MASTER COURSE SYLLABUS
1. DATE PREPARED:
August 21, 2012
2. PREPARED BY:
Dr. Thomas Starmack/Dr. Darlene Perner/Dr. Cherie Roberts
3. DEPARTMENT:
College of Education
4. COURSE NUMBER: PROFSTUD 500
5. COURSE TITLE:
Graduate Professional Seminar
6. CREDIT HOURS:
0
7. PREREQUISITES:
None
8. CATALOG DESCRIPTION:
Graduate Professional Seminar (GPS) is a non-credit “pathway” course to be completed by all students at entrance
to graduate programs in the College of Education (and Professional Education Unit). The Advanced Programs at
Bloomsburg University have designed the GPS to facilitate graduate students in developing an understanding of core
programmatic requirements, scholarly demands and competency expectations (collaborative abilities, critical
thinking skills, rigor/relevance integration, etc.). Additionally, this seminar is designed to build a foundation for the
student's graduate experience and future professional career.
9. CONTENT OUTLINE:
1.
Develop an understanding of the Conceptual Framework of the COE/Unit and candidate expectations in
the Graduate School and COE Advanced Programs.
2.
Completion core programmatic requirements as established by each Advanced Program.
3.
Develop an individual plan for: graduate study, professional development and research integration.
4.
Explore and discuss professional issues related to graduate study and career development.
5.
Explore and utilize the services and resources available through Andruss Library and the Librarian Liaison
for the COE.
6.
Explore external resources that support graduate student success and professional development.
7.
Identify and reflect upon professional dispositions and their impact in the workplace through completion of
required assessments.
8.
Reflect upon the benefits of seminar experiences with diverse faculty and peers.
9.
Build collegial and collaborative relationships among graduate students and faculty in Advanced Programs
across the Professional Education Unit.
10. METHODS
The Graduate Professional Seminar will be structured as a workshop series. The course goals and the specific
objectives related to each topic will be met through lecture, large group/small group activities, assigned readings,
on-line assignments, material presented in seminars, discussions, and student interactions. It consists of three 3-hour
seminars and integrated on-line assignments. Students are required to complete assigned readings in advance of each
seminar session.
11. Student Learning Objectives
12. Student Assessment
Upon completion of this course, students will:
1.
Possess an understanding of the Conceptual
Framework of the COE/Unit and candidate
expectations in the Graduate School and COE
Advanced Programs.

2.
Develop an inclusive professional development
plan for graduate study, professional development
and research integration.

Create a Professional Development Plan in
the established format
3.
Utilize the services and resources available
through Andruss Library and the Librarian Liaison
for the COE.

On-line tutorial and pre/post assessment
4.
Identify external resources that support graduate
student success and professional development.

Written synthesis of on-line research
supports
5.
Identify and reflect upon professional dispositions
and their impact in the university
classroom/workplace through completion of
required assessments.


Haberman Star Teacher Disposition
Checklist
Professional Disposition Checklist (Selfassessment)
6.
Reflect upon the benefits of seminar experiences
with diverse faculty and peers.

Written diversity reflection.
7.
Build collegial and collaborative relationships
among graduate students and faculty in Advanced
Programs across the Professional Education Unit.

Problem-Based Learning Experience (PBLE)

Small group and individual assignments:
provide a rational for connections of the CF
to successful candidacy and effective
professional practice
Use of Discussion Boards on BOLT
13. EVALUATION OF INDIVIDUAL STUDENT PERFORMANCE:
Individual student performance will be evaluated through attendance at all sessions and a variety of product/performance-based
assessments. No grade is provided for this course. A certificate of completion is provided upon completion of all assignments
and attendance at all sessions.
14. COURSE ASSESSMENT:
Final Reflection/Surveys will be utilized at the completion of the GPS to measure student perspectives on the identified learning
outcomes. Additionally, the Professional Development Plan will be assessed by faculty using a rubric containing elements
reflected in the student learning outcomes.
15. SUPPORTING MATERIALS:
BOLT, Library services, graduate personnel, graduate program coordinators, powerpoints, and COE
assessments.
16. PROTOTYPE TEXTS:
Rigor and Relevance Framework, by the International Center for Leadership in Education, 2002, Rigor and
Relevance Handbook, p. 2. Retrieved from http://www.leadered.com/rrr.html.
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pt
Houston, Blankstein, and Cole (2007), Out-of-the-box leadership. Thousand Oaks, CA: Corwin Press
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Reeves, D. (2010). Leading Change in Your School: How to conquer myths, build commitment, and get results.
Alexandria, VA: ASCD
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http://www.grad.uga.edu/student/videos.html - The University of Georgia Graduate School
There is no required text for this non-credit seminar series.