Serve as a family resource management consultant/coach for a family. Initially, you will describe the unique managerial needs of this family and your goals to maximize their resources. Submit this family description and your statement of goals on or before the due date (100 points). You will choose any 3 options listed below (100 points each). A typed summary of what has been done on each option is due in class on the date shown. Use the management model as framework for reporting your results. See the Goldsmith text and class handouts. You may use before/after photos, interviews with family members, or appropriate written materials as part of your project. Project will include a final typed summary of all results. Consulting/Coaching Project Options A-G (Select three at 100 points each) Option A: Menu Planning Develop menu plans for your chosen family for one week, based on dietary guidelines appropriate for their situation and income. Submit complete plans in correct format with cost figures and information on nutritional appropriateness. Option B: Division of Labor Develop a plan for distribution of household work. This could be a plan to involve spouse, children, hired help, etc. Assess appropriate managerial style for your family. This could include chore chart, duty chart notes from family discussion, etc. Option C: Storage Analyze the present storage problems of your family and develop suggested changes. You could focus on children s closets, pantry, laundry, etc. (at least two different areas of storage.) Option D: Money Management Develop a monthly budget for your family based on normative spending guidelines for their income level and their unique family goals. Include information on allowances and at least two weeks experience in using the budget. Option E: Child Care/Parenting Choose a parenting issue and research possible approaches to recommend. Demonstrate problem solving and decision making style to specific problem and discuss results. Examples of issues include day care selection, homework issues, television watching, allowances, etc. Option F: Home Technology Analyze the present use technology of your family and develop for efficiency and future expansion. Option G: Special Family Needs You may develop, with approval of your family and the instructor, a special alternative option to meet your family s unique management needs. 3. Exams: 2 at 100 points each. (200 points) Grading Scale: A = B= C = D= F = Below 659 TWU Attendance Policy: Consistent and attentive attendance is vital to academic success, and is expected of all students. Grades are determined by academic performance, and instructors may give students written notice that attendance related to specific classroom activities is required and will constitute a specific percentage of students' grades.

349 D-25 Absences do not exempt students from academic requirements. Excessive absences, even if documented, may result in a student failing the course. An incomplete may be granted if the student has a passing grade, but only if the instructor determines that it is feasible for the student to successfully complete remaining assignments after the semester. Pursuant to university policy, such determinations are within the discretion of the instructor. Class Attendance /Participation Policy: Students are expected to: 1. Attend each class session and on time. 2. Be prepared for each class with daily readings and assignments completed. 3. Participate in class activities. Policy on Written Work: Assignments are due at the beginning of the class period. All grading of work will be influenced by neatness and form. Typing is preferred. Five percent penalty will be assessed for each day an assignment is late. Work past two class sessions will not be accepted. In-Class Participation/Leadership/Preparation points This will be a very interactive class requiring your preparation, participation, and leadership. You will need to be prepared with daily readings and assignments. Remember that all grades are affected by neatness and form.

350 D-26 FS 4773 FAMILY RESOURCE MANAGEMENT (This is a tentative calendar and is open to revisions based on the needs of the class.) DATES TOPICS FCS TCHR CERTICATION READINGS ALIGNMENT Course Objective(s). CO Certification Competencies-CC Tuesday, Sept. 1 Introduction, definitions & perspective CO 01; CC F8 Goldsmith - Chap. 1 & 8 Covey - pp. 4-7 Thursday, Sept. 3 State of the family & theories CO 02; CC F2 Goldsmith - Chapter 2 Tuesday, Sept. 8 Creative Thinking - Change agent - Self-responsibility - Values, wants, needs- Change agent - Self-responsibility - Values, wants, needs CO 03; CC F1 CO - 03 & 04; CC F3 Covey - pp Website Due Thursday, Sept Mission statements - Goals & End in mind - Priorities CO 03 & 4; CC F3 Goldsmith - Chapter 3 Covey - pp Tuesday, Sept. 15 Managing vs. Coach CO 03 & 4: CC F3 Websites Thursday, Sept. 17 Mini Oral Presentation Family Description/ Communication CO 03 & 4: CC F3 Covey - pp Family Description Due Tuesday, Sept. 22 Win/Win CO 01; CC F4 Covey -pp Thursday, Sept. 24 Resources CO - 07; CC F6 Chap. 4 (Goldsmith) Website Due Tuesday, Sept. 29 Meal Management/Synergy CO 02,10, 12; CC F10 Covey - pp Thursday, Oct. 1 Decision making CO 03 & 04; CC F3 Goldsmith-Chapter 5 Tuesday, Oct. 6 Planning CO 03, 04 & 13; CC f5 Goldsmith Chapter 6 Thursday, Oct. 8 Planning CO 03, 04 & 13;CC F9 Website Due Tuesday, Oct. 13 Thursday, Oct. 15 MID-TERM EXAM - Communication - Conflict management - Empathy CO 08 & 09: CC F2 Goldsmith Chapter 7 Covey - pp Option A Due Tuesday, Oct. 20 Time management CO 06; CC F1 Goldsmith - Chapter 9 Option E. Due Thursday, Oct. 22 Time management CO 06; CC F1 Covey-pp Tuesday, Oct. 27 Time management CO 06; CC F10 Time Analysis/Log Due Thursday, Nov. 3 Division of Labor CO 05; CC - F10 Goldsmith-Ch. 10 Tuesday, Nov. 5 Work simplification CO - 05; CC F1 & F10 Thursday, Nov. 10 Space management CO - 05; CC F10 Website Due Tuesday, Nov. 12 Space management CO - O5;CC F10 Option B Due Thursday, Nov. 17 Money management CO - 10&13; CC F5,9-10 Goldsmith-Ch. 13 Tuesday, Nov. 19 Money management CO 10&13; CC F5,9-10 Thursday, Nov. 24 Stress management CO 02; CC F2 & F4 Goldsmith Ch. 11 Option C Due Tuesday, Dec. 1 Stress management CO - 02; CC f2 & F4 Option D Due Thursday, Dec. 3 - Quality of life / balance CO 10; CC F7 Goldsmith - Chapter 14 - Self-Renewal Covey Technological Trends Option F Due Tuesday, Dec. 8 Project Presentation CO - 11; CC F1 & F7 Option G Due Tuesday, Dec. 11 Project Presentations/Review Tuesday, Dec. 15 Final Exam 8:00 a.m. 10:00 a.m.

351 D-27 MATH Abstract Algebra Day and Time: TH, 6-8:50PM, Room: MCL 405 Instructor: Junalyn Madsen, Ph.D. Contact Info: Office: MCL 302E Phone: Fax: Office hours: 9-11 a.m. M and 3-5 p.m. TH Course Content Course Description: This is a course designed to help students understand basic concepts such as groups, rings and fields. Course Materials Text: An Introduction to Abstract Algebra with Notes to the Future Teacher, by O. Nicodemi, M. Sutherland, G. Towsley Grading: There will be 2 major tests at 100 pts each, a comprehensive final exam at 200 pts, and a number of quizzes totaling 200 pts. Tentative Dates Test 1 Thursday, Feb 19 Test 2 Thursday, April 2 The grading scale is: =A =B =C =D 0-360=F Tests/Quizzes: Make-up tests/quizzes may be given only in extreme emergency (as decided by the instructor). The class final exam will be given on Thursday, May 14, 2009, 6-8PM.

352 D-28 Class routine: The first meeting is quite special because it is the time to clarify what is stated in the syllabus. We will review and answer some questions about the topics discussed during the previous meeting (second and later meetings, except after each midterm exam). A 15-minute quiz will follow. Yes, there is a quiz every meeting except test 1 and 2 days. These quizzes constitute 33% of your grade. This will motivate students to be aware of what it taking place in the classroom each meeting. We have been told that, Frequent Exams/Quizzes Equal Better Results for Students. After each quiz, I will discuss the new topic(s). I will give the assignment. The last day to drop without academic penalty is February 26. After the last day to drop without academic penalty, a student who drops will receive a W or WF at the discretion of the instructor. Tutoring: Free tutoring in MCL 310, through the Mathematics and Technology Success Center (MTSC). A tutor schedule is usually posted during the first or second week of the semester. Check Course Information for an electronic copy of the tutor schedule in a week or two. Videos may be checked out through the MTSC. Students with Disabilities If you anticipate the need for reasonable accommodations to meet the requirements of this course, you must register with the office of Disability Support Services (CFO 106, , ) in order to obtain the required official notification of your accommodation needs. Please plan to meet with me by appointment or during office hours to discuss approved accommodations and how my course requirements and activities may impact your ability to fully participate.

353 D TENTATIVE CLASS CALENDAR Date SECTIONS HOMEWORK PROBLEMS 22-Jan Introduction and Page 7, #s1, 2-5; Page 13, #s1-5, 7, 8, Page 25, #s3-6, 8-9; Page 31, #s Jan 2.1, Feb 2.5, Feb Feb Review EXAM 1 26-Feb Mar Mar SPRING BREAK 26-Mar 4.7, Apr Review EXAM 2 9-Apr Apr Apr Apr May 6.3, May Final Exam

354 D-30 MATH (Matrix Methods) Spring 2009 Day and Time: MW, 2:30 3:50PM, Room: MCL 307 Instructor: Dr. Junalyn Madsen, Office: MCL 302E Phone: (940) Address: Office Hours: M 9-11AM and TH 3-5PM Class Materials: * Text: Matrix Methods by Richard Bronson, 2 nd Edition Course Objective and Description: This is an undergraduate course designed to help students not only to understand in depth the underlying concepts but also start solving some real world modeling problems from economics, physics, and engineering which require knowledge matrix calculus. The use computer via MATLAB and graphing technology will enhance your understanding of the principal concepts. Also this course will include quadratic forms and matrix applications to systems of linear differential equations. Grading: There will be 2 major tests at 100 pts each, a comprehensive final exam at 200 pts, and a number of quizzes totaling 200 pts. Test 1 Test 2 Tentative Dates Thursday, Feb 16 Monday Thursday, April 6 Monday Tests/Quizzes: Make-up exams/quizzes may be given only in extreme emergency (as decided by the instructor). The class final exam will be given on Wednesday, May 13, 2009 between 1:30-3:30PM. Grades: There will be 600 points possible. The grading scale is: =A =B =C =D 0-360=F Homework: NO homework will be taken for a grade. However, all students are expected to work all suggested problems. Success in this course will depend on it.

355 D-31 Attendance: All students are strongly encouraged to attend class regularly and punctually. Responsibility for work missed because of illness or school business is placed upon the student. Class routine: The first meeting is quite special because it is the time to clarify what is stated in the syllabus. During the second and later meetings, except after each midterm exam, we will have a 10-minute review. A 15-minute quiz will follow. Yes, there is a quiz every meeting. This constitutes 33% of your grade. This will motivate students to be aware of what it taking place in the classroom each meeting. We have been encouraged the saying that, Frequent Exams/Quizzes Equal Better Results for Students. After each quiz, I will discuss the new topic(s). I will give the assignment. Tutoring: Free tutoring in MCL 310, through the Mathematics and Technology Success Center. A tutor schedule is usually posted during the first or second week of the semester. Check Course Information for an electronic copy of the tutor schedule in a week or two. Videos may be checked out through the MTSC. Texas Woman s University seeks to provide reasonable accommodations for all qualified individuals with disabilities. This university will adhere to all applicable federal, state, and local laws, regulations, and guidelines with respect to providing reasonable accommodations as required affording equal educational opportunity. It is the student s responsibility to register with Disability Support Services and to contact the course instructor during the first two weeks of the course to arrange for appropriate accommodations. For further information regarding Disability Support Services or to register for assistance, please contact the office at (voice), (TDD) or visit CFO 105 for appropriate accommodations. The last day to drop this class without academic penalty is February 26, 2008.

356 D-32 Math Concepts in the Educational Setting Math 4003, 5003 Spring 2007 Ms. Cathy Banks MCL Office Hours: T 9-11, TH 3-5 or by appt. TEXT: The Nature of Mathematics Karl Smith Eleventh Edition Topics will include the following: problem solving, reasoning, geometry, algebra, trigonometry, matrices, statistics, probability, sequences and series, integration, differentiation. Teaching Mathematics in Secondary and Middle School An Interactive Approach James Cangelosi Third Edition GOAL: To review concepts from prior mathematics courses in order to develop a better understanding of topics covered in the 8-12 mathematics classroom. ATTENDANCE: Taken daily. You must sign in for each class to earn attendance points. If a student arrives late or leaves early, attendance points will be prorated. Remember, we only meet 16 times so if you miss a class period, you have missed 6.25 % of the material. HOMEWORK: Assigned daily, but usually not collected. Mathematics is not a spectator sport. YOU must practice as many problems as you can in order to be successful in this course. Remember, YOU are the one needing to pass the TExES exam. GRADUATE PRESENTATIONS: All Math 5003 students are required to give a presentation. Additional information will be provided. WHAT WERE THEY THINKING?: See separate handout

357 D-33 BOOK REVIEW: See separate handout GRADING: 4 chapter 100 points = What Were They 5 pts = 50 Attendance 16@ 4 pts = 64 Book Review = 36 1 comprehensive final = 150 Assignment (graduates only) = 100 TOTAL (graduates) 800 TOTAL (undergraduates) 700 TESTS: All tests are to be done in pencil. They will be given on scantron and will replicate the TExES exam in that you will receive 3.5 minutes per problem for each test given. You will also be allowed to use your graphing calculator and the formula sheet will be given to you. CLASS SCHEDULE: The class schedule is subject to change. If you are absent, you should contact a fellow student to get the information about what concepts were covered in class and any changes to the schedule. GRADING: AVERAGE POINTS (grad) POINTS(undergrad) A A A B B B C C C D D D BELOW 60 F F F MAKE UP WORK: If you must miss an exam, the grade on the final exam will be used as the score for the missed exam. If you miss more than one exam, a zero will be the grade for the second. FINAL EXAM: The final exam will be a comprehensive final and is not optional.

358 D-34 CALCULATORS: You should have your own calculator for this class. A graphing calculator will be allowed for those seeking You will be responsible for knowing how your calculator works. You will also need a dry erase marker. TUTORING: Free tutoring MCL 310. The Math and Technology Support Center is open 7:30am - 6pm M-TH and 10am - 2pm on Fridays. Texas Woman's University seeks to provide appropriate adjustments for all individuals with disabilities. This University will comply with all applicable federal, state, and local laws, regulations, and guidelines, specifically Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act (ADA), with respect to providing appropriate academic adjustments to afford equal educational opportunity. It is the responsibility of the student to register and provide medical verification and academic schedules to Disability Support Services (DSS) at the beginning of each semester and no later than the second week of school unless otherwise determined by the coordinator. The student must also contact the faculty member in a timely manner to arrange for appropriate academic accommodations. For further information regarding Disability Support Services or to register for assistance, please contact the office at (voice), (TDD) or visit CFO 105. Academic Dishonesty: Honesty in completing assignments is essential to the mission of the university and to the development of the personal integrity of the student. Cheating, plagiarism, or other kinds of academic dishonesty will not be tolerated and will result in appropriate sanctions that may include failing an assignment, failing the class, or being suspended or expelled. Suspected cases in this course may be reported to Student Life. The specific disciplinary process for academic dishonesty is found in the TWU Student Handbook. Tools to help you avoid plagiarism are available through the TWU Libraries Quick Links under Research Help (

359 D-35 MATH 4003/5003 Spring 2007 This syllabus is subject to change. Jan 18 Practice TExES Exam 25 Domain I Feb 1 Domain I 8 Domain I, Domain II 15 Domain II, EXAM Domain I 22 Domain II Mar 1 Domain II 8 Domain III, EXAM Domain II 15 Domain III 22 Spring Break 29 Domain III, Book Review Due Apr 5 Domain IV 12 Domain V, Domain VI, EXAM Domain III 19 Domain IV 26 Presentations, EXAM Domain IV May 3 Presentations 10 Final Exam 6-9 p.m.

360 D-36 Math 4013 Syllabus Fall 2007 Instructor Dr. Mark Hamner, Department of Mathematics and Computer Science Office: MCL 413 Phone: Office Hours: 9:30 a.m.-11:00 a.m. Monday through Thursday Blackboard/Virtual Chat Hours (For Math only): 11:00 a.m.-12:00 p.m. Tuesday and Thursday (Don't hesitate to or call for an appointment, if you cannot see me during these hours.) Textbook Course Objective: Course Description: Prerequisite: Probability and Satistical Inference, Seventh edition, by Hogg and Tanis To develop an understanding of and the facility for the theory and applications of probability and distributions. The theory of discrete and continuous random variables and their distributions. Topics include expected values, the uniform, hypergeometric, binomial, negative binomial, Poisson, gamma and normal distributions, moment generating functions, and the central limit theorem. Calculus I Grading Exams: 3 equally weighted examinations (25% each) Final Exam: Cumulative final Exam (25%) Grades: A 90% 100% B 80% 89% C 70% 79% D 60% 69% F below 60% Notes: Exams: Dates (tentative): September 19, October 24, and November 21. Makeup exams will be given only in extreme emergency situations (as decided by the instructor). The final will be held from 1:30p.m.-3:30p.m. on Wednesday, December 11. Students with 2 or fewer absences may replace the lowest test grade with the final exam grade. Homework: No homework will be taken up for a grade. However, all students are expected to work all suggested problems. Success in this course will depend on it.

361 D-37 Attendance All students are strongly encouraged to attend class regularly and punctually. Students are solely responsible for any material that is covered as well as any assignments made in their absence. Academic Dishonesty Honesty in completing assignments is essential to the mission of the university and to the development of the personal integrity of the student. Cheating, plagiarism, or other kinds of academic dishonesty will not be tolerated and will result in appropriate sanctions that may include failing an assignment, failing the class, or being suspended or expelled. Suspected cases in this course may be reported to Student Life. The specific disciplinary process for academic dishonesty is found in the TWU Student Handbook. Tools to help you avoid plagiarism are available through the TWU Libraries Quick Links under Research Help ( Notes: Texas Woman s University seeks to provide appropriate academic adjustments or all individuals with disabilities. This University will comply with all applicable federal, state, and local laws, regulations, and guidelines, specifically Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act (ADA), with respect to providing appropriate academic adjustments to afford equal educational opportunity. It is the responsibility of the student to register with and provide medical verification and academic schedules to Disability Support Services (DSS) at the beginning of each semester and no later than the second week of school unless otherwise determined by the coordinator. The student also must contact the faculty member in a timely manner to arrange for appropriate academic adjustments. For further information regarding Disability Support Services or to register for assistance, please contact the office at (voice), (TDD) or visit CFO Please note that after the last date to drop the course without academic penalty, any student that is failing and chooses to drop will receive a WF.

362 D-38 Math 4013 Course Outline Fall 2007 Section Page Homework Assignment , 10,13, , 5, 8, 9, 12, 13, 15, 17, ,2,4,5,7,8,11,12,15, ,9, *,2*,3(a,b,d),5*, , 2, 3(a,b,d),4-8, 11, 13, ,7(a,b) ,3-6, 8-11, ,10, ,5,6,8, ,2(a,b)(i & ii),3,5,6, ,4,6(a-d),8-10, ,4,5,9,11, , 14, 19, 20 *These problems will include instructions different from those given in the text.

363 D-39 Math 4013 Some Notes on Succeeding in this Class Form a study group even if it is just you and one other person. It is very important to take thorough notes in my class. Combining your notes with another student s will no doubt help. Attend class unless you are ill. Academic success is closely associated with regular classroom attendance. I understand that circumstances may prevent this on occasion. When you are unable to attend class, for whatever reason, be sure and get someone s notes. When you prepare for exams, study from your notes and homework. The homework is assigned to compliment and reinforce the notes. Thus, use the book to back up your notes. Your class notes and handouts can help you navigate through the text efficiently. Ask questions in class. Students often think that they are alone in their confusion. This is almost never the case. I love for students to ask questions. Don t get behind. It is almost impossible to cram statistics. If the department felt the material could be learned at a faster rate, it would be covered at a faster rate.

364 D-40 Course Description NURS 3643: THE RN BACCALAUREATE NURSING EXPERIENCE Collin County Higher Education Center Option This course focuses on the transition to baccalaureate nursing for the registered nurse and emphasizes aspects of technology, socialization, communication, and professional accountability. Introduces the concepts of health promotion, health maintenance, and health protection. Designed to be the entry-level course for, and limited to, registered nurses. Taken in place of NURS Prerequisites: Admission to upper division Nursing and current licensure to practice in the State of Texas as a registered nurse. Please Note: This course is intended to be implemented entirely online but with the option for students to attend four (4) face-to-face meetings to be held at the Collin County Higher Education Center. Optional class meetings may be offered by the instructor. Please notify your instructor if you would like to arrange additional meetings on campus. Course Credits: Three (3) credit hours upon successful completion of the course. Course Objectives: Upon successful completion of this course, the student should be able to: 1. Appropriately utilize various technologies incorporated in the online educational experience. 2. Describe the perspective of baccalaureate nursing. 3. Identify trends, issues, and standards that impact the professional practice of nursing. 4. Discuss the nursing process, nursing theories, and nursing research. 5. Utilize various methods of effective communication. 6. Discuss the components of health promotion, health maintenance, and health protection in relation to the evolving health care system. 7. Identify the significance of the role of professional organizations to the nurse. 8. Explore the interaction between international health policy and health care economics on such determinants as increase in population, increase in health cost, and the rationing and distribution of health care supplies. 9. Discuss the implications of globalization on the health status of different populations. Course Requirements Students in the course are required to satisfactorily complete all course assignments and projects prior to the end of the course. Similarly, students are required to consistently participate in online discussions, blogs, and wikis throughout the course. Appropriate participation is further defined in this syllabus. Instructors Rachel Neff, RN, MSN, MHA Phone: (office) (cell) [email protected] [email protected] Yahoo Instant Messenger at [email protected] CHEC Office: Room 121 I will also be available to CHEC students from 9 am to 3 pm Wednesdays and other times by appointment. Course Content

365 D-41 Technology utilization in an online baccalaureate program. The role of the professional nurse in modern health care The art and science of nursing: nursing process, nursing theory, and nursing research Trends, issues, and standards in modern health care The evolution of health care: Health promotion, maintenance, and protection The globalization of health care: Domestic and international issues Professional organizations and nursing Required Texts Evaluation American Psychological Association (APA). (2001). Publication manual of the American Psychological Association (6 th edition). Washington, D.C.: Author. Benner, P. (2001). From novice to expert: Excellence and power in clinical nursing practice (Commemorative ed.). Upper Saddle River, NJ: Prentice-Hall. Board of Nurse Examiners for the State of Texas. (2007). Nursing practice act and nursing peer review act: Texas statues regulation the practice of nursing in Texas. Austin, TX. Author: Creasia, J. L.,& Parker, B. J. (2007). Conceptual foundations: The bridge to professional nursing practice (4th ed.). St. Louis, MO: Mosby. Course grades will be determined by cumulatively adding points for various class activities. Below is a list of the four different class activities, the number of points that will be awarded to each of those activities throughout the class, and the TWU College of Nursing grading scale. Assignments points A Online Discussions points B Blog (Reflective journal) C Paper D Class project 20 < 59 points F Survey/Program Evaluation 5_ Total 100

366 D-42 Assignments, Online Discussions, and Blogs There are five units of study in the class, each lasting three weeks and containing one or more assignments. Each unit also includes required online discussions of chosen topics with other participants in the class. Each unit of study is worth 12 points, for a total of 60 points. The unit assignments are worth six points each, the participation in online discussions is worth 4 points per unit, and the reflective journal blog is worth 2 points per unit. This yields an overall assignment grade of up to 30 points (5 units x 7 points each), an online discussion/participation grade worth up to 20 points, and a blogging grade worth up to 10 points. While assignments are familiar to most students, participation in online discussions and blogs are often less easily understood. Here is how it all breaks down: Unit 1 1/19-2/9 CHEC Class Jan 20 6 pm Unit 2 2/10-3/2 CHEC Class February 10 Unit 3 3/3-3/23 CHEC Class March 17 Unit 4 3/24-4/14 CHEC Class April 14 Unit 5 4/15-5/9 Assgmt 6 pts Discussion 4 pts Blog 2 pts Assgmt 6 pts Discussion 4 pts Blog 2 pts Assgmt 6 pts Discussion 4 pts Blog 2 pts Assgmt 6 pts Discussion 4 pts Blog 2 pts Assgmt 6 pts Discussion 4 pts Blog 2 pts Unit Total 12 pts Unit Total 12 pts Unit Total 12 pts Unit Total 12 pts Unit Total 12 pts Technology is very important to modern nursing practice and research. The first unit will introduce several technologies to be used throughout the semester: Blackboard Used for posting of assignments, discussion questions, announcements, etc. Instant Messaging (Yahoo) We will each be demonstrating our ability to set up an IM account and to communicate with each other through this technology. The instructor will also use IM for weekly Q&A communication times throughout the semester. Blogs Weblogs can be very useful tools and we will use them for reflective journaling as we journey through the semester. We will use Wordpress as our blog site. See the section below on blogs. Group Pages The class will use Group Pages to post information about and to discuss the class project. Survey and Program Evaluation On online survey and a program evaluation will be offered online through Psychdata to help with Institutional Effectiveness for TWU. Points are awarded for completion of the survey and evaluation tool, but the survey and tool are not graded. You will have approximately one month to complete these assessments and instructions for access will be provided the first week of class. Several of the units of study include short papers as assignments. Please use your APA manual when writing these papers, since scholarly writing is a hallmark of the professionalization of nursing. Increasing emphasis will be placed on the correct formatting of these papers as the semester progresses so be certain to pay attention to the details of scholarly writing.

367 D-43 Participation in online discussions will be evaluated both quantitatively and qualitatively. Online discussions are one of the main forms of communication in an online hybrid class. For that reason, students must truly engage in the online discussions. Without frequent and consistent participation in discussions, not only do students become disconnected from the class, but other students do not benefit from the input of the entire class. Your initial response to the discussion question must be posted during the first week of each unit and must include at least one APAformatted reference. This shows you have carefully thought about and researched the topic and are not merely responding off the cuff. In addition, you should respond to at least two other students postings. The first response should be posted no later than the end of the second week of each unit. Other than that, please feel free to participate in the online discussions as often as you can and wish. Needless to say, quality of discussion is important as well. Ideally, each student should significantly advance each discussion in some way. However, there can be a lot of discussions (for each unit, at least one posted by the instructor and at least one posted by each student sometimes more). Students may not always have much to say about a particular subject. The last thing that an instructor wants is for a student to make a statement for the sake of having made it, as quality usually suffers. In these seminar style online discussions, each student will be contributing to the learning of all the other students. Remember that responses such as I agree or Good point do nothing to further the discussion and will not count toward your grade. Major Paper A major paper worth twenty (20) points is also required in the course. Though this paper will be due near the end of the course, you are encouraged to start early. The Instructors are willing to examine drafts of your papers in order to provide feedback that will help to make your final submission into a stronger product. The paper is worth twenty percent of the course grade. The paper must be about the future of nursing as a profession. The scope and focus is up to the student but you must submit a topic for consideration and approval by the instructor. It may be global, local, cultural, economic, social, political, and/or whatever other factors the student desires. The paper is very open-ended; it should be focused on something that is meaningful to the student. Consult with your instructors and classmates for suggestions. Using the TWU library system and the Internet, thoroughly investigate your specific focus of the future of nursing. Include in your reference list at least ten articles that are each less than five years old and from credible sources. You will probably have more than ten references in total, but please ensure that at least ten of your sources are characterized by the above criteria. While any paper or presentation about the future will undoubtedly contain some degree of speculation, the paper must include support for any conclusions and assertions made by the student. The idea is to present an educated supposition rather than an uneducated guess. This paper, as with all other TWU RN-BS/MS papers, will be written using APA style. Be certain to also catch spelling, punctuation and grammatical errors in your final edit: these are all important in high quality written work. The length of the paper should not exceed 15 pages, including an introduction and a conclusion, but excluding the reference pages and appendices (if any). An abstract will be completed along with the paper and will be posted on Blackboard for review and commentary by your classmates. Class Project

368 D-44 The final requirement for the course is a class project, also worth twenty points. The class project is intended to deal in some way with professional nursing and to involve the entire class (unless the class is enormous). Other than these requirements, there is a fair amount of freedom in what the class may choose to do as a project. The product may be a paper, a presentation or event in the community, a website, even a research-oriented effort. Time can be spend during face-to-face classes to coordinate and plan for your project. As with the paper, the project should be something meaningful to the students within the class. The group will submit a project proposal for approval by the instructors. Your instructors may be able to help the class come to a decision on a manageable project. In the information age, professionals must learn to effectively work together in groups asynchronously. That is, they have to be able to be part of a team that may never meet face to face. Promoting this vital skill is one of the primary goals of the class project, but grading group projects can be very tricky. So, whatever project that the class adopts, it should be one that may broken up into chunks of responsibilities that can be assigned to individual students within the class. A grade will be given for each student s personal effort and for the group effort, both of which will be averaged together to determine the final class project grade. To facilitate analysis of project participation, the class will use Group Pages on Blackboard to post proposal, comments, and discussion about the class project. The class project is worth a total of 20 points, with 15 points coming from the finished project itself and 5 points coming from participation in the Group Pages process. The 5 participation points will be assigned as one point for each of the five units of study. To receive all five points your participation must be consistent throughout the semester. Participation points can not be made up after each unit is completed. Blogs Each student will construct a blog on the site Wordpress.com. You can use this link to get there: Instructions for setting up the blog and working with reflective journaling are included in the document titled Blogging and Reflective Journaling. Grading for blog participation will be part of your weekly discussion grade and you are expected to journal at least once each week during the course. Instructor Feedback Instructors will always attempt to provide feedback to any submitted assignment or materials as quickly as possible. However, submissions seem to frequently come in large chunks across different classes. Similarly, other professorial responsibilities frequently emerge in a feast or famine fashion. Students will receive feedback from their instructors at the end of each instructional unit of study or within two weeks if specifically requested or deemed necessary. Students who seek pre-submission feedback are strongly encouraged to submit drafts as early as possible. A draft submitted within the last two weeks of the due date may not be examined. Policies Please review all student policies as found in the TWU Student Handbook. These policies are available online and in the printed TWU Student Handbook. TWU Disability Policy

369 D-45 Texas Woman s University seeks to provide appropriate academic adjustments for all individuals with disabilities. This University will comply with all applicable federal, state, and local laws, regulations, and guidelines, specifically Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA), with respect to providing appropriate academic adjustments to afford equal educational opportunity. It is the responsibility of the student to register with, and provide medical verification and academic schedules to, Disability Support Services (DSS) at the beginning of each semester and no later than the second week of school unless otherwise determined by the coordinator. The student also must contact the faculty member in a timely manner to arrange for appropriate adjustments. For further information regarding Disability Support Services or to register for assistance, please contact the office at (voice), (TDD) or visit CFO 106. The address is [email protected]. Student Attendance Policy Consistent and attentive attendance is vital to academic success and is expected of all students. Grades are determined by academic performance and instructors may give students written notice that attendance related to specific classroom activities is required and will constitute a specific percentage of students grades. Instructors are strongly encouraged to keep a record of student attendance. They should note absences due to documented student illness, serious illness or death in the student s immediate family, official school activity, state-recognized religious holiday, or other verified absences deemed appropriate by the instructor. Students must consult with instructors regarding the completion of make-up work. Absences do not exempt students from academic requirements. Excessive absences, even if documented, may result in a student failing the course. An incomplete may be granted if the student has a passing grade, but only if the instructor determines that it is feasible for the student to successfully complete remaining assignments after the semester. Pursuant to university policy, such determinations are within the discretion of the instructor. Academic Dishonesty Policy Academic dishonesty is defined as follows: Academic dishonesty includes cheating, plagiarism, falsifying academic records, and other acts intentionally designed to provide unfair advantage to the student or the attempt to commit such acts. Cheating includes, but is not limited to, intentionally giving or receiving unauthorized aid or notes on examinations, papers, or class assignments intended to be individually completed. Cheating also includes the unauthorized copying of tests or any other deceit or fraud related to the student s academic conduct. Plagiarism occurs when a student obtains someone else s work and presents those ideas or words as her or his own academic work. [Please read the student handbook for more information on this policy. In addition, please read the teacher prepared document which follows.]

370 D-46 Paper and Abstract Evaluation Criteria Introduction (10 points) Points Earned: Identifies and describes the issue/topic to be discussed, the background or reason for the student s interest in the issue/topic, and orients the reader to the flow of the paper. Body (30 points) Points Earned: The body of the paper is organized into subtopics that relate to the issue/topic and discusses the literature related to the subtopics. At least 10 articles reviewed have been published in the last 5 years or less and all reference articles are cited in the paper. Discussion (30 points) Points Earned: The discussion is comprehensive and includes the student s analyses and interpretations of the arguments made by various authors. Conclusion (10 points) Points Earned: The primary conclusions of the paper are presented in a summary at the conclusion of the paper. The conclusion demonstrates an ability to tie together the discussion presented in the paper. Style (10 points) Points Earned: APA format is followed. There are no spelling, grammar, or punctuation errors. Abstract (10 points) Points Earned: A concise and informative abstract will summarize the issue/topic. It is to be posted online by the due date and each student is responsible for discussing the abstracts of at least two other students. Comments and suggestions: Reviewer Date AVOIDING PLAGIARISM

371 D-47 by Dr. Maisie Kashka In an effort to ensure the integrity of the academic process, Texas Woman s University vigorously affirms the importance of academic honesty as defined by the Student Handbook. Therefore, in an effort to detect and prevent plagiarism, faculty members at Texas Woman s University may now use a tool called Turnitin to compare a student s work with multiple sources. Many students are somewhat unclear as to what exactly constitutes plagiarism. The following is intended to assist you as prepare your written work to avoid the particular form of academic dishonesty. The APA manual gives a description of plagiarism on pages (There is also direction on how quote on pages ) The following is an example. The following is a verbatim long quote from the following article: Pravikoff, D., Tanner, A., & Pierce, S. (2005). Readiness of U.S. nurses for evidence-based practice. AJN 105(9), Pravikoff, Tanner, & Pierce (2005) drew the following conclusions from their study of 760 nurses: Some of this can be attributed to the technologic changes that have occurred over the last 10 or 15 years. Some of it, however, has to be blamed on the failure of nursing education to understand and value the importance of maintaining a practice based on more than tradition, intuition, and experience. These are important components of nursing practice, of course, but searching for and reading current literature, including research, are essential. Many of the things that we have always done may not be the best practices today. (p. 50) Were you to use this direct quotation without indenting it and indicating the source, you would have plagiarized these authors work. It is the indentation followed by that alerts the reader to the fact that this is not the writer s own words. The authors and page number(s) must always be given. Now suppose you wanted to paraphrase the above quotation. In that case, you would restate it in your own words. However, you must still acknowledge the source for the paraphrased work. And, within this paraphrase, I have also enclosed a direct quote from the above. It seems clear that many nurses in the U.S. are not ready for evidence-based practice. Pavickoff, Tanner, and Pierce (2005) believe that this can be explained by the changes that have occurred in technology and the fact that nursing schools have failed to prepare nurses to understand and value the importance of maintaining a practice based on more than tradition, intuition, and experience (p. 50). You will note that in the above I rephrased part of the original paragraph and put it in my own words. However, I also included a direct quote because I couldn t think of a better way to phrase what they had said. In conclusion, here are three rules to help you avoid plargiarism: 1. Always, always, always give credit to the author(s) whose ideas you are using. 2. Never, never, never quote directly unless: a. You enclose the exact words in direct quotes (if the quotation is less than 40 words). b. You indent on both margins 5 spaces (if the quote is more than 40 words). 3. Always restate the author(s) ideas in your own words when paraphrasing and always give the author(s) credit for their ideas.

372 D-48 TEXAS WOMAN S UNIVERSITY COLLEGE OF NURSING DENTON CAMPUS NURSING 3614 NURSING ASSESSMENT ACROSS THE LIFE SPAN FOR THE RN Faculty: Donna Sauls, PhD, RN ASB 126 (940) [email protected]

373 D-49 NURS 3614 NURSING ASSESSMENT ACROSS THE LIFE SPAN COURSE DESCRIPTION: Focuses on physical and psychosocial techniques of health assessment. Emphasizes influences of spirituality, culture, and human sexuality on individuals of all ages. Clinical experiences provide opportunities to apply interview and assessment skills in community-based settings. COURSE CREDIT: Four (4) semester hours; two and one half (2.5) hours lecture a week, four and one half (4.5) hours clinical a week COURSE PLACEMENT: Junior Semester I. COURSE OBJECTIVES: Upon successful completion of this course, the student should be able to: 1. Identify components for health assessments of individuals of all ages. 2. Identify aging changes on various body systems. 3. Perform physical and psychosocial health assessments, which include human sexuality, spirituality, and cultural influences. 4. Modify health assessment techniques appropriate to age and developmental variations. 5. Incorporate current health screening recommendations into health assessments. 6. Analyze health assessment data to determine health care needs. 7. Use appropriate terminology in written and verbal communication for the purpose of health assessment. 8. Demonstrate professional accountability in the collection and use of health assessment data. COURSE REQUIREMENTS: Textbooks: Jarvis, C. (2008). Physical Examination and Health Assessment (5 th ed). St. Louis, MO: Saunders. Jarvis, C. (2008). User Guide and Access Code Handbook. St. Louis, MO: Saunders. American Psychological Association. (2001). Publication Manual (5 th ed.). Washington, DC: American Psychological Association. Recording equipment: Either equipment that can record in a VHS format or a DVD format.

374 D-50 Software: Microsoft Office (Word, PowerPoint), Acrobat Reader, QuickTime 5 or higher, Shockwave 8.5 and Flash 7. Assessment equipement: Stethoscope with a bell and a diaphragm, Reflex hammer, Pen light, Otoscope, Ophthalmoscope and pneumatic bulb, Tuning forks, goniometer, fat-o-meter, tape measure, tongue blades, gloves, and Rosenberg eye chart. COURSE CONTENT: 1. Complete health assessments across the life span. 2. Components of databases. 3. Factors that influence collection: spirituality, sexuality, culture, values and beliefs. 4. Interviewing and communication techniques. 5. Functional and physical changes associated with aging vs. pathological changes. 6. Development through the lifespan, assessment of development and modification of collection techniques. 7. Techniques of physical assessment. 8. Health screening recommendations. 9. Legal and ethical considerations. 10. Professional accountability. 11. Documentation. 12. Critical thinking. 13. Diagnostic reasoning. SCHEDULE OF TOPICS Module I. Assessment of the Whole Person (Part 1) and Approaches to the Clinical Setting Module II. Physical examination (Sections A, B, & C) Module III. Integration of the Health Assessment Module IV. Assessment of the Whole Person Part 2 EVALUATION: Satisfactory completion of the course is based on satisfactory attainment of the didactic and clinical criteria requirements. The student must achieve a minimum average of 72% on both the didactic and clinical requirements. A student whose performance is unsatisfactory at mid-term will be notified in writing by the university. The student who fails to meet the course objectives in either the didactic or clinical portion of the course must repeat the course in its entirety. The didactic and clinical portions of the course are inseparable.

375 D-51 Clinical skills laboratory: The student is expected to successfully perform, a nursing assessment in accordance with the criteria established in the Assessment Integration Evaluation sheet. Comprehensive Physical Examination One comprehensive head-to-toe client assessment (inclusive of all systems except the genitourinary system) applying basic and advanced assessment techniques will be performed on an adult client or adolescent over the age of 13 years old. If an adolescent is assessed, the permission from the parent must be obtained and submitted to your faculty prior to the exam. The comprehensive physical exam will be submitted via a recording. The format to submit must either be VHS or DVD. The tape must not exceed 60 continuous minutes. It must address all critical components (listed in the Assessment Integration Evaluation Sheet) of each system. All critical components must be audible and visible on the videotape. The student may minimally refer to notes during the examination. The recording will be critiqued, using the Assessment Integration Evaluation Sheet which has delineated specific competency criteria. Be certain that you don't leave any competencies out. The examination must take place in an appropriate setting and the examiner must be in professional dress. The examiner can wear business attire with a lab coat or scrubs. The recording can be mailed or dropped off to the course faculty member. If it is mailed it must be received in the College of Nursing office by 12 noon on the day that it is due. The student must achieve a minimum of 72% on each section of the assessment. The sections include demonstration of the head to toe assessment and demonstration of proficiency in those skills deemed critical behaviors. These 2 scores will be averaged for the final assessment grade. If the student is unsuccessful (<72) in the video presentation for either section, the student will be allowed to submit another video tape of their assessment. For the second attempt, regardless of the grade earned above 72%, the highest grade that the student can earn is a 72%. Failure to demonstrate a 72% on the nursing assessment will result in a grade of F for Nursing Five (5) points will be deducted from the final score for the assignment for each day the videotape is late. Recording Guidelines 1. Students are required to supply all recording equipment. Tapes/DVDs will be returned to the student. 2. A video release form must be signed by the client and student each time an examination is taped. A signed release form (located in course documents) should be turned in with each recording assignment. If the student fails to turn in a release form with the recording, the faculty will not grade the assignment until the release form is submitted. The assignment will be considered late, and penalties for late assignments will be assigned. 3. When recording, the camera must be focused on the examiner and the area being assessed. The faculty grading the assignment will need to verify technique, and if the video camera is too far away from the area being examined, the technique can not be verified and the student will receive no credit for that section.

376 D Any identifiers related to the client being examined must be removed prior to videotaping. 5. Time limits for the assignment will be strictly enforced. 6. Partners or clients are not permitted to assist or cue the student examiner. If this occurs, the student will receive a zero on the videotaped assignment. 7. Please review your recording prior to submission. Make sure that all critical components are audible and visible on the recording. Classroom (didactic): The student is expected to achieve a minimum average of 72% on the examinations (quizzes and final exam) and written assignments. Written Assignments Four (4) write-ups of focused physical examinations related to selected systems are required and will follow the problem oriented (SOAP) format. Each write-up will be typed and electronically submitted to the assignment drop box or to the instructor for evaluation. Criteria used for evaluation will be accuracy, organization, logical flow, appropriate use of abbreviations, succinctness, and inclusion of appropriate assessment tests and procedures. Refer to Jarvis and the blackboard course site for format guidelines and sample write-ups. The following two write-ups are required: Interview and the Health History Nutrition assessment Two (2) of the following write-ups are required. Choose those systems that you feel you need additional practice on: Abdominal assessment, Skin, Hair, Nails and Head & Neck assessment Eyes & Ears assessment Heart & Lung assessment Nose, Sinuous, Mouth & Throat assessment Musculoskeletal assessment Neurological assessment Note: All papers will be graded according to the Criteria for Evaluation designed for each written assignment. Papers turned in late will have 5 points deducted for each day it is late. Assignment Policy All assignments will be submitted via Blackboard. Since Blackboard has time and date stamp capabilities, it will be the final record of when an assignment was received. ***LATE ASSIGNMENTS AND/OR POSTINGS WILL NOT BE ACCEPTED*** Course assignments are weighted as follows: Assessment tape 40% Written assignments 25%

377 D-53 Final 25% Online Quizzes 10% TWU COLLEGE OF NURSING GRADING SCALE: A = B = C = D = F = 59 and below A grade of WF will be recorded if the student has an average grade of below 72% and withdraws from the course after the academic penalty date as stated in the TWU calendar. ADDITIONAL INFORMATION: ADA Statement Texas Woman s University complies with all applicable federal, state and local laws, specifically Section 504, of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) with respect to providing appropriate academic adjustments that will afford equal access to the educational process. It is the responsibility of the student to register with the Disability Support Services (DDS) at the beginning of each semester (no later than the second week of school unless otherwise determined by the DSS director). For further information regarding DSS, please contact the office at (940) (voice), (940) (TDD), [email protected] or visit CFO 105. Participation Expectations for Blackboard You will be expected to log in to Blackboard regularly and keep up with announcements and discussion postings. A minimum of at least four (4) days out of seven days will help you succeed. Working online requires self-discipline. This is not a self-paced course. You have firm due dates for assignments and you should meet those dates. Do not wait until the last minute to turn in your assignments or tests. Technology is not perfect and unforeseen technical problems at the last minute will not be accepted as excuses. If you plan your studies appropriately, you should have plenty of time to work through technical issues. Communicate difficulties early. Academic Dishonesty Honesty in completing assignments is essential to the mission of the university and to the development of the personal integrity of the student. Cheating, plagiarism, or other kinds of academic dishonesty will not be tolerated and will result in appropriate sanctions that may include failing an assignment, failing the class, or being suspended or expelled. Suspected cases in this course may be reported to Student Life. The specific disciplinary process for academic dishonesty is found in the TWU Student Handbook. Tools to help you avoid plagiarism are available through the TWU Libraries Quick Links under Research Help (

378 D-54 Online course communication This course will follow the following protocol for online communication. In the subject line list the course and number (i.e. NURS 3614). Use proper English, with correct grammar and spelling, no truncated or text language. Refer to the faculty according to their title. Response time to s will be tied to faculty office hours and work week. Use the discussion board for posting general or administrative questions. As you move through the course, these postings should be your first point of reference for questions or concerns. Note: Discussion Board and are not monitored 24/7. You can expect a reply to your question within 24 hours, except for weekends and holidays. If you do not get a response to an important posting on the discussion board, use . s will be answered within 24 hours. MATERIAL CONTAINED IN THIS DOCUMENT IS FOR INFORMATION PURPOSES AND IS SUBJECT TO CHANGE WITHOUT PRIOR NOTICE.

379 D-55 TEXAS WOMAN S UNIVERSITY College of Professional Education Department of Teacher Education Educational Administration Program Educational Foundations and Administrative Implications ELDR 5113 Sue E. Mutchler Class hours: Office: 208 Stoddard Hall Class location: [email protected] Office phone: Office hours: M, W, Th 1:30-4:30 pm Other times by appointment Academic Mission Statement Texas Woman's University is a notable institution, primarily for women, dedicated to excellence through academic achievement, research and creativity, innovation and collaboration and committed to fiscal accountability. TWU's academic and social environment empowers students by inspiring intellectual curiosity and lifelong learning, embracing scholarship and research, developing leadership and personal responsibility, and promoting diversity and respect for all individuals. TWU educates students to succeed as they pursue careers, research or graduate study in the liberal arts and health, education and business professions. By setting high expectations and high ideals, TWU prepares its graduates to lead personally and professionally fulfilling lives. Department Goals TWU is committed to teacher preparation that focuses on a learner-centered climate in which the learners, teachers, administrators, parents and the community all have responsibility for the learner's success. Program Goals The educational administration program is committed to the development of leaders and educators skilled in the promotion of learning in a culturally diverse, democratic society. Course Description ELDR Educational Foundations and Administrative Implications. Historical, philosophical, and cultural factors influencing education. Planning instruction and learning. Critical and higher level thinking. Modeling democratic values and implications for decision making. (TWU, Graduate Catalog, ). Course prerequisite. None TExES Competencies ELDR 5113 is aligned with the Texas principal competency framework in that it targets students learning of Domain I: School Community Leadership. Specifically, the course will ask you to demonstrate how to shape campus culture by facilitating the development, articulation, implementations, and stewardship of a vision of learning that is shared and supported by the school community (Competency.001) and how to communicate and collaborate with all members of the school community, respond to diverse interests and needs, and mobilize

380 D-56 resources to promote student success (Competency.002). Knowledge Base Various theoretical, philosophical, and research-based notions about educational leadership inform the content of the course so students are able to analyze and critique the purpose of education and role of effective educational leadership. Many and varied sources of knowledge from theory, research, and practice inform the design, content, and delivery of the course. Although not an exhaustive or comprehensive list, the following journals are sources for further readings: American Educational Research Journal American Journal of Education Educational Action Research Educational Administration Quarterly Educational Evaluation and Policy Analysis Educational Foundations Educational Research Quarterly Educational Researcher Exceptional Children Journal of Curriculum and Supervision Journal of Educational Administration Journal of Research and Development in Education Journal of Research for Leadership Education Learning Disabilities in Research Quarterly Learning Disabilities Quarterly Review of Educational Research Review of Research in Education Urban Education The course is informed by learned societies and professional organizations and based on knowledge gleaned from research and practice. Among these learned societies and professional organizations are: American Association of Colleges for Teacher Education (AACTE) American Association for Higher Education (AAHE) American Association of School Administrators (AASA) American Educational Research Association (AERA) Association for Supervision and Curriculum Development (ASCD) Association for the Study of Higher Education (ASHE) Council for Exceptional Children Division of Developmental Disabilities and Autism National Association of Elementary School Principals (NAESP) National Association of Secondary School Principals (NASSP) National Council for the Accreditation of Teacher Education (NCATE) National Middle School Association (NMSA) National Policy Board for Educational Administration (NPBEA)

381 D-57 Interstate School Leaders Licensure Consortium (ISLLC) University Council for Educational Administration (UCEA) Course Materials and Texts (Required) Noll, J. W. (Ed.). (2009). Taking sides: Clashing views on educational issues (15 th ed.). Boston, MA: McGraw Hill Companies, Inc. Spring, J. (2008). American education (13 th ed.). Boston, MA: McGraw Hill Companies, Inc. Course Materials and Texts (Highly Recommended) American Psychological Association. (2001). Publication manual of the American Psychological Association (5 th Edition). Washington, D.C.: Author. Course Objectives and Student Outcomes In taking this course, students will be introduced to the philosophical foundations that underlie most historical and contemporary opinions regarding education. In recognizing these philosophical foundations, students should be able to identify the values held by various educational stakeholders and to use this identification to better communicate and collaborate with them. The course will also introduce students to effective communication strategies that engage stakeholders multiple and often conflicting viewpoints. Furthermore, when engaging with various perspectives on education, students themselves may become aware of more socially-just philosophical stances. The course will present opportunities for you: To understand the historical, philosophical, and cultural contexts in which public education in the United States has evolved and continues to develop; To understand arguments made throughout history about the purpose of education (a values question), how to educate effectively (a belief question), and how to tell how effective an education effort is (an assessment question); To recognize strengths and limitations of the arguments; To make your own arguments about what education is for and/or how to do it effectively; To position and defend your philosophical creed with an awareness of other arguments. Guiding Questions of the Course The course should enable you develop responses to the following questions: What philosophical ideas are at the foundation of most historical and contemporary opinions about public education in the United States? How do the individual and shared perspectives of various educational stakeholders (i.e., practitioners, the general public, policymakers) influence changes in the stated purposes and priorities of public education? How can I, as an educational leader, use my knowledge of historical, philosophical, and cultural factors as I work with other stakeholders to improve schools and districts in which I work? What is my own philosophy of public education? How does it draw from both my personal perspective and the knowledge I have gained about the historical, philosophical, and cultural factors that have shaped and continue to influence public education? Student Preparation, Participation, and Attendance

382 D-58 The class will be conducted as a graduate seminar. The development of the course is based on the notion that learning is a natural process and that knowledge is gained by participation in learning events. Students are expected to be able and willing to share information and ideas. In the spirit of a seminar class, be prepared to ask questions about, make claims based on, and connect your opinions to the readings. Making notations as you read and preparing questions for class discussion is expected. This is a blended course that includes two or more online class sessions, with the remaining sessions in the form of face-to-face, on-campus meetings. Discussion and group activities cannot be made up if you are absent from class or do not participate in discussions/activities in class or online. As a result, attendance and participation in class discussions is the basis for 10% of the final course grade. Attendance policy: More than 2 absences from class will result in a loss of at least 5 percentage points in the attendance grade. The same is the case for late arrival to class. Students have a 15 minute leeway in arriving to class. Arrival after 5:15 is considered late arrival. Off-campus class session participation policy: Off-campus class sessions consist of multiple tasks to accomplish on Blackboard, often including participation in one or more forums on Discussion Board or other online interactions. Performance on off-campus assignments and participation are the basis for 20% of the final course grade. Failure to complete a required task or to participate in an assigned online discussion results in a grade of 0 for the particular task. As responsible adult learners, students must complete individual and group assignments on time. As a result, grades on late assignments will be affected. Late assignment policy: A late assignment will incur a 5 point grade deduction on the assignment. An assignment submitted more than 1 week late will incur a 10 point grade deduction. Individual and Group Assignments Some assignments in this course are intended to provide direct experiences in relating philosophical and cultural factors in our society to (a) key events in U. S. history that have influenced public education and (b) current issues pressing on how public education will change in the future. Other assignments are opportunities for you to identify and articulate your personal perspectives on public education and consider how you, as an educational leader, might use these values and beliefs to help teachers, parents, and communities ensure student success. The following assignments carry the point values indicated toward computing your final grade. 1. Reflective journal (5 entries) 15% 2. Case analysis 15% 3. Co-facilitated discussion 10% 4. Debate 20% of grade (15% = debate itself; 5% = peer evaluations) 5. Final 10% 6. Attendance and participation in class 10% 7. Off-campus assignments, quizzes, and online participation 20%

383 D-59 Student assessment. The professor will provide a detailed description of each assignment and a rubric for assessment of the assignment. Rubrics will include expectations for APA formatting and quality of writing as well as required components and organization of content. Quality of writing. Good quality paper organization, appropriate use of composition elements (e.g., clarity, use of language), and adherence to rules of written mechanics (e.g., punctuation, spelling) are important in all graduate-level written products. Assessment of written work will include deductions for errors, as indicated on assignment rubrics. delivery of assignments. When assignments are ed to the professor, use the following file convention: last name_assignment title_date. An example appears below: Mutchler_CaseAnalysis_1014 Criteria and Grading Scale A = percentage points B = C = D = F = 59 and below A represents exceptional work that is clearly above expected guidelines. It is work that has a clearly defined, adequately supported purpose and sense of direction. It is work that is thoughtprovoking and well stated. Care is evidenced in the development of ideas and in organization. Needless to way, it is work that reflects a thorough understanding of the educational topic under discussion. B represents expected graduate level work. It has a clearly defined and adequately supported thesis but lacks the clarity of insight that characterizes superior work. C represents below expected graduate level work. Frequently, there is evidence of ill-defined purpose or direction or relevance may not be readily apparent. There may be jumps from topic to topic without following through on the development of a unifying idea or concept. Often, this work contains spelling, grammatical, and other writing errors reflecting poor organization. Present policy of the TWU Educational Administration Program requires students to retake a course in which a C is earned. University Policies Attendance Policy. Participation is a portion of the students grades and cannot be made up if they are absent. Education relies upon engagement with others. Missing such dialogue compromises learning. TWU Disability Services. If you anticipate the need for reasonable accommodations to meet the requirements of this course, you must register with the office of Disability Support Services (CFO 106, , [email protected] ) in order to obtain the required official notification of your accommodation needs. Please plan to meet with me by appointment or during office hours to discuss approved accommodations and how my course requirements and activities may impact your ability to fully participate.

384 D-60 Academic Dishonesty. Cheating, plagiarism, or other kinds of academic dishonesty will result in appropriate sanctions that may include failing an assignment, failing the class, or being suspended or expelled. Suspected cases in this course may be reported to Student Life. In an effort to ensure the integrity of the academic process, Texas Woman s University vigorously affirms the importance of academic honesty as defined by the Student Handbook. Therefore, in an effort to detect and prevent plagiarism, faculty members at Texas Woman s University may now use a tool called Turnitin to compare a student s work with multiple sources. It then reports a percentage of similarity and provides links to those specific sources. The tool itself does not determine whether or not a paper has been plagiarized. Instead, that judgment must be made by the individual faculty member. Tools to help you avoid plagiarism as well as generally locate and use information resources are available through the TWU Libraries website (see Tutorials on left-hand side of the page, All required assignments in this course may be checked for plagiarism using Turnitin.com. Withdrawing. Withdrawal from the course is the student s responsibility.

385 D-61 TEXAS WOMAN S UNIVERSITY College of Professional Education Department of Teacher Education TESTS AND MEASUREMETNS FOR THE EXCEPTIONAL CHILD EDSP 5033 Dr. Lloyd Kinnison SH Fax [email protected] Erin Mc Clain Academic Mission Statement Texas Woman s University is a notable institution, primarily for women, dedicated to excellence through academic achievement, research and creativity, innovation and collaboration and committed to fiscal accountability. TWU s academic and social environment empowers students by inspiring intellectual curiosity and livelong learning, embracing scholarship and research, developing leadership and personal responsibility, and promising diversity and respect for all individuals. TWU educates students to succeed as they pursue careers, research or graduate study in the liberal arts and health, education and business professions. By setting high expectations and high ideals, TWU prepares its graduates to lead personally and professionally fulfilling lives. Departmental Goals The Department of Teacher Education is committed to teacher preparation that focuses on a learner-centered climate in which the learners, teachers, administrators, parents and the community all have responsibility for the learner s success. Disability Support Texas Woman s University seeks to provide appropriate academic adjustments for all individuals with disabilities. The University will comply with all applicable federal, state, and local laws, regulations, guidelines, specifically Section 504 of the Rehabilitation Act of 1973, and the Americans with Disability Act (ADA) with respect to providing appropriate academic adjustments to afford equal educational opportunity. It is the responsibility of the student to register with and provide medical verification and academic schedules to Disability Support Services (DSS) at the beginning of each semester and no later than the second week of school unless otherwise determined by the coordinator. The student must contact the faculty member in a timely manner to arrange for appropriate academic adjustments. For further information regarding Disability Support Services or to register for assistance, please contact the office at (TDD) or visit CFO 105. Academic Dishonesty Honesty in completing assignments is essential to the mission of the university and to the development of the personal integrity of the student. Cheating, plagiarism, or other kinds of academic dishonesty will not be tolerated and will result in appropriate sanctions that may include failing an assignment, failing the class, or being suspended or expelled. Suspected cases in this course may be reported to Student Life. The specific disciplinary process for academic dishonesty is found in the TWU Student Handbook. Tools to help you avoid plagiarism are available through the TWU Libraries Quick Links under Research Help ( Course Description

386 D-62 The purpose of this course is to provide a comprehensive graduate level course in tests and measurements of exceptional children for professionals working with special populations. Content of this course shall include: Overview of assessment practices (norm references, criterion referenced and Non-traditional assessments) Rationale for assessment, assessment for decision making, and legal-ethical issues are included. Practical application, interpretation, and mechanics of assessment. Descriptive statistics and statistical terms will be reviewed and practical application required. Text/Resources * Salvia, J., & Ysseldyke, J. (2010)). Assessment in special and remedial education. (11 th Ed.)Wadsworth CENGAGHE Learning Belmont, CA. *On-line Study Guide: *SBOE Rules: *CBM *Procedural Safeguards: *Mental measurement Yearbook (Burros) Go to A-Z Database title list at hppt: Click on M Login with your Pioneer Portal username and password Pioneer Portal Students must have a TWU Portal address to receive electronic information for this course or Blackboard. Prerequisite or Co-requisite EDSP 5003 or permission of the Instructor of the course. Objectives To Be Achieved Mastery of course objectives/competencies will be evaluated through: (a) group projects, (b) class discussions, and (c) performance on instructor prepared examinations. Mastery of these objectives will require the learning of factual information; learning fundamental principles; generalizations and theories; applying course content to improve problem solving and thinking; developing specific skills; competencies and points of view needed by professionals in the field; and acquiring skills in working as a team. The student will: 1. Demonstrate an understanding of assessment related issues, rights of individuals with disabilities and their families, tools for decision making for exceptional children and youth; 2. Demonstrate knowledge of assessment vocabulary, application of concepts, and use of statistical concepts; 3. Calculate chronological age, age and grade scores, and basal and ceiling for various standardized tests. 4. Demonstrate knowledge of standard scores, norms, reliability, validity, confidence intervals, and normative development of standardized tests. 5. Demonstrate understanding of cultural diversity issues in assessment and evaluation;

387 D Demonstrate knowledge of: legal/ethical issues in assessment, State Board of Education Rules ( SBOE) governing special education eligibility, and participation in local and state assessment process; 7. Demonstrate ability to interpret present levels of educational performance, behavioral observations, adaptive behavior assessment, and instructional modifications for Individual Educational Plans. 8. Explain use of criterion-referenced assessment, alternative assessment processes, portfolio assessment, curriculum-based assessment (CBM) and apply to instructional situations. 9. Conduct a readability measure of currents texts use and apply information to IEP planning. 10. Discuss current issues in assessment and evaluation of students for special education services. State Standards Domain I, Standard VI, (1), Domain IV, Standard I Domain I: (selects, administers, and interprets appropriate formal and informal assessments and evaluations): a) A basic terminology used in assessment and evaluation; b) Standards for test reliability; c) Standards for test validity; d) Possible sources for test error; e) Procedures used in standardizing assessment instruments; f) The meaning and use of basic statistical concepts used in assessment and evaluation (e.g., standard error of measurement, mean, standard deviation); g.) uses and limitations of each type of assessment instrument (process); h) procedures for screening, pre-referral, referral, and eligibility; if) appropriate application and interpretation of derived scores, (e.g., standard scores, percentile ranks, age and grade equivalents, stanines); j) the necessity of monitoring the progress of individuals with disabilities; k) methods of academic and non-academic (e.g., vocational, developmental, assistive technology) assessment and evaluation; l) methods of motor skill assessment; Domain IV, Standard I (applies knowledge and understands ) a) State and federal regulations relevant to the role of the educational diagnostician; b) Laws and legal issues related to the assessment and evaluation of individuals with educational needs; c) models, theories, philosophies, that provide the basis for special education evaluation; d) issues, assurances, and due process rights related to evaluation, eligibility, and placement within a continuum of services; e) rights and responsibilities of parents/guardians, schools, students and teachers, and other professionals in relation to individual learning needs.

388 D-64 General Course Information Class Attendance: Students are expected to arrive on time. If late arrival cannot be avoided, students are responsible for obtaining handouts, lecture notes, assignments, and other pertinent information from group members. The instructor s experience suggests that some students will be required to participate in parent conferences.. The student is responsible for contacting the instructor to determine activities to replace class content. Two late arrivals will be considered an unexcused absence. Each unexcused absence will result in the student s final grade being lowered by one letter grade. Reading Assignments: Class time constraints do not permit the instructor to discuss all important concepts from the text, students are expected to have competing all assigned reading prior to the date it is scheduled to be discussed in class. Each student is expected to participate in class discussions (but not dominate), complete assignments and projects and to participate in cooperative group presentations. Each group member will receive the same grade. However, if group evaluations of individuals indicate a member did contribute, the grade may be different. If an absence is unavoidable when a group presentation is scheduled, that group member will be required to submit a 1000 word paper covering the same topic, References are required. This paper will be due one week from the day of the scheduled class presentation time. Late papers are not accepted. Students are expected to complete assignments by the assigned date. Late work will be assessed a 1% grade deduction for each class period the assignment is delayed. Credit will not be awarded for assignments that are late by 2 class sessions of the assigned date. Class laboratory time: Individual accountability. Each group is responsible to assign roles and responsibilities necessary to complete assignments. Group presentations require that each person be actively involved and contribute. Students are expected to complete information required to access Pioneer Portal and receive information through Blackboard . Cell telephones and beepers are to be turned off during class time. If an exception is needed, discuss this individually with the instructor. If you ask for an exception, due to individual circumstances, be seated next to the door so that you may accept the call outside of the classroom. Power point presentations are used to compliment the textbook and guide lecture/discussions. They may not have a one-to-one correspondence to chapter sequence or information. The summary questions and activities at the end of each chapter are excellent study guides. Some test questions require that these learning suggestions be completed. Learning Activities

389 D Group Presentations: Each student will be assigned to a cooperative learning group. Each cooperative learning group will be assigned specific standardized tests to review. The group will review the standardized instrument and provide the class with an overview of the purposes of the instrument, example tests items, reliability and validity issues, and the tests contribution to the assessment of students learning. A power point presentation and handouts will be made available to members of the class. Evaluation of the presentation will be based upon the thoroughness, background research given by the group, and professional presentation, Topics/Tests to be reviewed (Assigned dates for presentation will follow the order listed for dates of presentation (e.g., a, b, c etc.) a) Curriculum Based Assessment/Methods (CBM) Curriculum-Based Assessment procedures are designed to cover all areas of the curriculum CBM is a researchbased, scientifically validated method to measure specific skills and/or student mastery that does not involve the use of standardized norm-referenced tests. See b) Adaptive Behavior The assessment of adaptive behavior is a requirement for eligibility of mental retardation and developmental disabilities. (Vineland Adaptive Behavior Scales, AAMR Adaptive Behavior Scales, Adaptive Behavior Inventory, etc.) c) Visual-Motor, Perceptual Domains The assessment of visual-motor, perceptualmotor, or visual-motor integration provides the user with information regarding the student s ability to process and integrate visual-motor areas in learning. (Visual Motor Integration Test (VMI), Bender-Gestalt Visual Motor Integration, Test of Visual-Motor Integration, etc.) d) Portfolio Assessment Assessment through the use of portfolios provide a means of authentic assessment. This type of assessment is used in several states and is highly recommended for students with more severe disabilities. e.) Math/Arithmetic Assessment of deficits in arithmetic are limited, but very important. (Key Math, Test of Mathematical Ability, etc) f.) Reading Assessment of reading problems is very important and readily done in our educational system. (Woodcock Reading Mastery Test, Gray Oral Reading Test, TPRI, etc. e) Other 2. Tests: There will be two/three tests. The tests will be multiple choice, true-false, short answer and essay.. Tests are scheduled upon completion of each section. 3. Textbook Evaluation: Each student will evaluate the reading levels of two (2) textbooks commonly used in your school, using the Fry Readability Index. A written report will include the title of the text from which the stories were taken, the publisher, grade level to which it is assigned, and copies of the pages used to evaluate the text. Upon completion of the Fry Readability Index, the student will write a minimum one page report explaining the results.. 4. Journal Articles on grading and high stakes testing. The student will read a minimum of 1 professional journal article on grading issues related to special needs students and 1 journal article on high stakes testing. The written report will be included. Approximate ½ of a page will provide the important details of the manuscript. Approximately 1 ½ pates will be

390 D-66 the reflections of the student. What do you think of the information? Do you agree or disagree? Implications? Copies of the two professional journals of the will be turned in with the review. The journal articles will be discussed in class. 5. Action Research Five action research learning activities are designed to assist the learner apply the concepts learned throughout the semester. Some are to be completed individually while others permit group work. Each requires a thorough analysis, and reflection on concepts learned. Directions: After the activity is completed, write a 2-3 page analysis and reflections of the action research activity. When survey questions are required, attach a copy. Analysis and reflections include descriptive information about the participants or materials. The method used to complete the activity and results. Last, use introspection in describing what you have learned. When the activity requires interaction with others stress that no names or identifying information will be given. Complete any 3 activities. When an activity permits a group assignment, the number of suggested participants is to be increased. a. Interview 2 professional people to obtain their perspectives on the purpose(s) of educational testing and assessment. (NOT HIGH STAKES TESTING). Select participants who may have a different perspective than yourself (general education teacher, parent, administrator, etc.). Use the chapters in your text as a guide for the development of questions that may be asked. b.. Develop a short survey of test and measurement concepts used throughout chapters 4-8. Ask 3-5 teachers at different grade levels to assist you with this project. (If the questions are developed as a group activity, then each 5033 student will assess 3-5 teachers. Think of the concept: instructional level, frustration level, grade equivalent, percentile, etc. This may be a group activity. c.. Select a test used in your school (not the TAKS) for review. Review the concerns raised by the authors of your text regarding fairness, test result uses, etc. (see Chapter 15). Thoroughly review the test manual to determine if the normative data applies to the students who attend your school, Does the test meet the criteria of your text authors for a good test? Go to Burros (see information under TEXT) and read the test review. What did you learn? d. This may be a group activity. Ask the educational diagnostician(s who serves your building for assistance. Ask her to let you review 2 commonly used achievement tests used to assess students for eligibility for special education. Review the norms using your text as a guide. e.. Response to Instruction. Thoroughly and carefully read Chapter 30. formulate a set of questions (3 to 5) which are major concepts to RTI. (Questions may be formulated in groups). Interview at least 3 teachers (at different grade levels) to determine their knowledge/information base about this topic. Should be fun and enlightening. Evaluation Rubric Group Presentations 15%

391 D-67 Test Performance 50% Fry Readability Assignment 5% Journal Reading and Discussion 10% Action Research 20% Grading A % of the assignments and class attendance B 85-92% of the assignments and class attendance C 75-84% of the assignments and class attendance D <74% Group Members Test to be Reviewed Team Members Date of Presentation

392 D-68 TEXAS WOMAN S UNIVERSITY College of Professional Education Department of Teacher Education EDSP 5003 Psychology and Education of Exceptional Children Spring, 2010 Dr. Tammy L. Stephens Office Phone: Stoddard Hall 112 Office: [email protected] FAX: Section 504 & Americans with Disabilities Act Students with Disabilities If you anticipate the need for reasonable accommodations to meet the requirements of this course, you must register with the office of Disability Support Services (CFO 106, , [email protected] ) in order to obtain the required official notification of your accommodation needs. Please plan to meet with me by appointment or during office hours to discuss approved accommodations and how my course requirements and activities may impact your ability to fully participate. Academic Dishonesty Honesty in completing assignments is essential to the mission of the university and to the development of the personal integrity of the student. Cheating, plagiarism, or other kinds of academic dishonesty will not be tolerated and will result in appropriate sanctions that may include failing an assignment, failing the class, or being suspended or expelled. Suspected cases in this course may be reported to Student Life. The specific disciplinary process for academic dishonesty is found in the TWU Student Handbook. Tools to help you avoid plagiarism are available through the TWU Libraries Quick Links under Research Help ( Academic Mission Statement: Texas Woman's University (TWU) is a notable institution, primarily for women, dedicated to excellence through academic achievement, research and creativity, innovation and collaboration and committed to fiscal accountability. TWU's academic and social environment empowers students by inspiring intellectual curiosity and lifelong learning, embracing scholarship and research, developing leadership and personal responsibility, and promoting diversity and respect for all individuals. TWU educates students to succeed as they pursue careers, research or graduate study in the liberal arts and health, education and business professions. By setting high expectations and high ideals, TWU prepares its graduates to lead personally and professionally fulfilling lives. Department Goals

393 D-69 The Department of Teacher Education is committed to teacher preparation that focuses on a learnercentered climate in which the learners, teachers, administrators, parents and the community all have responsibility for the learner's success. Program Goals The Special Education Program is committed to the preparation of educators and other professionals who work to enhance the education and lifespan development of individuals with disabilities. Course Description and Overview This is an introductory course that focuses on the development and characteristics of learners with exceptionalities. Content includes a description of specific disabilities and implications for teaching individuals with disabilities, legal issues including legislation, and appropriate education for individuals with disabilities. Credit: Three semester hours Prerequisites and Support Courses There are no prerequisites for this class. Rationale for the Course This class is a required prerequisite for students interested in obtaining a Masters degree or higher in Special Education. It is important for students entering the field of education, and particularly special education, to have a background in disabilities, how to teach students with diverse needs, and the legal issues in special education. Knowledge Base Upon completion of this course, students will have a knowledge base of disabilities and implications for educators working in schools, community service with families, and the workplace. Course Objectives and Student Outcomes The general objectives and student outcomes of the course include the student will demonstrate knowledge of: a. major legislation and court rulings pertaining to the education of learners with disabilities b. the prescribed structure and process of special education services (pre-referral, referral, assessment, placement, ARD, IEP, behavior management plan, transition plan) c. intellectual, academic, behavioral, and physical characteristics of learners with exceptionalities d. different instructional needs of exceptional learners e. developmental effects of disabilities f. resources to access information regarding individuals with disabilities (i.e. journals, websites)

394 D-70 Mode/Style of Teaching This course is web-based on Blackboard. Students will participate in discussion groups, post work, complete assignments and exams totally over the web. The professor will join in discussions, grade assignments, and provide ongoing feedback via the web. Course Materials and Texts Turnbull, R. & Turnbull, A. (2007). Exceptional Lives: Special Education in Today s Schools, 6 th ed. Columbus, OH: Pearson Merrill Prentice Hall. Sign up for the daily CEC Smart Brief. Access to The IRIS Center Assignments and Related Requirements General information about requirements for the class: 1. Students need to have access to a computer and web browser such as Netscape. 2. Each student is expected to log on to the course site at least weekly to check announcements and changes (if any) in schedule or assignments. It is helpful to check the course site more frequently than once a week to support your learning. 3. Students are expected to check at least weekly for messages regarding the course. It is helpful to check more frequently than once a week to support your learning. 4. Each student is expected to complete weekly assignments by the due date given on the schedule. 5. Students may complete assignments early. If a student completes an assignment late, there is a reduction in grade. Assignments will not be accepted that are more than one week late. Weekly quizzes will ONLY be available for ONE WEEK (see schedule). Students should not expect to take the quizzes after the date given on the schedule. 6. Students will need to complete a variety of assignments and activities to support learning. An overview of the assignments is listed below. Specific details are provided in attachments to this syllabus and in the ASSIGNMENTS section of Blackboard. Due dates are posted under course schedule. Assignments: 1. Plagiarism Tutorial & Blog Activity (See Attachment A) 2. Create a personal student page. (See Attachment B) 3. Read assigned chapters from the text each week. Each week s readings are listed in the Course Schedule located in COURSE INFORMATION. Students will need to complete the assigned reading assignment early enough to be able to complete the weekly assignments. 4. Small-Group Disability Wiki & Blog Assignment (See Attachment C) 5. Complete a final exam (See Attachment D) 6. Identify a list of 10 websites dealing with special education. (See Attachment E) 7. Watch a movie that includes an individual with a disability. (See Attachment F)

395 D Summarize 2 articles from daily newspapers, popular magazines, and/or professional journals that pertain to individuals with disabilities or legislation dealing with individuals with disabilities. (See Attachment G) PLEASE NOTE: Extended information for assignments is provided in attachments at the back of the syllabus and also on Blackboard under ASSIGNMENTS. Student Assessment 1. Plagiarism Tutorial and Blog Activity 15 points 2. Personal student page 15 points 3. Final exam 50 points 4. Ten websites 30 points 5. Movie discussion 20 points 6. Two articles 30 points 7. Small-Group Disability Wiki & Blog Assignment 50 points 8. Modules 10 points each 130 points Total points available: 340 points Grading Scale The final grade in this course will be assigned in accordance with the course policies on attendance, participation, and professionalism outlined in this syllabus, along with the TWU student guidelines: A 93% % B 85% - 92% C 77% - 84% D 70% - 76%

396 D-72 Tentative Course Schedule **NOTE: ALL work assigned each week should be submitted by midnight Sunday. Week 1: Read Chapter 1: Overview of Today s Special Education MODULE #1: Perceptions of Disabilities Plagiarism Tutorial and Blog Activity (see Attachment A) Create a personal student page (see Attachment B) Week 2: Read Chapter 2: Ensuring Progress in the General Curriculum: Universal Design and Inclusion MODULE #2: Universal Design/Pre-Referral Process Create a personal student page (see Attachment B) DUE: Plagiarism Tutorial and Blog Activity Week 3: Read Chapter 3: Issues and Responses in Today s Culturally Diverse Schools MODULE #3: Cultural and Linguistic Differences: What Teachers Should Know DUE: Personal student page due Week 4: Read Chapter 4: Today s Families and Their Partnerships with Professionals MODULE #4: Collaborating with Families Week 5: Read Chapter 5: Learning Disabilities (LD) MODULE #5: Learning Disabilities (LD) Ten websites due Week 6: Read Chapter 6: Communication Disorders (CD) MODULE #6: Communication Disorders Week 7: Read Chapter 7: Emotional or Behavioral Disorders (EBD)

397 D-73 MODULE #7: Emotional or Behavioral Disorders (EBD) Week 8: Read Chapters 8: Attention Deficit/Hyperactivity Disorder (ADHD) MODULE #8: Attention Deficit/ Hyperactivity Disorder (ADHD) Week 9: Read Chapter 9: Intellectual Disabilities & Severe and Multiple Disabilities MODULE #9: Intellectual Disabilities Work on Article Reviews. Week 10: Read Chapter 11: Autism MODULE #10: Autism Two articles due Week 11: Read Chapters 12 and 13: Physical Disabilities and Other Health Impairments (OHI) MODULE #11: Physical Disabilities and Other Health Impairments (OHI) Week 12: Traumatic Brain Injury MODULE #12: Traumatic Brain Injury DUE: Small-Group Disability Wiki & Blog Assignment Week 13: THANKSGIVING WEEK Work on movie review Week 14: Read Chapter 14 and 15: Hearing Loss and Visual Impairment MODULE #13: Hearing Loss & Visual Impairments Week 15:

398 D-74 Read Chapter 16: Gifted and Talented Review for final exam. Movie Review due Week 16: Finals week: Final NOTE: This syllabus is tentative and subject to change given certain circumstances and professor discretion. University Policies TWU seeks to provide reasonable appropriate academic adjustments for all qualified individuals with disabilities. This University will comply with all applicable federal, state, and local laws, regulations and guidelines, specifically Section 504, of the Rehabilitation Act of 1973, and the Americans with Disabilities Act (ADA) of 1990, with respect to providing appropriate academic adjustments to afford equal educational opportunity. It is the responsibility of the student to register with and provide medical verification and academic schedules to Disability Support Services (DSS) at the beginning of each semester and no later than the second week of school unless otherwise determine by the coordinator. The student must also contact the faculty member in a timely manner to arrange for appropriate academic adjustments. For further information regarding Disability Support Services or to register for assistance, please contact the office at (voice), (TDD) or visit CFO 105. Academic Dishonesty/Misconduct Academic dishonesty includes cheating, plagiarism, collusion, fabrication, falsification, and falsifying academic records, and other acts intentionally designed to provide unfair advantage to the student, and/ or the attempt to commit such acts. Cheating includes, but is not limited to, intentionally giving or receiving unauthorized aid or notes on examinations, papers, or class assignments intended to be individually completed. Cheating also includes the unauthorized copying of tests or any other deceit or fraud related to the student's academic conduct. Dual submission of a paper or project, or resubmission of a paper or project to a different class without express permission from the instructor(s) also constitutes cheating. Plagiarism occurs when a student obtains portions or elements of someone else's work, including materials prepared by another person or agency, and presents those ideas or words as her or his own academic work. The intentional or unintentional use by paraphrase or direct quotation of the published work of another person without full and clear acknowledgement shall constitute plagiarism. Students are responsible for following guidelines of the appropriate course or discipline (i.e., APA).

399 D-75 Collusion occurs when a student collaborates with another person without authorization when preparing an assignment. Fabrication occurs when a student makes up data or results and records or reports them. Falsification occurs when a student manipulates research materials, equipment or processes or changes or omits results such that the research is not accurately reflected in the research record. Falsifying academic records includes, but is not limited to, altering grades or other academic records. Altering or assisting in the altering of any official record of the University, and/or submitting false information or omitting requested information that is required for or related to any academic record of the University. Academic records include, but are not limited to, applications for admission, the awarding of a degree, grade reports, test papers, registration materials, grade change forms, and reporting forms used by the Office of the Registrar. Forgery allegations, such as forging a signature on add/drop forms, may be separate from academic dishonesty. Forgery charges are adjudicated following the Student Code of Conduct procedures in the Student Handbook. A tutorial can be found at

400 D-76 Attachment A: Library Tutorial/Blog: Avoiding Plagiarism Find the attachment entitled, How to Blog. Read over the directions for using the blog. Using a K-W-L handout (Google KWL), list information you K now about plagiarism and W hat you want to know about plagiarism. Access the Avoiding Plagiarism tutorial on the TWU Library website. View and complete the tutorial. Once you have completed the module, complete the L earned column of the K-W-L handout by listing at least 5 items you learned about plagiarism by completing the module. Submit the completed K-W-L worksheet for grading. Attachment B: Personal Student Page Create a home page. Create your personal homepage. Click on TOOLS from the class main page. Then click on Edit your Homepage. Now you can type in information. Provide some information about yourself. Do you teach? Where? Who? What experiences do you have with individuals with disabilities? What are your hobbies? Interests? What can you tell the class about yourself that will help us get to know you? Let us know information about you so that we can start becoming a learning community. If possible, include a picture of yourself. Please complete this activity ASAP. Send an to all class members to let us know your page is ready to read. To send an to everyone: From the main page, click on COMMUNICATION/then send . After you have written your message, remember to click SUBMIT at the bottom. You will also want to read about others in the class. How do you access your classmates homepage/from the main page, click COMMUNICATION, then Roster. Next click list all, then list all again. You now should see the class roster. To access each person s homepage, simply click on the student s name and the student s homepage should appear. If you want to send a personal to everyone in the class, you can do that by clicking on COMMUNICATION, then send . A text box will appear and you can send an to everyone or a single person. You can also send Dr. Stephens an this way.

401 D-77 Attachment C: Small-Group Disability Wiki & Blog Assignment You have been assigned a partner and a disability category to research. Be sure to adhere to APA (6 th Edition) when citing references. Within your group folder you will find the following: Instructions for completion of the assignment. Blog Wiki Directions: Step #1: Log into the Blog and briefly provide a list all the things you know about the disability category. These should be things you know prior to conducting any type of research. They may include things you have read, been told, observed, etc. THIS IS A PRE- ASSESSMENT OF YOUR KNOWLEDGE OF THE DISABILITY CATEGORY. Step #2: Read and research your disability category. Pay careful attention to the Small- Group Disability Template provided on the wiki; specifically the components you must include in completing this assignment. Include the following information: Definition of the disability Eligibility criteria in Texas (visit the following website to obtain information: ) Find causes of the disability (what does the research say?) (upload or provide links) Find a YouTube video depicting the disability (upload as an attachment) Identify parent support/information (upload or provide links) Identify strategies to use with disability category (upload or provide links) Complete the template within wiki Step #3: Write your Reflection Attachment D: Final Exam The final exam has two parts, each with 25 multiple choice questions. The exam covers all the information studied over the semester. You can take the final in two parts or both parts at the same time. You have one hour total for each part, for a total of two hours. Review of Websites Attachment E: Websites

402 D-78 With this assignment you will become familiar with how to utilize the Internet to obtain resources for special education. 1. Go to The Council for Exceptional Children (CEC) is an umbrella organization that represents all areas of exceptionalities. Click on Professional Standards. What Every Special Educator Must Know is a downloadable resource for special educators. Either review the information online or print a copy for your information. Click on Ethics and Practice Standards. Select the CEC Code of Ethics and print a copy. Review. Click on News & Issues then Teaching & Learning. Select Exceptionality Area and read information about the various exceptionalities discussed on the CEC website and also in our text. Continue to review in the CEC website. Visit the Texas Council for Exceptional Children (TCEC) at the following web address: Search the website by clicking on the buttons on the left-hand side of the page. Visit the text companion website located at You will find suggested websites to visit for each disability. A few of my favorite websites that you are invited to use include: For your written assignment to turn in, select ten websites that you believe provide important information. The CEC website and the TCEC website should be two of the ten selected. Please select a variety of sources and topics of information. Some websites are more valuable than others. For example, if a website is written by parents in a blog format, that information is not as helpful in this assignment as one developed by an organization or university. For each website provide the following: Name and address of website Type of information provided (i.e., instructional techniques, characteristics, parent information, legal updates) How you could use the website, including the intended audience

403 D-79 Attachment F: Movie Review Watch a movie that includes an individual with a disability. You can rent any of the ones listed below. A list of possible movies is given below. After watching the movie, find the text chapter that covers the disability. Read or review the chapter before writing your review. Write a review that contains the following information: Title Director Year movie was made Primary characters and the name of the actor who played the character with a disability Setting: Where and when the movie takes place For the remainder of the movie write in narrative form the following: o Brief summary of the movie o Describe the character with a disability. What disability was being portrayed? How was the individual characterized? Did the portrayal of the disability seem accurate? Why or why not? What attitudes were exhibited toward the individual? Do you think the attitudes were appropriate given the setting (place and time) of the year? Why? Based upon your knowledge of the disability, would you recommend this movie? Why or why not? LIST OF MOVIES If you have a different movie that includes an individual with a disability, please me so I can approve it. (NOTE: I received this list from a former faculty member. I welcome your suggestions as to additions and deletions from this list. If you are someone that does not watch movies, an alternate assignment can be developed for you. Please contact me via if you need an different assignment. TS) As Good As It Gets Benny & Joan Born on the Fourth of July Children of a Lesser god The Cure Elephant Man Girl Interrupted The Heart is a Lonely Hunter I Am Sam Lorenzo s Oil Mask Miracle Worker Mr. Holland s Opus Nell Of Mice and Men

404 D-80 The Other Sister My Left Foot Rain Man Regarding Henry Scent of a Woman Shine Sling Blade The Snake Pit Sunrise at Campobello What s Eating Gilbert Grape The Piano Other with approval Attachment G: Two Articles from Newspapers, Magazines, and/or Professional Journals Look for articles about disabilities in newspapers such as the Dallas Morning News or Ft. Worth Star Telegram or lay magazines such as Newsweek, Time, etc. The articles can be about individuals with disabilities or about legislation or policies concerning individuals with disabilities. Summarize two different articles. Use the following format: Title of article, source (include issue #, vol. #, etc. if available), page numbers, date For each article write two paragraphs: 1. Summarize the main points of the article. 2. React to the article. Remember to always emphasize the person first aspect. Report whether the writer of the article used person-first language (e.g., The boy with Autism, instead of the Autistic boy. ) Person-first language puts the individual ahead of his/her disability. 3. Relate the information to what you have learned in the class. 4. Below are questions that may help you write a thoughtful reaction: a. Do you think the information is accurate? b. If the article is a human interest story, do you think the article portrays the individual or situation in a respectful manner? c. Does the article put too much emphasis on the disability rather than on the person? d. IF the article is about policy and/or legislation, what is your opinion of the described policy? e. Do you have any other reaction after reading the article?

405 E-1 Appendix E Faculty Rosters BS, Child Development Faculty Roster Form Qualifications of Full-Time and Part-Time Faculty Name of Institution: Texas Woman s University Name of Academic Area, Discipline, Department/School: Department of Family Sciences, Child Development Academic Term(s) Included: Spring 2010 Spring 2013 Date Form Completed: October 14, 2009 Note: Courses with asterisks are those to be taught at Collin Higher Education Center Name Courses Taught Relevant Academic Degrees and Course Credits Earned Other Qualifications Joyce Armstrong, Associate Professor, (Family Studies Full-time Faculty) Rhonda Buckley, Assistant Professor (Family Studies Full-time Faculty) Susan Eitel, Assistant Professor (Family Studies Full-time Faculty) FS 2003: Diversity in Contemporary Families *FS 3513: Childhood/Adolescence *FS 3613: Family Crisis FS 3733: Family Life & Consumer Education FS 4523: Family Development FS 4533: Communication & the Family *FS 4583: Parenting Issues & Education FS 4803: Public Policy & Families FS 4933: Practicum in Family Sciences FS 2003: Diversity in Contemporary Families *FS 3513: Childhood/Adolescence FS 3613: Family Crisis FS 3733: Family Life & Consumer Education FS 4523: Family Development FS 4533: Communication & the Family FS 4583: Parenting Issues & Education *FS 4803: Public Policy & Families *FS 4933: Practicum in Family Sciences FS 2003: Diversity in Contemporary Families *FS 3513: Childhood/Adolescence FS 3613: Family Crisis FS 3733: Family Life & Consumer Education FS 4523: Family Development FS 4533: Communication & the Family FS 4583: Parenting Issues & Education *FS 4803: Public Policy & Families *FS 4933: Practicum in Family Sciences Ph.D. Family Studies M.A. in Interpersonal Communication (39 hours); Ph.D. in Human Development & Family Studies (130 hours) M.S. Family Studies Ph.D. Family Studies 90 hours total Ron Fannin, Associate *FS1311/1313 Human Development Med. In Ed. Psycho. Certified Family Life Educator

406 E-2 Professor ((Child Development / Early Childhood Education Fulltime Faculty) Abraham Hwang, Assistant Professor (Family Studies) Nerissa Gillum, Assistant Professor (Family Studies Full-time Faculty) Donna Kirkwood, Adjunct (Child Development / Early Childhood Education) Sandra McClintic (Renick) (Family Studies and Child Development Full-time Faculty) Lin Moore (Child Development / Early Childhood Education Full- FS 1513/1511 FS 2503 Infant Toddler Development FS 2513 Child Growth and Dev *FS 3513 Childhood/Adolescence *FS 3613 Crisis in American Family FS 1603 Child in Family and community FS 2003 Diversity in contemporary family *FS 3513 Childhood/Adolescence FS 3613 Crisis in American Family FS 4523 Family Development *FS 4803: Public Policy & Families FS 4803 Public Policy: Family Sciences Perspective FS 4603 Occupational Issues in Family Sciences FS 4583 Parenting Issues and Education FS 2003 Diversity in Contemporary Families FS 1603 Child in the Community and Family *FS 4803: Public Policy & Families FS 4933 Practicum in Family Sciences FS 3583 Administration Of Programs for Young Children FS1603 Child in the Community and Family FS 2513 Child Growth and Development 2523 Wellness of the Young Child 2563 Childhood Guidance FS4583 Parenting Issues and Education 3663 Early Childhood Development *4503 Program Planning for Young Children *FS4933 Practicum I in Family Sciences *FS4943 Practicum II in Family Sciences 2563 Childhood Guidance FS 4803 Public Policy: Family Sciences Perspective FS 4603 Occupational Issues in Family Sciences FS4583 Parenting Issues and Education FS3663 Early Childhood Development FS4503 Program Planning for Young Children *FS 4583 Parenting Issues & Education *FS 4803 Public Policy & Families FS4933 Practicum in Family Sciences FS2503 Infants and Toddlers FS2513 Early Childhood Development FS3663 Early Childhood Development Doctoral degree in education with emphasis in educational psychology Ph.D. Child & Family Studies BS Family Studies MS Human Development and Family Studies PhD Human Development and Family Studies M.D. Child Development Ph.D. Child Development M.S. Family Studies Ph.D. Child Development Ph.D. Child Development Certified Family Life Educator

407 E-3 time Faculty) Karen Petty, Professor (Child Development / Early Childhood Education Full-time Faculty) and Collin Higher Education Center Coordinator Katherine Rose, Assistant Professor (Child Development / Early Childhood Education Fulltime Faculty) Sharla Snider, Professor (Child Development / Early Childhood Education Fulltime Faculty) FS2523 Wellness of the Young Child *FS4503 Program Planning for Young Children *FS1001 Seminar in FS FS2503 Infant & Toddler Development FS2513 Child Growth & Development FS2563 Childhood Guidance FS3403 Concept Development in ECE FS3563 Creative Arts for Young Children *FS3513 Childhood/Adolescence FS3583 Administration Of Programs for Young Children *FS3613 Crisis in the American Family FS 3663 Foundations of Early Childhood Education *FS4503 Program Planning for Young Children *FS4543 Development Sexuality *FS4933 Practicum I in Family Sciences *FS 4943 Practicum II in Family Sciences *FS 1001 Seminar in Family Sciences FS 2003 Diversity in Contemporary Family FS 2503 Dev. of Infants & Toddlers FS 2563 Childhood Guidance FS 3403 Concept Development *FS 3523 Care & Education of Children: Global Perspectives FS 3563 Creative Arts & Lit. FS 3583 Admin & Management FS 4503 Program Planning *FS 4543 Developmental Sexuality FS 4583 Parenting Issues & Education FS 4933 Practicum in FS *FS 1001 Seminar in Family Sciences FS 4933 Practicum in FX FS 4503 Program Planning in EC FS 3663 Foundations of ECE M.Ed. Early Childhood Education (36 hours) Ph.D. Curriculum & Instruction / Child Development and Early Childhood emphases (90 hours) M.S. Human Development & Family Sudies University of North Texas, Denton, TX M.S. Child Development & Family Studies Specialization: Developmental Studies, Purdue University, West Lafayette, IN Ph.D. Child Development& Family Studies Specialization: Developmental Studies, Purdue University, West Lafayette, IN M.A. Early Childhood Education Ph.D. Early Childhood

408 E-4 Brigitte Vittrup, Assistant Professor (Child Development / Early Childhood Education Fulltime Faculty) FS 2513 Early Child. Development FS 2003 Diversity in Contemporary Families FS 1603 Child in the Fam. & Community *FS4933 Practicum I in Family Sciences *FS 4943 Practicum II in Family Sciences *FS 1001 Seminar in Family Sciences *FS1311/1313 Human Development FS 1603 Child in the Fam. & Community FS 2513 Early Child. Development FS 2563 Childhood Guidance *FS 3513 Childhood/Adolescence *FS 3523 Care & Education of Children: Global Perspectives FS 4933/4943 Education M.A. Psychology, Ph.D. Developmental Psychology Combined credits: 96

409 E Name Of Faculty who may teach Courses to be Taught at Collin College Karen Petty, Professor (Child Development / Early Childhood Education Full-time Faculty) FS1001 Seminar in Family Sciences Sharla Snider, Professor (Child Development / Early Childhood Education Katherine Rose, Assistant Professor (Child Development / Early Childhood Education Fulltime Faculty) Brigitte Vittrup, Assistant Professor (Child Development/Early Childhood) Ron Fannin Associate Professor (Early Child Child Development & Education) FS1311/1313 Human Development Sharla Snider, Professor (Child Development / Early Childhood Education Brigitte Vittrup, Assistant Professor (Child Development/Early Childhood) Joyce Armstrong, Associate Professor, (Family Studies Fulltime Faculty) FS 3513: Childhood/Adolescence Rhonda Buckley, Assistant Professor (Family Studies Fulltime Faculty)

410 E-6 Susan Eitel, Assistant Professor (Family Studies Full-time Faculty) Ron Fannin Associate Professor (Early Child Child Development & Education) Abraham Hwang, Assistant Professor (Family Studies Karen Petty, Professor (Child Development / Early Childhood Education Full-time Faculty) Brigitte Vittrup, Assistant Professor (Child Development/Early Childhood) Joyce Armstrong, Associate Professor, (Family Studies Fulltime Faculty) FS 3613: Family Crisis Rhonda Buckley, Assistant Professor (Family Studies Fulltime Faculty) Abraham Hwang, Assistant Professor (Family Studies Ron Fannin Associate Professor (Early Child Child Development & Education) Karen Petty, Professor (Child Development / Early Childhood Education Full-time Faculty) Katherine Rose, Assistant Professor (Child Development / Early Childhood) FS 3523 Care & Education of Children: Global Perspectives

411 E-7 Brigitte Vittrup, Assistant Professor (Child Development/Early Childhood) Joyce Armstrong, Associate Professor, (Family Studies Fulltime Faculty) FS 4583: Parenting Issues & Education Sandra McClintic (Renick) (Family Studies and Child Development Full-time Faculty) Sandra McClintic (Renick) (Family Studies and Child Development Full-time Faculty) 4503 Program Planning for Young Children Donna Kirkwood, Adjunct (Child Development / Early Childhood Education) Lin Moore (Child Development / Early Childhood Education Fulltime Faculty) Karen Petty, Professor (Child Development / Early Childhood Education Full-time Faculty) Rhonda Buckley, Assistant Professor (Family Studies Fulltime Faculty) FS 4803: Public Policy & Families Susan Eitel, Assistant Professor (Family Studies Full-time Faculty) Abraham Hwang, Assistant Professor (Family Studies) Nerissa Gillum, Assistant Professor (Family Studies Fulltime Faculty)

412 E-8 Sandra McClintic (Renick) (Family Studies and Child Development Full-time Faculty) Rhonda Buckley, Assistant Professor (Family Studies Fulltime Faculty) FS4933 Practicum I in Family Sciences Susan Eitel, Assistant Professor (Family Studies Full-time Faculty) Donna Kirkwood, Adjunct (Child Development / Early Childhood Education) Elizabeth McCarroll, Assistant Professor (Child Development / Early Childhood) Karen Petty, Professor (Child Development / Early Childhood Education Full-time Faculty) Sharla Snider, Professor (Child Development / Early Childhood Education Rhonda Buckley, Assistant Professor (Family Studies Fulltime Faculty) FS4943 Practicum II in Family Sciences Susan Eitel, Assistant Professor (Family Studies Full-time Faculty) Donna Kirkwood, Adjunct (Child Development / Early Childhood Education) Elizabeth McCarroll, Assistant Professor (Child Development /

413 E-9 Early Childhood) Karen Petty, Professor (Child Development / Early Childhood Education Full-time Faculty) Sharla Snider, Professor (Child Development / Early Childhood Education Karen Petty, Professor (Child Development / Early Childhood Education Full-time Faculty) FS4543 Developmental Sexuality Katherine Rose, Assistant Professor (Child Development / Early Childhood Education Fulltime Faculty)

414 E-10 BS, Mathematics with Teacher Certification Faculty Roster Form Qualifications of Full-Time and Part-Time Faculty Name of Institution: Texas Woman s University Name of Academic Area, Discipline, Department/School: Mathematics, Mathematics Education Academic Term(s) Included: Date Form Completed: 10/07/ Name Courses Taught Relevant Academic Degrees Other Qualifications and Course Credits Earned Catherine Banks, Coordinator of Collin Higher Education Center Chris Gawlik Ellina Grigorieva Any Math Educations, Core Math Any Math Education, Developmental Math Any Mathematics M.S. Math Teaching Ph.D. Math Education Ph.D. Mathematical and Physical Sciences Mark Hamner Any Mathematics M.S. Mathematics, Ph.D. Statistics Edith Hays Turner Hogan Winifred Mallam Junalyn Navarra-Madsen Ann Wheeler Any Math Education Any Mathematics Any Mathematics Education Any Mathematics Any Math Education, Abstract Algebra M.S. Mathematics Ph.D. Mathematics Ph.D. Mathematics Education Ph.D. Mathematics Ph.D. Mathematics Education

415 E-11 RN to BS, Nursing Faculty Roster Form Qualifications of Coordinator of Collin Higher Education Center Offerings Name of Institution: Texas Woman s University Name of Academic Area, Discipline, Department/School: RN to BS, Nursing Academic Term(s) Included: Spring 2010 to Spring 2012 Date Form Completed: October 14, 2009 Rachel Neff Name Courses Taught Relevant Academic Degrees and Course Other Qualifications Credits Earned NURS 3643 Introduction to Baccalaureate Nursing NURS 4614 Community Nursing Master of Health Administration University of Phoenix Master of Science, Nursing Texas Woman s University McNair Scholar Bill Archer Fellow, Washington, D.C. NCC, Inpatient Obstetrics PhD Nursing Student University of Texas, Tyler NCSN (School Nurse Certified)

416 E-12 Name of Institution: Texas Woman s University Faculty Roster Form Qualifications of Full-Time and Part-Time Faculty Name of Academic Area, Discipline, Department/School: Educational Administration, Teacher Education Academic Term(s) Included: Spring 2010 to Spring 2012 Date Form Completed: October 14, Name Courses Taught Relevant Academic Degrees Other Qualifications and Course Credits Earned Patricia Casey JoAnn Barbour ELDR 5223 Professional Development of Supervisors in Education ELDR5433 School Principal ELDR 5103 Leadership in Educational Settings ELDR 6223 Organizational Leadership in Theory & Practice ELDR 6613 Internship for Principal ELDR 5103 Leadership in Educational Settings ELDR 5323 Administrative Process in Schools ELDR 5903 Special Topic: Ethics/ Decision-making Ph. D., Educational Administration/Cooperative Superintendency Program, University of Texas at Austin M.S., Elementary Education/ Bilingual Education, University of Houston at Clear Lake B. A., Spanish, University of Houston at Clear Lake Ph.D., Educational Administration and Policy Analysis, Stanford University M.A., Anthropology, Stanford University M. A., Educational Administration And Policy Analysis, Stanford University M.A., Special Education (major Field) and Reading B.A., History, Gonzaga University Principal at various Texas Elementary Schools

417 E Name Courses Taught Relevant Academic Degrees Other Qualifications and Course Credits Earned Sue E. Mulcher ELDR 5113 Educational Foundations and Administrative Implications ELDR 5203 Research in Education ELDR 5943 Seminar: Professional Paper Ph.D., Educational Administration, University of Texas at Austin M. Ed., Educational Administration, University of Texas at Austin B.S., Elementary Education, Northwestern University Accountability Research, Texas Education Agency Policy then Program Associate with Southwest Educational Development Laboratory Assistant Principal, Austin Independent School District Tallulah Crawley-Shinault ELDR 6223 Organizational Leadership-Theory & Practice ELDR 5333 Curriculum Development, Assessment and Evaluation ELDR 6613 Internship for Principal Ph.D., Education Administration and Foundations, Illinois State University MS. Ed., Education/Special Education Endorsement, Illinois State University B.A., Dramatic Arts/Psychology, Spelman College-Atlanta, Georgia Ph.D., Special Education, University of New Mexico

418 E Name Courses Taught Relevant Academic Degrees Other Qualifications and Course Credits Earned Jane Pemberton Chair of Teacher Education Department and Collin Higher Education Center Coordinator EDSP 5043 Administration and Supervision of Special Education Programs Administrative Certificate, Eastern New Mexico University M.A., Special Education, Kansas State University B.S., Elementary Education, Kansas State University Chair, Department of Teacher Education School Principal, Grades K-6, Roswell, New Mexico Tammy Stephens EDSP 5043 Administration and Supervision of Special Education Programs Ph.D., Special Education, Texas Woman s University M.Ed., Special Education, University of New Orleans B.S., Human Services Counseling, Old Dominion University Abby Melton (P) EDSP 5043 Administration and Supervision of Special Education Programs Ph. D., Special Education /Minor in Administration, Texas Woman s University M.Ed., Learning Disabilities w/minor in Language Acquisition, Louisiana State University B.A., Education w/focus on Music Education, Louisiana State University Adarose Carter-Abel (P) EDSP 5043 Administration and Supervision of Special Education Programs Ph.D., Special Education, Texas Woman s University M.A., Reading/Education, Texas Wesleyan University B.S., Education, Texas Woman s University School Principal, Haltom City, Texas

419 E-15 M.Ed., Special Education Faculty Roster Form Qualifications of Full-Time and Part-Time Faculty Name of Institution: Texas Woman s University Name of Academic Area, Discipline, Department/School: Teacher Education-Special Education Academic Term(s) Included: Summer, Fall 2008; Spring, Summer, Fall, 2009 Date Form Completed: 10/12/ Name Courses Taught Relevant Academic Degrees Other Qualifications and Course Credits Earned Tammy Stephens EDSP 5003 Psychology & Education of Exceptional Children EDSP 5043 Administration & Supervision of Special Education EDSP 5853 Practicum in Assessment & Evaluation of Individuals w/disabilities EDSP 5843 Clinical Instruction in Intellectual Assessment EDSP 5833 Clinical Instruction in Psychoeducational Assessment EDSP 5973 Professional Paper Ph. D. Special Education Texas Woman s University M.Ed. Special Education University of New Orleans B.S. Human Services Counseling Old Dominion University Certified Educational Diagnostician Joyce Rademacher EDSP 5053 Principles of Learning for Exceptional Children EDSP 5413 Individuals w/learning Disabilities EDSP 5433 Language Problems of Students w/disabilities EDSP 5973 Professional Paper Ph.D. Special Education University of Kansas M.S. Special Education University of Nebraska B.S. Elementary Education University of Houston Teaching at Higher Education level since 1992

420 E Name Courses Taught Relevant Academic Degrees Other Qualifications and Course Credits Earned Lloyd Kinnison EDSP 5003 Psychology & Education of Exceptional Children EDSP 5033 Test & Measurement for the Exceptional Child EDSP 5103 Developmental Disabilities EDSP 5973 Professional Paper Ed.D. Special Education University of Kansas M.A. Special Education University of Northern Colorado B.A. Elementary Education University of Northern Colorado Additional 12 hours in Educational Assessment Taught in Higher Education since 1969 Jane Pemberton, Chair of Teacher Education and Coordinator of Collin Higher Education Center offerings EDSP 5323 Models & Theories for the Education of Students w/emotional/behavioral Disorders EDSP 5423 Methods of Teaching Special Education EDSP 5973 Professional Paper Ph.D. Special Education University of New Mexico M.A. Special Education Kansas State University B.S. Elementary Education Kansas State University Former School Principal Presently Chair, Department of Teacher Education, Texas Woman s University Ron Fritsch EDSP 5313 School Bases Interventions for Students with Emotional/Behavioral Disorders EDSP 5973 Professional Paper Ed.D. Special Education University of Missouri-Columbia M.Ed. Emotional Disturbance University of Missouri-Columbia B.S. Secondary Education/ Social Studies University of Missouri-Columbia Higher Education instructor since 1980

421 E Name Courses Taught Relevant Academic Degrees Other Qualifications and Course Credits Earned Dwane Allen EDSP 5303 Students w/emotional/behavioral Disorders Ph.D. Special Education Texas Woman s University M.A. Clinical Psychology Stephen F. Austin State University B.S. Psychology Management Angelo State University Certified Classroom Teacher, Principal and Educational Diagnostician Michael Wiebe EDSP 5323 Models & Theories for the Education of Students w/ Emotional/Behavioral Disorders EDSP 5053 Principles of Learning for Exceptional Children EDSP 5033 Test & Measurement for the Exceptional Child EDSP 5973 Professional Paper Ph.D. Special Education George Peabody College for Teachers M.S. School Psychology Kansas State Teachers College B.S. Natural Sciences Bethel College Higher Education Instructor since 1970 Sue Mutchler ELDR 5203 Research in Education Ph.D. Educational Administration University of Texas-Austin M.Ed. Educational Administration University of Texas- Austin B.S. Elementary Education Northwestern University

422 E Name Courses Taught Relevant Academic Degrees Other Qualifications and Course Credits Earned Adarose Carter-Abel EDSP 5043 Administration and Supervision of Special Education Programs EDSP 5413 Individuals with Learning Disabilities EDSP 5423 Methods of Teaching Special Education Ed.D. Special Education Texas Woman s University M.A. Reading Texas Wesleyan University B.S. Elementary Education Texas Woman s University Former School Principal Adjunct with TWU since 2003 Abby Melton EDSP 5043 Administration and Supervision of Special Education Programs Ph.D. Special Education Texas Woman s University M.A. Education Louisiana State University Certified Supervisor, Special Education Supervisor, Educational Diagnostician and Mid-Management Administrator B.A. Education Louisiana State University