I.
Instructor Information
Name:
Telephone:
E-mail:
Web Site:
Office Location:
Office Hours
II.
Catalog Description
Pulaski Technical College
Course Syllabus
EDUC 2301 (proposed)
Development and Learning Theories
EDUC 2301 (proposed) Development and Learning Theories
This course introduces the candidate to the physical, cognitive, language/communication, social, and emotional development of individuals from infancy through adulthood. This course surveys six developmental stages: prenatal development, infancy and toddlerhood, early childhood, middle childhood, adolescence, and early adulthood, and the physical, cognitive and emotional changes that occur during these periods. Lectures, discussions, visual presentations, demonstrations, and field experiences are central to this course.
III.
Course Resources
Berk, L.E. (2014). Development through the lifespan, 6 th edition. Pearson.
IV.
Course Objectives and Course Content
SchoolChaptersCollege—Pro Edition: N/A
Purchased from the PTC Bookstore
This component will allow you to create an Educational Portfolio. The license code will be valid for 3 years and additional years may be purchased at the end of the term.
This course is designed to assist in preparing teachers committed to the education of all students. Emphasis in the course is on developing the teacher candidate’s ability to identify the physical, cognitive, language/communication, social, and emotional attributes of individuals as well as factors influencing these areas.
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The objectives of this course are listed below. They are selected from the Arkansas
Licensure Principles, the NAEYC Standards, and ISTE Standards.
Arkansas Licensure Principle #3
The teacher plans instruction based upon human growth and development, learning theory, and the needs of the student.
3.1.0 Knowledge
3.1.1 The teacher knows the concepts of human growth and development.
3.1.4 The teacher understands how students’ physical, social, emotional, and cognitive development influence learning and applies these factors when making instructional decisions.
3.1.5 The teacher is aware of expected developmental (physical, social, emotional, and cognitive) characteristics; the teacher can differentiate levels of readiness for learning and understands how development in any domain may affect the performance in another domain.
3.1.6 The teacher understands the importance of peers to intellectual development.
1. The candidate analyzes the history and theories of human development. (AR Comp. K-6
Diversity: 1.1b; InTASC: 1; ACEI: 1; CEC: 1.1, 1.2)
Candidates will:

Describe human development as a scientific, interdisciplinary field of study.

Research the history of the study of human development.

Compare and evaluate theories of human development.

Discuss ethics in lifespan research.
2. The candidate understands genetic and environmental impact on development. (AR Comp.
K-12: 1.1; AR Comp. K-6 Diversity: 1.2, 1.3; InTASC: 1, 2; ACEI: 1; CEC 1.1, 1.2).
Candidates will:

Discuss genetic foundations of human development.

Discuss environmental foundations of human development.

Demonstrate understanding of the relationship between heredity and environment.
3. The candidate understands prenatal and perinatal development processes and challenges.
(AR Comp. K-12: 1.2; InTASC: 1, 2; ACEI: 1; CEC: 1.1, 1.2)
Candidates will:
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
Explore prenatal development.

Explore prenatal environmental influences on development.

Explore various approaches to childbirth.

Examine medical interventions related to prenatal and perinatal development.

Analyze impact of preterm and low birth weight on infant development.

Describe the newborn baby’s capacities.
4. The candidate understands characteristics of physical, cognitive, language, social, and emotional development at various developmental levels and utilizes this understanding to explain behaviors and characteristics of individuals. (AR Comp. K-12: 1.1, 1.2; AR Comp. K-6 Art,
Music & PE: 3.1, 4.1; AR Comp. K-6 Diversity: 1.2; InTASC: 1, 2; ACEI: 1; CEC: 1.1, 1.2)
Candidates will:

Identify genetic and environmental factors that impact the development of infants and toddlers.

Describe prenatal development and the birth process.

Describe the physical, cognitive, language, emotional, and social development of infants and toddlers.

Describe the physical, cognitive, language, emotional, and social development in early childhood.

Describe the physical, cognitive, language, emotional, and social development in middle childhood.

Describe the physical, cognitive, emotional, and social development in adolescence.

Describe the physical, cognitive, emotional, and social development in early adulthood.

Explains behaviors and characteristics of students at various developmental levels through application of their understanding of physical, cognitive, emotional and social development .
5. The candidate uses the theories of development, learning, and motivation (e.g. psychosocial, contextual, behavioral, behavior motivation, cognitive, information processing, cognitive, constructivism, and group) to develop an eclectic perspective about effective learning among all students within an inclusive environment. (AR Comp. K-12: 1.1, 1.2; AR Comp. K-6 Diversity:
1.1, 1.2; InTASC: 1,2; ACEI: 1; CEC: 1.1, 1.2)
Candidates will:

Summarize Freud’s psychosexual theory of human development and describe its main limitations.

Describe the eight stages of Erikson’s psychosocial theory of human development.

Define the five systems of Bronfenbrenner’s ecological theory and explain how it differs from stage theories.

Summarize and outline the principles of classical and operant conditioning.

Summarize Bandura’s cognitive learning theory; and information processing theories.

Elaborate on Piaget’s cognitive development theory and Vygotsky’s sociocultural theory.
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6. The candidate understands how developmental domains affect one another and utilize this understanding to analyze activities and experiences at various developmental level and their implications to learning. (AR Comp. K-12: 1.1, 1.2; InTASC: 1, 2; ACEI: 1; CEC: 1.1, 1.2)
Candidates will:



Analyze case studies to delineate how developmental domains impact each other across the lifespan.
State factors that affect development at various levels.
Demonstrate the influence of cultural backgrounds on development.
7. The candidate understands how to offer developmentally appropriate support for students and families in crisis, taking into consideration levels of functioning in various developmental domains (AR Comp. K-12: 1.1, 1.2; AR Comp. K-6 Diversity: 1.2, 1.3; InTASC: 1, 2; ACEI: 1; CEC:
1.1, 1.2)
Candidates will:

Research strategies for supporting children, adolescents, and adults through crisis situations, such as: o Deployment for military families o Natural disasters o Terroristic threats o Death and dying o Foster care o Missing and exploited children (Including internet safety) o Differentiate and justify strategies for supporting children, adolescents and adults o o o o o o through crisis situations according to developmental levels
Child abuse and maltreatment
Family mobility
Migrant families
Homelessness
Poverty and socio-economic status
Working with parents with disabilites
8. Candidates will demonstrate an understanding of the Early Childhood & Special Education’s
Disposition Development process (InTASC 9, 10).
COURSE OUTLINE:
I. History, Theory, and Research Strategies in Human Development
A.
B.
C.
A Scientific, Applied, and Interdisciplinary Field
Scientific Beginnings
Mid-Twentieth-Century Theories
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D.
E.
F.
G.
Recent Theoretical Perspectives
Comparing and Evaluating Theories
Studying Development
Ethics in Lifespan Research
II. Genetic and Environmental Foundations
A.
Genetic Foundations
B. Reproductive Choices
C. Environmental Contexts for Development
D. Understanding the Relationship Between Heredity and Environment
III. Prenatal and Perinatal Development,
A.
B.
C.
D.
Prenatal Development
Prenatal Environmental Influences
Childbirth
Approaches to Childbirth
E.
Medical Interventions
F. Preterm and Low-Birth-Weight Infants
G. The Newborn Baby’s Capacities
IV. Physical, Cognitive, Language, Emotional and Social Development in Infancy and
Toddlerhood
A.
Body Growth
B.
Brain Development
C.
Influences on Early Physical Growth
D.
Learning Capacities
E.
Motor Development
F.
Perceptual Development
G.
Piaget’s Cognitive-Developmental Theory
H.
Information Processing
I.
The Social Context of Early Cognitive Development
J.
Individual Differences in Early Mental Development
K.
Language Development
L.
Erikson’s Theory of Infant and Toddler Personality
M.
Emotional Development
N.
Temperament and Development
O.
Development of Attachment
P.
Self-Development During the First Two Years
V. Physical, Cognitive, Language, Emotional and Social Development in Early Childhood
A.
Physical Development
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B.
A Changing Body and Brain
C.
Influences on Physical Growth and Health
D.
Motor Development
E.
Cognitive Development
F.
Piaget’s Theory: The Preoperational Stage
G.
Vygotsky’s Sociocultural Theory
H.
Information Processing
I.
Individual Differences in Mental Development
J.
Language Development
K.
Erikson’s Theory: Initiative versus Guilt
L.
Self-Understanding
M.
Emotional Development
N.
Peer Relations
O.
Foundations of Morality
P.
Gender Typing
Q.
Child Rearing and Emotional and Social Development
VI. Physical, Cognitive, Language, Emotional and Social Development in Middle Childhood
A.
Physical Development
B.
Body Growth
C.
Common Health Problems
D.
Motor Development and Play
E.
Cognitive Development
F.
Piaget’s Theory: The Concrete Operational Stage
G.
Information Processing
H.
Individual Differences in Mental Development
I.
Language Development
J.
Learning in School
K.
Erikson’s Theory: Industry versus Inferiority
L.
Self-Understanding
M.
Understanding Others: Perspective Taking
N.
Moral Development
O.
Peer Relations
P.
Gender Typing
Q.
Family Influences
R.
Some Common Problems of Development
VII. Physical, Cognitive, Emotional and Social Development in Adolescence
A.
Physical Development
B.
Conceptions of Adolescence
C.
Health Issues
D.
Cognitive Development
E.
Piaget’s Theory: The Formal Operational Stage
F.
An Information-Processing View of Adolescent Cognitive Development
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G.
Consequences of Adolescent Cognitive Changes
H.
Sex Differences in Mental Abilities
I.
Learning in School
J.
Erikson’s Theory: Identity versus Role Confusion
K.
Self-Understanding
L.
Moral Development
M.
Gender Typing
N.
The Family
O.
Peer Relations
P.
Problems of Development
VIII. Physical, Cognitive, Emotional and Social Development in Early Adulthood
A.
Physical Development
B.
Biological Aging Is Under Way in Early Adulthood
C.
Physical Changes
D.
Health and Fitness
E.
Cognitive Development
F.
Changes in the Structure of Thought
G.
Expertise and Creativity
H.
The College Experience
I.
Vocational Choice
J.
A Gradual Transition: Emerging Adulthood
K.
Erikson’s Theory: Intimacy versus Isolation
L.
Other Theories of Adult Psychosocial Development
M.
Close Relationships
N.
The Family Life Cycle
O.
The Diversity of Adult Lifestyles
P.
Career Development
IX. Support for students and families in crisis
A.
Deployment for military families
B.
Natural disasters
C.
Terroristic threats
D.
Death and Dying
E.
Foster care
F.
Missing and exploited children (Including internet safety)
G.
Child abuse and maltreatment
H.
Family mobility
I.
Migrant families
J.
Homelessness
K.
Poverty and socio-economic status
L.
Working with parents with disabilities
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V. Attendance Policy
Regular class attendance is strongly recommended! Students will be required to sign in at the beginning of each class period and may be asked to sign out at the end of class. It is the student’s responsibility to sign in after class if they come in late. Each student is expected to arrive on time, attend all scheduled classes, and stay for the entire class session. This
demonstrates your professionalism. When a student is absent, it is his/her responsibility to find out what course work was given and have them prepared on the due date. The student is responsible to get notes and information missed from another student in the class, Blackboard, or the instructor. Asking another student to sign in or out for you is prohibited.
A student may be dropped if absent for a total of three weeks (9 class periods). These absences are a total from the semester, not consecutive. Attendance violations include arriving
5 minutes late to class OR leaving 5 minutes early. Three violations equal one absence.
A student may be dropped if absent for two consecutive weeks if the instructor has not been notified that the student intends to return to class. When absences exceed the number allowed by the instructor of the class, the instructor has the authority to assign the student a grade of “F” at the end of the semester or to drop the student from the class through administrative drop. Attendance for students receiving Veterans Administration benefits will be reported to the VA representative in Admissions and Records. (Pulaski Technical College,
2014-2015, pg. 107).
After the drop date, if a student violates the attendance policy the student’s final grade will automatically be lowered 20%.
Drop Date:
The last date to drop this course without withdrawing from the college completely is
_________________________
Agencies granting financial assistance may be notified of the violation of the attendance policy by students receiving financial aid.
VI. Classroom Policies
Late Work
Assignments may include a scavenger hunt, chapter review questions, quizzes, unannounced
quizzes, and in-class activities. Assignments cannot be submitted late for any reason. These points are connected to your attendance and help you come to class prepared.
Students will have one opportunity to turn in a project late. If a student misses a due date for an in-class project or a School Chapters project on Blackboard they MUST email their instructor request to use their “one-time” grace opportunity for a late project. The student must email their instructor and request to use the “one-time” grace within one week of the original due
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date. The student will have one week from the due date to submit the late project for a 20% reduction of points. (For example, if the project is due on October 31 st , the student must have the project to the instructor before class begins on November 7 th . Once class starts or the deadline has ended in School Chapters, the project will no longer be accepted and the student will earn a zero.) If an email is not sent within one week of due date requesting to use the
“one-time” grace, the work will not be accepted. If “one-time” grace is requested but the project does not get turned in by the due date, the student has still used their grace and they will not earn the 20 bonus points at the end of the semester.
The “one-time” grace opportunity may only be used on projects and may only be used one time. Once you email your instructor and ask to use your “one-time” grace opportunity, all other projects must be submitted on time or the student will earn a zero if project is not submitted by the due date.
Students not using their “one-time” grace opportunity during the semester will receive 20 bonus points at the end of the semester.
If the student knows he/she is going to be absent on the day a project is due, it must be submitted before the due date for it to be considered on time with no reduction of points.
Any course work listed as an assignment in the syllabus may not be turned in early.
Assignments must be turned in on the due date. Assignments, such as, the scavenger hunt, chapter review questions, quizzes, unannounced quizzes, and class work cannot be made up,
no exceptions. You will not receive credit for any of these assignments if you are late to class and the assignment has begun or has already been taken up. If absent or late, those points cannot be made up. You must be present to turn in an assignment. Having another student turn in your assignments for you is prohibited.
The course work, including assignments and projects will be taken up as the instructor determines; it may be at the beginning, middle, or end of the class period when they are due.
Students need to arrive to class on time and plan to stay for the entire meeting time.
You will have work that you will submit on School Chapters through Blackboard. School
Chapters must be purchased for this course if you do not already have it. When you purchase
School Chapters it can be used for three years in all your Education courses.
The assignments and projects are listed with their possible point values in the section titled,
“VII. Grading”.
Syllabus Changes
If the instructor adds or drops course work, the instructor will provide an addendum to the syllabus with the effective date of change. This includes amending the chart with the course
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work and points as well as the course outline. These changes will be given to the students in class and posted on the Blackboard Supplemental shell for this course.
Communication
All students must acquire a Pulaski Technical College Student identification name badge before making an observation in a private or public educational setting. The name badge will have their picture and identify them as an Education student. It must be worn on the upper torso, clearly visible, when making a school visit.
All students must also carry a copy of a cleared maltreatment form and a cleared criminal background form to all observations.
Student must submit their Maltreatment background form and Criminal Background prior to the semester starting. If you do not have a cleared criminal background check and cleared child maltreatment form you must go and see the director of the program, Dr. Jeanne Williams.
Communication between instructor and a student regarding course information or grades
MUST be through the students Pulaski Technical College e-mail address.
Communication regarding the final grade must be face-to face with the instructor as per the guidelines in the Education Handbook covering the Academic Due Process procedure. If contact to the instructor is by phone message and/or email, a 24 hour notice during the business week must be given for the instructor’s response before contacting the program director. Contacts made after 3pm on Friday will not receive a response until the following Monday. If the 24 hour notice is not given, the final grade will be reduced by 10%. The time stamp on the instructor’s email and/or phone message will document the 24-hour policy.
Office Hours:
Office hours are available to assist students with their learning. The instructor will use these hours to assist any student who is showing an effort. Please feel free to drop by or schedule an appointment if you do not understand an assignment and/or project. It is important to gain a clear understanding when the assignment or project is first assigned rather than wait until it’s due. Waiting until later may mean that the assignment/project cannot be completed properly or with the intent that it was assigned.
Classroom Behavior
A portion of your grade may be based on your behavior in the classroom. Distractions include, but are not limited to, talking to your classmates (even if you are talking about the subject), talking out of turn, texting, coming to class late, and leaving class early. Cell phones, pagers and other electronic devices must be turned OFF and put away before class begins. Any electronic
equipment may not be used without permission of the instructor. In addition, the instructor reserves the right to ask you to leave class if your distractions become a problem.
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Food is not allowed in the classroom, it is a distraction. You may eat during break but not when instruction is taking place.
According to the Pulaski Technical College Handbook, 3.3 Disruption is:
Conduct that impairs, interferes with, or obstructs the orderly educational processes and functions of the College or the rights of other members of the College community, including teaching, studying, research and college administration. This includes acts that occur both inside and outside the classroom setting.
Each faculty member is his/her own disciplinarian in class and is authorized to correct inappropriate conduct anywhere on College property at any time. A faculty member has the right to temporarily suspend a student from his/her classroom for the remainder of the class whenever the student is disrupting the class to a point that there is no longer a learning environment.
Intentionally and substantially interfering with the freedom of expression of others.
Inciting and/or participating in campus demonstrations which disrupt the normal operations of the College.
Obstruction or interfering with the freedom of pedestrian or vehicular movement on campus or at a college-sponsored or college-supervised functions.
Unauthorized commercial solicitation on campus.
Cellular phones, pagers and other electronic devices shall not be used in a manner that causes disruption in the classroom, library, or within any college-owned or college-operated facilities.
This includes abuse of cellular devices with photographic capability. Utilizing these devices for the purposes of photographing test questions or other forms of academic misconduct or illegal activity is prohibited, as is photographing individuals in secured areas such as lavatories or locker rooms. Taking photographs of any individuals against their will is strictly prohibited
(Pulaski Technical College Catalog, 2014-2015, p. 69-71).
3.5 Dishonesty (Pulaski Technical College, 2014-15, p. 70-71)
The following policies and procedures concerning cheating and plagiarism are printed for the information of all students. The gaining of knowledge and the practice of honesty go hand-inhand. The importance of knowledge properly gained is emphasized by the grading system. The importance of honesty, fully practiced, is emphasized by these rules against cheating and plagiarism. An act of cheating or plagiarism in any degree subjects a student to disciplinary procedures listed below. All forms of dishonesty include, but are not limited to, the following:
Cheating a) Copying from another student’s test paper. b) Using any unauthorized assistance in taking quizzes, tests or examinations. c) Possession during a test of materials that are not authorized by the person giving the test, such as class notes or specifically designed “crib notes,” or any other device or technology that would aid in cheating. d) Dependence upon the aid of sources beyond those authorized by the instructor in writing papers, preparing reports, solving problems or carrying out assignments.
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e) The acquisition, without permission, of tests or other academic material belonging to a member of the Pulaski Technical College faculty or staff. f) Aiding and abetting another person in committing any form of academic dishonesty. g) Aiding and abetting another person in committing any form of academic dishonesty.
PTC CAMPUS VISITORS POLICY (Pulaski Technical College Catalog, 2014-15, p. 44)
Classrooms and laboratories are restricted to currently enrolled students only. Visitors are not allowed in any classroom or laboratory where a scheduled course is being taught. The only exceptions to this policy are visitors that are being escorted by college officials or those that are being escorted by the Office of Admissions for the purpose of a college tour. Pulaski Technical
College encourages prospective students, parents, community members and groups seeking additional information about the college to schedule a campus tour. To schedule a tour, call
501-812-2231 or 501-812-2275. While anyone may visit the campus at any time, it would be beneficial for prospective students to have an escort that is able to answer questions about the college. Members of the news media must be escorted at all times by a Public Relations and
Marketing staff member. Pulaski Technical College makes every effort to provide a family friendly environment for the campus community. Participation in the family oriented events offered by the Office of Student Life is encouraged. Offices, work spaces and classrooms, however, are not designed with the safety and well-being of children in mind.
At no time are children allowed in the classroom during times when scheduled courses are being taught. Additionally, when it is necessary to bring children to campus, they may never be left unattended. At all times, children remain the sole responsibility of the parent. The parent shall not ask any other student, employee or person to supervise the child while on campus.
Children may not be present at any time in areas that contain machinery or equipment that may be hazardous, labs in areas such as science, welding, culinary, and allied health, or in vehicles owned by the college.
VII. GRADING
Grades will be earned through a variety of experiences. In-class activities, chapter review questions and quizzes (both scheduled and unscheduled) will be added. This class work cannot
be made up if missed, NO EXCEPTIONS. All materials that are turned in are expected to be neat, legible, complete and typed if indicated by instructor. Unsatisfactory work may not be accepted. Your computer problems are not an excuse for not completing coursework. You must have developed an alternative plan to complete the assignment. Tests/quizzes, in-class activities are scheduled for a specific amount of time. Time will not be extended if you are late to class. You must complete the work in the given amount of time. Students can access their grades through Blackboard throughout the semester. It’s the student’s responsibility to monitor their grades.
Students will submit their Observation (all documents required), Library orientation and Child
Maltreatment form through School Chapters in Blackboard. The instructor will provide you with instructions on how to access and submit required course work on School Chapters. You
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must attach these documents in Microsoft Word files. All other types of files cannot be opened and you will earn a zero.
Please see section IV. Classroom Policies for the criteria on late work on projects.
Description of major assignments and examination dates
This is My Life Documentary (Appendix A) – 100 points
Collaborative Project (Appendix B) – 100 points
Additional Assignments
Course Classroom Activities – 5-10 points each
One Quiz – 20 points
Two Exams – 100 points each
Course Outcomes/Evaluation/Grading
The following Grading Scale will be used:
A 94%-100%
B
C
84%-93%
74%-83%
D
F
64%-73%
Below 64%
There are a total of _____ points available for this course.
Letter grades will be based on the following scale:
Course Work/Projects:
Library Orientation
Students will be required to participate in a library orientation for the Education department this semester. The orientation is web-based and includes a combined tutorial for the ERIC website and Education Research Complete. Your instructor will provide the instructions for this project during the first couple weeks of class. A confirmation form will be emailed to you confirming your attendance. This form will be saved and uploaded to School Chapters through
Blackboard. This has a value of 20 points and is not available for “one-time” late grace.
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Observation of Children
Students must complete 5 clock hours of observation. All five of the hours must be outside the regular classroom where you work if you work in an education setting. This project will be discussed during class and a scoring rubric will be provided for more information.
Students will be responsible for scheduling their own observations. Students will also be responsible for any supplies needed to conduct the preschool/primary observations. The observation must be in a licensed facility or public/private school and the child must not be related to the observer. The permission form must be submitted to receive credit for the observation. Without the permission form the observation cannot be graded and you will not pass this class. Observations must be completed in the current semester you are enrolled. All four observations must be received and completed to pass the course. You can NOT use an observation or hours from another semester or another course. The five hours of observation are specific for this course. Hours cannot be substituted or used for another course.
All observations will be submitted through School Chapters in Blackboard correctly on or before the due date and are available for the “one-time” grace opportunity if it hasn’t previously been used. The Instructor will not accept any hard copy observations.
Exams
If you are absent for a scheduled exam, you must make up that exam before the next week’s class meeting begins or you will receive no credit for that exam. For example, if your exam was scheduled for_________, you have until _________to take the exam. Once class begins on the
____you are no longer able to take the exam and will earn a zero. You are responsible for contacting the instructor to make arrangements to take your test. Make-up exams will not be given during the scheduled class time. Make-up exam will automatically have 5 points deducted from the total score.
The instructor’s grade book serves as the official record for grades and attendance.
VIII. Academic Integrity
It is expected that all students who attend Pulaski Technical College conduct themselves in a manner appropriate for the college experience. Academic integrity is a vital component of collegiate behavior.
Avoiding Plagiarism
(From the Pulaski Technical College Code of Conduct)
Plagiarism Defined: Offering the work of another, as one’s own without proper acknowledge is plagiarism. Therefore, any student who fails to give appropriate credit for ideas or material he/she takes from another, whether fellow student or a resource writer, is guilty of plagiarism.
This includes downloading or buying papers from the Internet and cutting and pasting from the
Internet without proper acknowledgement (Pulaski Technical College Academic Catalog, 2014-
2015 p.70-71)
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In the simplest terms, plagiarism is theft- theft of ideas, images, and/or words. It may be intentional or unintentional, but in either case, it violates ethical standards. The information literate student understands how to locate, evaluate and synthesize information into a product that can be communicated to others in an ethical manner.
Procedure for Discipline of Cheating and Plagiarism: The responsibility and authority of initiating discipline arising from violations of the rules against dishonesty during the process of the course are vested in the instructor of that course (Pulaski Technical College Catalog, 2014-
2015 p. 70-71).
Plagiarism Penalty
If, in the judgment of the instructor, cheating or plagiarism has occurred, the penalty assessed could be a grade of “F” in the course. The instructor will notify the student of his or her decision concerning the student’s grade. Students should understand that offences of cheating may also subject the offenders to disciplinary action. The Dean of Students shall determine if disciplinary action in warranted (Pulaski Technical College Catalog, 2014-2015 p.70-71).
Filing Report
In every instance, the instructor will prepare a report indicating the nature of the cheating/plagiarism incident and the student’s grade in the course. The instructor will retain one copy of the report and send another copy to the appropriate dean. The dean will forward the information concerning the incident to the Dean of Students and the Vice President for
Learning (Pulaski Technical College Catalog, 2014-2015 pgs. 70-71).
Student’s Rights
Students have due process rights with regard to cheating and plagiarism violations. Students wishing to appeal a grade related to cheating or plagiarism should follow the Academic Due
Process procedures outlined in the Academic Catalog. Students wishing to appeal disciplinary sanctions should follow procedures outlined in the Disciplinary Procedures section of the
Academic Catalog. Once an instructor has determined that academic dishonesty has occurs, the accused student may not withdraw or drop the course. The students must appeal the grade given by the instructor by completing the Academic due Process procedures (Pulaski Technical
College Catalog, 2014-2015 pgs. 70-71).
Academic Advising
Each student should thoroughly review this catalog and become familiar with the policies and procedures of the college. Failure to do this may result in serious mistakes which the students shall be help fully responsible. Academic advisors and counselors are available in the PTC
Advising and Career Center to assist students in planning academic programs and developing course schedules.
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The complete Code of Student Conduct can be found in the 2014-2015 PTC Academic Catalog beginning on page 69-71.
IX.
A CCOMMODATION P OLICY
Services for Students with Disabilities:
Pulaski Technical College is committed to fulfilling all federal requirements as stated in the
Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. Accommodations are available to students who have documented disabilities. Students who request accommodations must register with the Coordinator of Disability Services in Counseling
Services (501-812-2220 or www.pulaskitech.edu
) prior to the semester of planned enrollment, and must provide recent documentation of medical, educational, and/or psychological records.
Students who need accommodations should inform the instructor at the beginning of the course. Accommodations will only be provided if the instructor receives a letter of approved accommodations from the Coordinator of Disability Services. Failure to provide sufficient notification may result in a delay of services. (Pulaski Technical College Catalog, 2014-2015 p.
32).
X.
C OURSE EVALUATIONS :
Students may be asked to evaluate their instructor and course near the end of the semester.
These student evaluations are very important to the improvement in the quality of instruction and course materials. All results are anonymous and shared with the faculty only after the semester is over and grades have been posted.
XI. Information Literacy
Pulaski Technical College is committed to the Information Literacy Competency Standards for
Higher Education as established by the Association of College and Research Libraries and endorsed by the National Forum on Information Literacy. Therefore, all courses will incorporate an information literacy component so that, by graduation, all students will be able to recognize the need for information, then locate, evaluate, synthesize, and communicate information in an ethical manner. Information literacy encompasses critical thinking, research, media, technology, health, business, and visual literacy skills to produce lifelong learners who can make informed decisions in the workplace and in their personal lives.
XII. New Student Philosophy Statement
Pulaski Technical College is committed to the academic, personal, and professional development of its students. The quality of the new student experience is critical to the achievement of the college’s mission and lays the foundation upon which future educational successes will be built. This commitment obligates the PTC community too cooperatively and intentionally structure programs, activities, and services to promote the success of new students.
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Course Schedule/Course Work
All reading assignments listed under Reading Assignments/Class Activities should be completed prior to the first class date listed.
(To be completed by the instructor)
Disclaimer: This schedule is a guide for the semester. The instructor reserves the right to amend the schedule as necessary.
Pulaski Technical College. (2014). Academic Catalog (2014-2015 ed.). Retrieved from
http://www.pulaskitech.edu/content_files/ptc_catalog_2014_201.pdf
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Course Agreement Form
EDUC 2301 Development and Learning Theories (proposed)
Please read, complete, and return to instructor:
I, ______________________________________, have read the course syllabus and
[Print Your Name] understand and am willing to follow the following requirements and policies:
Course Resources, Objectives & Course Content
Attendance Policy
Classroom Policies
Grading (Including Observation Requirements)
Academic Integrity (Including Avoiding Plagiarism)
Accommodation Policy
Course Evaluation
Information Literacy
New Student Philosophy Statement
Course Schedule & Course Work
Student signature: _____________________________________________
Telephone Number: _______________________
Email Address ____________________________
Date: __________________________________
*I understand that if I do not complete or submit each observation project required (5 hours) by the due date stated in the course schedule and on Blackboard, I will NOT pass this course.
Observations will not be accepted if permission form is not submitted. Your observations must be on the correct age of child and for the correct number of hours. Observations from a previous semester or another course may not be submitted for your observations.
Observations must be submitted in School Chapters correctly by due date.
_________
Initial
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