Senior Seminar (Fall 2015)
“Preparing Competent, Caring, and Culturally Responsive Educators and
Leaders for 21st Century Learners”
Chestnut Hill College - Division of Teacher Education and Leadership
Undergraduate Division
EDUC 498 Syllabus
Senior Seminar in Education
Website: http://www.marieleahyssj.weebly.com
Credit hours: 3
Instructor: Marie Leahy, SSJ, Ed.D.
Days: Aug. 26 – Dec. 9
Phone: 215-242-7757
Time: 4:00-7:00
Email: leahym@chc.edu
Classroom: St. Joseph’s Hall #247
Office Hours: Tuesdays/Thursdays
(1:00-4:00) and by appt. SJ #477
Academic Policies:
Statement Regarding SUS Academic Policies: Please refer to the Chestnut Hill College
School of Undergraduate Studies Academic Catalog for academic policies applicable to all
undergraduate programs at Chestnut Hill College, including policies on academic
integrity, interruption of coursework, and accommodations for persons with disabilities.
Mission of Chestnut Hill College: The mission of Chestnut Hill College is to provide
students with holistic education in an inclusive Catholic community marked by academic
excellence, shared responsibility, personal and professional growth, service to one another
and to the global community, and concern for the earth.
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Senior Seminar (Fall 2015)
Chestnut Hill College is a Greater Expectations Institute. This course
addresses the following Greater Expectations goals:
Information Literacy:
Students will demonstrate the ability to know when there is a need for information and to access,
organize, interpret, evaluate and utilize information from a variety of sources in an ethically
appropriate manner. Activities to address this goal include gathering information to create a
literature review, refining the topic and adding to the research already gathered, linking outline
items to located research. Students will discriminate between authoritative and anecdotal
sources.
Communication:
Students will demonstrate clear and effective communication in a variety of modes and styles in
and out of the classroom, specifically the ability to read, write, speak, listen and employ various
media effectively, and use quantitative data to communicate. Students will be encouraged to use
critical and creative forms of expression. Activities to address this goal include the creation of an
outline, the creation of a PowerPoint presentation, the delivery of the PowerPoint presentation,
and the completion of the final paper.
Critical and Creative Inquiry:
Students will demonstrate an understanding of and an ability to use critical analysis to develop
innovative and imaginative methods of inquiry and problem-solving. Students will be
encouraged to use critical thinking skills as a guide to multiple modes of inquiry, challenging
conventional wisdom and stereotypes. Activities to address this goal include locating
information in reliable databases, deciding whom to interview and what to ask, and relating
interview findings to research findings.
Integrative Learning:
Students will demonstrate the ability to transform information and experience into
knowledge and knowledge into judgment resulting in action. Students will be encouraged to
make connections within and among academic disciplines, co-curricular activities and pursuits
beyond the campus boundaries. Activities to address this goal include the senior seminar paper,
and the senior seminar PowerPoint presentation.
Course Description:
In senior seminar, students are expected to do research on a topic of interest to them and
of value in the field of education. Research in this course is comprised of several parts: a review
of the existing literature, synthesized in presentation; interviews with practitioners in relevant
positions; and a discussion of the relationship between the findings in the literature and the
comments of practitioners.
Students will go through the process of creating a research paper, beginning with
identification of a topic, creation of an outline, and assembly of a list of bibliographical
resources. Step-by-step, students will submit assignments as they develop and write their
research paper. Each submission will be reviewed for mechanical precision as well as substantive
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Senior Seminar (Fall 2015)
organization, accuracy, and detail. Students will learn to use appropriate academic tone,
measured language, and will demonstrate mastery of APA formatting requirements for
bibliographic and in-text citations. Students will learn how to write appropriate interview
questions for practitioners, and will also meet the IRB requirements for informed consent before
interviewing practitioners. Students will prepare a trifold poster presentation for senior seminar
day. Students will also prepare a PowerPoint presentation, which will be presented to the class at
the end of the semester.
Goals and Objectives of the Course:
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Students will be able to identify and assemble academically rigorous literature on a topic
of value about an educational issue.
Students will be able to synthesize and present a review of the literature on their topics.
Students will be able to create interview questions for practitioners.
Students will be able to obtain informed consent, and present practitioners’ data in
accordance with their consent.
Students will be able to present a coherent overview of their research in PowerPoint.
Students will write with appropriate academic tone and diction.
Students will proofread their writing.
Students will use APA format correctly.
The Pennsylvania Department of Education requires that all undergraduate classes
meet for the equivalent of 42 face-to-face hours. This course complies with PDE
requirements by meeting for 42 hours, either in face-to-face whole-class meetings or
in individual coaching sessions.
Disability Policy:
Chestnut Hill College does not discriminate against applicants for admissions or against students
with regard to its educational programs. Consistent with federal, state, and local laws, especially
Section 504 of the Rehabilitation Act, the ADA of 1990 and the ADAAA of 2008, Chestnut Hill
College provides reasonable accommodations to qualified students with disabilities. Disclosure
of a disability is voluntary and confidential. To access services, student should contact the
Disability Resource Center, http://www.chc.edu/Disability/, specifically the Director of the
Disability Resource Center at 215-753-3655 or disabilities@chc.edu. Upon receipts of
appropriate documentation, the Disability Committee will make an individualized determination
of the accommodations requested. The website for the Disability Resource Center outlines the
procedure to be followed and will permit you to access the forms that need to be submitted as
part of the request for reasonable accommodations.
Academic Integrity Policy:
Academic integrity, which is essential to the mission of Chestnut Hill College, consists of
responsibility and honesty in the fulfillment of academic duties and is vital to the Chestnut Hill
College community of scholars. Academic integrity promotes trust, mutual respect, cooperation,
and the advancement of learning. Cheating and plagiarism destroy the trust and mutual respect
that are essential to a community of learning. These behaviors violate the deepest convictions of
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Senior Seminar (Fall 2015)
the College community and are infractions of academic integrity. Plagiarism is defined as the
submission of work (written work, art work, musical composition, oral presentation, software
program, experimental design, etc.) that incorporates ideas from another individual (student,
teacher, author, etc.) and presents these ideas as one’s own without adequate acknowledgement
of the source.
Class Attendance and Participation Policy:
It is imperative that students attend all classes as scheduled. Class participation and discussion are
key components in the examination and understanding of course material. Therefore, class
attendance is a requirement. Whenever possible, absences should be discussed in advance with the
instructor. Students are at risk of academic jeopardy if more than six hours of class are missed due
to arriving late, leaving early, or being absent. This may result in a full letter grade reduction or
more and will be decided on an individual basis. In addition, students are responsible for all work
that is assigned. Late work is subject to a reduction in grade.
Student/Institution Relationship Policy:
A student’s enrollment at Chestnut Hill College is a voluntary decision that involves acceptance
of the responsibility to meet academic requirements, adhere to policies and procedures, and to act
in ways consistent with the mission of the College and civil law. Conduct that threatens or
endangers the health or safety of any person on college premises, verbal or written harassment,
intentional obstruction or disruption of teaching, administration, or other college activities may
result in disciplinary action up to and including dismissal from the program. Students remain
responsible for all tuition and fees.
Classroom Etiquette Policy:
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Be on time and prepared to work and participate.
Silence cell phones.
Save text messages for breaks.
Respect the contributions of others (i.e. Look at the person speaking.)
Be open to new ideas.
Follow through on all assignments.
Resolve differences calmly.
Assignments:
Note: At some point early in the semester we will likely be going to the library for a class on
researching academic articles/information with Sr. Mary Jo Larkin.
Class 1: Aug. 26
Introductions; expectations; website for syllabus; research overview;
discuss possible topics. Presentation on ethics. Begin gathering
sources.
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Senior Seminar (Fall 2015)
Class 2: Sept. 2
Continue gathering sources and using information effectively;
reading and highlighting the literature/research; looking for themes
and identifying what information is still needed.
Class 3: Sept. 9
Gathering sources is due [hard copies].
APA format/citations; continue gathering sources and reading the
literature/research; make rough draft of outline; reinforce writing for
a specific purpose; begin writing paper.
Class 4: Sept. 16
Outline is due [hard copy].
Review APA format/citations; write rough draft of bibliography; peer
editing of bibliography; begin writing the introduction.
Class 5: Sept. 23
Bibliography is due [hard copy].
Explain informed consent form; begin to integrate interview material
into paper; more writing strategies; set up cover and pagination;
continue writing paper, and reinforcing information literacy.
Class 6: Sept. 30
Introduce resume writing. Evaluate sample resumes. Begin writing a
resume. Discuss PECT/PRAXIS tests.
First 8 full pages are due [hard copy].
Presentation on research overview.
Class 7: Oct. 7
Class 8: Oct. 14
Informed consent forms are due [hard copies].
*Bring rough copy to class [hard copy] for Q&A, personal
conferencing, revising, and peer editing.
Class 9: Oct. 21
Peer edit rough drafts with the writing strategies in mind; discuss
senior seminar event on Dec. 2nd; begin working on PowerPoint
presentation.
Class 10: Oct. 28
Final Copy is due [hard copy]. Finish working on PowerPoint
presentation.
Class 11: Nov. 4
Trifold Display is due. [Bring to class.]
Explain the difference between class presentation and senior seminar
event; make notecards for presentation(s). Review presentation skills.
Class 12: Nov. 11
Formal Presentations in Class
Class 13: Nov. 18
Formal Presentations in Class
Nov. 25
THANKSGIVING HOLIDAY
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Senior Seminar (Fall 2015)
Class 14: Dec. 2
Dec. 9
Senior Seminar Event in Rotunda (2:00-3:30)
Resume is due [hard copy] in Sr. Marie’s mailbox by 4:00.
GRADING:
 Gathering Sources
 Outline
 Bibliography
 First 8 full pages
 Presentation on Research Overview
 Informed Consent
 Final Revised Copy
 Trifold Display
 Formal Presentation
 Resume
Total
10%
4%
10 %
8%
7%
6%
20%
15%
10%
10%
100 %
Points (based on the above percentages) are given for each assignment. All assignments are
reviewed and critiqued in writing by the instructor and communicated to students in a timely
manner. Students should always be mindful of the cumulative points they have earned at any
given time; if not, it is the responsibility of students to ask the instructor.
CHC Grading Criteria:
Total
percentage of
earned points
93% - 100%
90% - 92%
87% - 89%
83% - 86%
80% - 82%
77% - 79%
Grade
Numeric
A
AB+
B
BC+
(4.0)
(3.7)
(3.4)
(3.1)
(2.8)
(2.5)
Total
percentage of
earned points
73% - 76%
70% - 72%
67% - 69%
63% - 66%
60% - 62%
0% - 59%
Grade
Numeric
C
CD+
D
DF
(2.2)
(1.9)
(1.6)
(1.3)
(1.0)
(0.0)
Inclement Weather
There may be times when bad weather conditions develop and a decision is made to cancel
classes. This information would be announced on the college’s website (www.chc.edu). In the
event class is cancelled, a make-up assignment will be posted on the website:
http://www.marieleahyssj.weebly.com . It is expected that the make-up assignment(s) be
completed prior to the next class meeting and handed in at the beginning of class. Failure to
complete make-up assignment(s) is subject to a reduction in grade.
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