DINÉ COLLEGE
COURSE SYLLABUS
COURSE NUMBER:
ECE 225
COURSE TITLE & (CREDITS): Child Growth and Development (3 Credits)
SEMESTER:
Fall 2013
CLASS MEETING TIME(S):
Tuesday and Thursday 4:30 – 5:50 pm
MEETING LOCATION:
Tsaile Campus, Ned Hatathli Center, Room 508
INSTRUCTOR:
Ms. Barsine Barney Benally, Ed M.
OFFICE LOCATION:
Tsaile Campus, NHC Sixth Floor, Inner Circle, Room 601F
OFFICE PHONE NUMBER:
(928) 724-6816
E-MAIL:
barbenally@dinecollege.edu
OFFICE HOURS:
Monday and Wednesday 12:30 to 3:00 pm
BEST CONTACT METHOD:
Phone
PREREQUISITE (If any):
ECE 111 or instructors permission
COURSE DESCRIPTION:
This course covers main theories of and research on the physical and psychological development of young
children. It also covers strategies for parents and teachers to encourage healthy development. (Taught in
Navajo) COURSE RATIONALE:
Course is required for an A.A. degree in Early Childhood Education.
COURSE OUTCOMES: The candidates will…
The course will integrate the Din4 holistic teaching in accordance with the S2’2h Naagh17 Bik’eh H0zh00n
pedagogical paradigm: Nits1h1kees, Nahat’1, Iin1 and Siihasin. The course will be taught so that students
understand the full spectrum of the Arizona Early Childhood Education Standards and the update on the ECE
Common Core Standards. Also, understanding the National Association for the Education of Young Children
and how this correlates to the teaching profession.
NATIONAL ASSOCIATION for the EDUCATION of YOUNG CHILDREN STANDARDS:
Standard 1 - PROMOTING CHILD DEVELOPMENT AND LEARNING
S1C1a-1c. - Candidates use their understanding of young children's characteristics and needs, and of multiple
influences on children's development and learning, to create environments that are healthy, respectful, supportive and
challenging for each child.
• Knowing and understanding young children's characteristics and needs.
• Knowing and understanding the multiple influences on development and learning.
• Using developmental knowledge to create healthy, respectful, supportive and challenging learning
environments.
Standard 4 - USING DEVELOPMENTALLY EFFECTIVE APPROACHES TO CONNECT WITH
CHILDREN AND FAMILIES
S4C4a – 4d.- Candidates prepared in early childhood degree programs understand that teaching and learning with
young children is a complex enterprise, and it's details vary depending on children's ages, characteristics, and settings
within teaching and learning occur. They understand and use positive relationships and supportive interactions as the
foundation for their work with young children and families. Candidates know, understand, and use a wide array of
developmentally appropriate approaches, instructional strategies and tools to connect with children and families and
Updated: January 10, 2013
Page 1 of 9
positively influence each child's development and learning.
• Understanding positive relationships and supportive interactions as the foundations of their work with
children.
• Knowing and understanding effective strategies and tools for early education.
• Using a broad repertoire of developmentally appropriate teaching/learning approaches.
• Reflecting on own practice to promote positive outcomes for each child.
CONTENT KNOWLEDGE LICENSURE OBJECTIVES:
There are two out of the seven Content Knowledge Objectives that were first introduced in ECE 116 and will be
covered again in this course, these objectives were 0001 and 0002. You will find that AEPA objectives will be
reinforced throughout the ECE Coursework.
S1. CHILD DEVELOPMENT AND LEARNING
0001 Understand the human growth and development and how to use this understanding to promote learning and
development in all domains.
0002 Understand factors that may affect children's development and learning and use this knowledge to create
learning environments that support all children's progress.
SUGGESTED ASSESSMENTS:
• Research Papers will be graded using Six Traits Writing Rubric & APA Formatting
• Project Rubrics
• Mid-Term and Final Exam
SUGGESTED TEXT & RESOURCES:
• Rosalind Charlesworth. (2013). Understanding Child Development, 9th Edition. Cengage
Learning. ISBN 978-1-1333-58669-2
• Other related articles and publications
COURSE CALENDAR:
Dates
Session 1
Chapter Readings
Chapter 1
A Brief Look at the
Young Child
(Read Pages 1-7)
Activities/ Assignments
1.) Introductions- Talking
Circle
2.) Review Course Syllabus
3.) Review Course Textbook
4.) Quick Overview of
Chapter Terminology
Formatting
5.) Quick Overview of
Chapter Outline Formatting
7.) AEPA Pre-Assessment
In-Class Discussions
6.) Quick Overview of Journaling on Time to Reflect:
(Page 5) Think about the special needs of the children in the
description mentioned. Describe your reactions and
interpretations. Do you think there is a “typical” child at
any age? What are some factors that put some of the
children described at-risk?
Session 2
Chapter 2
Developmental and
Learning Theories
(Read Pages 8-20)
Chapter 1 and 2
Due: Time to Reflect
Journaling
Due: Chapter 1 and 2
Terminology
Due: Chapter 1 and 2 Outline
Begin Research Paper #1Research on the Physical
Development of young
children birth – 8 years of
age.
Looking Further 2- Interview two or more teachers of
young children. Find out whether they are familiar with and
possibly apply one or ore of the theories described in this
chapter. Ask them to describe how they apply theory to
their practice. Analyze their responses relative to the
theories described in the chapter.
Looking Further 3- Obtain a copy of NAEYC Code of
Ethical Conduct (at www.NAEYC.org). Locate a copy of
Young Children from May 2011 or later. Find the Focus on
Ethics column. Read the dilemma presented, and identify
the ideals and principals that might guide the solution to the
problem.
Chapter 3
Studying the Young
Child (Read Pages 2130)
Updated: January 10, 2013
Page 2 of 9
Session 3
Chapter 4
How Learning Takes
Place (Read Pages 3151)
Chapter 5
Learning Through
Play (Read Pages 5266)
Session 4
Chapter 6
The Adult Role in
Learning: General
Characteristics (Read
Pages 67 – 89)
Chapter 7
The Adult role in
Learning: Family and
Sociocultural Factors
(Read Pages 90 – 113)
Session 5
Chapter 8
Heredity, Environment
and Development
(Read Pages 114 –
123)
Chapter 9
Conception and
Prenatal Development
(Read Pages 124- 135)
Chapter 4 and 5
Due: Time to Reflect
Journaling
Due: Chapter 4 and 5
Terminology
Due: Chapter 4 and 5 Outline
Due: Research Paper #1 Graphic Organizer topic
Research on the Physical
Development of young
children birth – 8 years of
age.
Chapter 6 and 7
Due: Time to Reflect
Journaling
Due: Chapter 6 and 7
Terminology
Due: Chapter 6 and 7 Outline
Due: Research Paper #1Rough Draft and one
literature review topic
Research on the Physical
Development of young
children birth – 8 years of
age.
Chapter 8 and 9
Due: Time to Reflect
Journaling
Due: Chapter 8 and 9
Terminology
Due: Chapter 8 and 9 Outline
Due: Research Paper #1Second Rough Draft and
second literature review topic
Research on the Physical
Development of young
children birth – 8 years of
age.
NO CLASSESINTERCAMPUS
DAY!
NO CLASSESINTERCAMPUS DAY!
Chapter 10
Birth and The First
Two Weeks (Read
Pages 136 – 147)
Chapter 11
Infancy: Theory,
Environment and
Culture (Read Pages
148 – 163)
Chapter 10 and 11 (Email)
Due: Time to Reflect
Journaling
Due: Chapter 10 and 11
Terminology
Due: Chapter 10 and 11
Outline
Due: Research Paper #1Final Draft with completed
Literature Reviews topic
Research on the Physical
Development of young
Updated: January 10, 2013
Looking Further 4- Do a survey of television programs for
young children. View one or more programs on public TV,
such as Sesame Street, Sid the Science Kit, Clifford the Big
Red Dog, or Reading Rainbow, or programs on the Cartoon
Network or on the Disney, Noggin, Nickelodeon, or other
commercial networks. Write an analysis of the programs,
comparing those on public TV with commercial programs.
Looking Further 5-Watch Public TV children’s program,
such as Mr. Roger’s Neighborhood, Bob the Builder, and/or
Dora the Explorer. Note the kinds of things in the programs
that you think might inspire interesting fantasy and
imaginative play in young children.
Looking Further 6-Do a survey in your community. Find
out what kinds of services are available for young children
with special needs. Who is eligible for each program? Do
all children who need services seem to be receiving them?
Do you think your community is doing a good job in caring
for its young special needs population? If not, what more is
needed?
Looking Further 7-Do you know which ethnic/cultural
groups other than your own reside in your area? Identify
these groups and write down what you know about each
one. If you are acquainted with one or more members of a
cultural group other than your own, check the accuracy of
your knowledge. What your level of knowledge accurate
and detailed? Did you learn anything new about other
cultures? How did what you learned compare with the
information? How can this information help you as an
adult who works with young children and their families?
Looking Further 8- Prepare a debate with a classmate on
the following topic: Heredity or Environment-Which has
more influence on development? Each of you should take
one side of the argument. Prepare a five minute speech in
support of each side. Present your arguments, and then take
up to five minutes to disprove the other person’s case. Have
the class vote for the winner of the debate.
Looking Further 9-Timmy and his mother have a cold,
distant relationship. Timmy was premature and spent his
first month in the NICU. His mother is expecting another
child. His teacher is concerned that Timmy’s mother may
have the same relationship with the next child. Why might
she think this way? Apply the information you learn in the
next section to Timmy’s mother’s situation. What do you
believe are the teacher’s responsibilities? What kind of
action plan would you suggest to the teacher?
NO CLASSES-INTERCAMPUS
DAY!
Page 3 of 9
children birth – 8 years of
age.
Session 6
Chapter 12
Infancy: Health and
Physical and Motor
Skills Development
(Read Pages 164 –
181)
Chapter 13
Infancy: Cognitive
Development (Read
Pages 182-192)
Session 7
Midterm!
Chapter 14
Infancy: Affective
Development (Read
Pages 193 – 207)
Chapter 15
The Toddler:
Autonomy and
Physical and Motor
Development (Read
Pages 208 – 221)
SPRING BREAK
Chapter 16
The Toddler:
Cognitive
Development (Read
Pages 222 – 235)
Chapter 17
The Toddler:
Affective
Development (Read
Pages 236 – 250)
Session 8
Chapter 18
Physical
Development, Health,
Safety and Nutrition:
Ages Three to Six
(Read Pages 251 –
263)
Chapter 19
Motor Development:
Ages Three Through
Six (Read Pages 264 280)
Updated: January 10, 2013
Chapter 12 and 13
Due: Time to Reflect
Journaling
Due: Chapter 12 and 13
Terminology
Due: Chapter 12 and 13
Outline
Begin Research Paper #2on the Psychological
Development of young
children birth to 8 years of
age.
Chapter 14 and 15
Due: Time to Reflect
Journaling
Due: Chapter 14 and 15
Terminology
Due: Chapter 14 and 15
Outline
Due: Research Paper #2 Graphic Organizer on the
Psychological Development
of young children birth to 8
years of age.
SPRING BREAK
Chapter 16 and 17 (Email)
Due: Time to Reflect
Journaling
Due: Chapter 16 and 17
Terminology
Due: Chapter 16 and 17
Outline
Due: Research Paper #2Rough Draft and one
literature review on the
Psychological Development
of young children birth to 8
years of age.
Chapter 18 and 19
Due: Time to Reflect
Journaling
Due: Chapter 18 and 19
Terminology
Due: Chapter 18 and 19
Outline
Due: Research Paper #2Second Rough Draft and
second literature review on
the Psychological
Development of young
children birth to 8 years of
age.
Looking Further 12-Investigate what is being done in your
community to improve housing conditions for the poor. Is
there an active program and plan for improvement, such as
destroying and/or upgrading poor quality housing and
building or finding adequate housing for the poor and the
homeless? Has Habitat for Humanity built any homes in
your area? Inquire with your local government officials,
and look for articles in your local newspapers.
Looking Further 12-Access the motor skill development
of one or more infants using the Infant Motor Development
Assessment Chart (Table 12-2).
Looking Further 14- Observe an infant at home or in a
child care setting.
-Which characteristics do you observe that might label
this child as easy or difficult?
-What would you predict regarding this child’s
temperamental characteristics at age seven?
-Look further into temperament research to support your
analysis.
Looking Further 15- Get acquainted with a toddler who is
the child of a friend or a relative. After you have spent
enough time with each other so that you are good friends,
take the toddler for a walk. A toddler cannot go very far, so
plan a short but interesting route. Or take the toddler to a
playground if one is close by. Overall, what did you learn?
What expected behavior did you observe? Did anything
unexpected happen?
Looking Further 16- Borrow some toddler level books
from your local public library. The librarian can help you
find some appropriate books. Share the books with a oneyear old and two year old. Note how they interact with your
and with the books. Do they appear to have book
knowledge? In other words, do they show evidence of an y
of the seven things that Kristen learned during her first
three years?
Looking Further 17- Observe several toddlers in their
homes, in preschools, or in child care centers. Report your
observations to the class. Make a summary chart showing
the types of affective behaviors your observed, and share it
with the class.
Looking Further 18- Get together with a group of four or
five other students. Each of you should weigh and measure
several young children ages three to five. Divide the
information obtained into three groups: three-year-olds,
four-year-olds, and five-year-olds. Add the heights an
weights of each group of girls and each group of boys, and
divide by the number of children in each group to obtain the
average height and weight. Compare your data with the
charts in Figures 18-1 and 18-2.
Looking Further 19- Moving from preschool to
kindergarten to primary school usually means moving from
concrete activities to more abstract paper and pencil
activities. Suppose you are a kindergarten teacher and you
have helped build your students fine motor skills through
the use of manipulative toys, play dough, clay, painting and
drawing, and other fine motor development materials and
Page 4 of 9
Session 9
Chapter 20
The Cognitive System
and Concept
Development (Read
Pages 281 – 303)
Chapter 21
Oral Language
Development and Use
(Read Pages 304 –
322)
Session 10
Chapter 22
Written Language:
Development and
Everyday Use (Read
Pages 322 – 336)
Chapter 23
Intelligence and
Creativity (Read Pages
337-351)
Session 11
Chapter 24
The Adult Role in
Cognitive
Development (Read
Pages 352 – 371)
Chapter 25
The Nature of
Affective
Development: Theory,
Emotion, and
Personality (Read
Pages 372 – 398)
Session 12
Chapter 26
Social Development
(Read Pages 399 –
415)
Chapter 27
The Adult Role in
Affective
Development (Read
Pages 416 – 432)
Updated: January 10, 2013
Chapter 20 and 21
Due: Time to Reflect
Journaling
Due: Chapter 20 and 21
Terminology
Due: Chapter 20 and 21
Outline
Due: Research Paper #2Final Draft with completed
Literature Reviews on the
Psychological Development
of young children birth to 8
years of age.
Chapter 22 and 23
Due: Time to Reflect
Journaling
Due: Chapter 22 and 23
Terminology
Due: Chapter 22 and 23
Outline
Begin Research Paper #3Strategies to encouraging
healthy eating for young
children birth to 8 years of
age.
Chapter 24 and 25
Due: Time to Reflect
Journaling
Due: Chapter 24 and 25
Terminology
Due: Chapter 24 and 25
Outline
Due: Research Paper #3 Graphic Organizer on
Strategies to encouraging
healthy eating for young
children birth to 8 years of
age.
Chapter 26 and 27
Due: Time to Reflect
Journaling
Due: Chapter 26 and 27
Terminology
Due: Chapter 26 and 27
Outline
Due: Research Paper #3Rough Draft and one
literature review on
Strategies to encouraging
healthy eating for young
children birth to 8 years of
age.
activities. A child in your class has some knowledge, such
as how to solve simple addition and subtraction problems,
which he can express through concrete means but not with
paper and pencil or a workbook. You know that the teacher
he will have for first grade relies on workbooks and
worksheets. What can you do to help this child?
Looking Further 20- Interview several three-to-seven year
olds. Prepare some false belief materials such as the ones
described in this chapter. Have each child explain what she
or he believes about the material, and then let the child
examine it. Note whether they can tell you what happened
in their minds when they discovered the truth.
Looking Further 21- Use the checklist on Page 309 Table
21-2 to evaluate the language development of a three-,four,five-,or six-year-old.
Looking Further 22-Using the Internet and professional
journal resources, obtain more information on the pros and
cons of No Child Left Behind. Formulate a position
regarding this legislation’s effects on education at the state
and local levels.
Looking Further 23-The class should divide into two
groups. One group should list the reasons heredity has a
stronger influence on intelligence than environment. The
other group should list the reasons environment has a
stronger influence on intelligence than heredity. Each group
should list its reasons on a large piece of poster board, on
the whiteboard, or using an overhead projector. Finally,
after presenting both positions, the groups should try to
arrive at a consensus position.
Looking Further 24-Suppose you are a kindergarten
teacher. Several parents are critical of you because you
provide time for children to engage in social activity, such
as dramatic play and conversation, while they work in a
variety of centers. The parents believe that dramatic play is
a waste of time for kindergartners. They also believe that a
quiet classroom is one n which students are engaged in
“real” learning. The parents want more time spent on
“academics.” Develop an argument to support the cognitive
and social values of dramatic play and conversation. Look
at NAEYC position statements for support.
Looking Further 25- What are some factors that might
cause children to feel stressed in school settings?
Investigate further in online and/or print journal articles.
Looking Further 26- Spend at least an hour observing
children during play activities. Note both positive and
negative social interactions. Apply the Parten, Smilansky,
or combined play categories designed by Rubin (see
Chapter 6) and the social reinforcement categories devised
by Hartup and Charlesworth. Write a summary of your
findings.
Looking Further 27-Explore some positive guidance
books and/or articles such as those that appear each month
in Young Children. Select the strategies you think would be
most effective. Develop a booklet containing a positive
guidance plan that could be used by parents and/or teachers.
Page 5 of 9
Session 13
Chapter 28
Preschool to Primary:
Bridging the Gap
(Read Pages 433 –
448)
Chapter 29
The Primary Child:
Physical and Motor
Development (Read
Pages 448 – 459)
Session 14
Chapter 30 – The
Primary Child:
Cognitive
Development and
Schooling (Read 460 –
478)
Chapter 31
The Primary Child:
Affective
Development (Read
Pages 479 – 497)
Session 15
FINALS!
Chapter 28 and 29
Due: Time to Reflect
Journaling
Due: Chapter 28 and 29
Terminology
Due: Chapter 28 and 29
Outline
Due: Research Paper #3Second Rough Draft and
second literature review on
Strategies to encouraging
healthy eating for young
children birth to 8 years of
age.
Chapter 30 and 31
Due: Time to Reflect
Journaling
Due: Chapter 30 and 31
Terminology
Due: Chapter 30 and 31
Outline
Due: Research Paper #3Final Draft with completed
Literature Reviews on
Strategies to encouraging
healthy eating for young
children birth to 8 years of
age.
Due: Resource Notebook
Due: Final Essay
Looking Further 30-What do you think of a school that
does not believe that technology and schooling should mix?
No technology is allowed. Learning should be physical,
creative, and hands on. Look into Waldorf Schools, and
consider the pros and cons of this question.
Finals!
ADDITIONAL REQUIREMENTS:
• Attendance is required due to classroom discussions and activities. Classroom discussions and activities
are considered as participation and participation points will be earned in both discussion and activity
sessions. Points will not be earned upon any absence, nor will points be made up. Therefore, please take
your attendance seriously.
•
Chapter Terminology Assignments are to be completed before class begins and placed in assigned
folder, turned in assignments will be stamped and dated for accountability.
Example:
!
Terminology-Three Column Format
Terminology
Traffic Patterns
Definition
The path where children and teachers
walk in the classroom, which are
often determined by the arrangement
of furniture.
Example: Relate to a Real Event
As I walked into the classroom, I
noticed that all students walked
around back of table instead of front,
traffic pattern was event because
carpet had a dull color of pathway.
•
Chapter Outline Assignments are to be completed before class begins and placed in assigned folder,
turned in assignments will be stamped and dated for accountability.
Example:
Alphanumeric Outline (Before Midterm)
Updated: January 10, 2013
Page 6 of 9
I. Roman Numerals
A. Capitalized Letters
1. Arabic Numerals
a. Lowercase Letters
1.) Arabic Numerals with Parenthesis
!
I.
•
APA Outline Format (After Midterm)–
Roman Numerals = Main Heading
A. Capital Letters = Sub Headings
1. Arab Numerals/Lower Case Letters – Supporting Detail/Facts
Looking Forward is an activity that focuses on child development. There will be an activity/discussion
for every assigned chapter. Activity must be done before class begins, any observations, surveys,
reflections, etc. that the activity ask of you, must be brought to class and shared with group discussion.
Any notes for “Looking Forward” can be done in Cornell Note format. These do not need to be turned in
but will be collected and graded as an overall product in your portfolio.
Example:
Cornell Notes
Cues:
o Main Idea
o Questions
o Diagram
o Prompts to help
you understand
Notes:
o
Record the discussion here using,
" Concise sentences
" Shorthand symbols
" Abbreviations
" Lists
" Ideas
" Etc.
Summary
o What did you walk away with?
o What follow up would you like to cover pertaining to this discussion?
o What was learned?
•
Chapter and article readings for every assigned class chapter and/or articles should be read before
classroom instruction begins. Topics in reading will be discussed in class.
o
•
Class Discussions a.k.a. Looking Further will focus around understanding child development when working in early
childhood setting.
Research Paper Format, Please use APA Style-Quick Format Tips as a guide to writing all essays.
There is a minimum two page limit (not including cover page, abstract and reference page), Times
Roman 12 Font, Black Lettering, Margin 1”. Please include;
o
Title Page (Page 1)
! Page Header, Running Head, Full Title, Standard Format, Author Information and Margins.
Abstract (Page 2)
Abstract Title and Abstract.
First Page of Text (Page 3 &4)
Title, Block Quote, Heading, In-text Citations,
References (Page 5)
Reference Page Title, Hanging Indent, Alphabetically Ordered
*If you need assistance with format, please make an appointment with me.
•
Group Projects and individual projects will be assigned throughout the semester. Projects will be
shared and presented to class. Projects may include:
o Theories Data Gathering
o Research on Physical Development
Updated: January 10, 2013
Page 7 of 9
o Research on Psychological Development
o Research on Strategies to Encourage Healthy Development
o (Other Projects may be included)
ECE 225 Resource Notebook divided by tabs into sections. All graded assignments, essays, artifacts,
etc. should be neatly organized in a binder. Portfolio will be turned in during Midterm and Finals for
grading.
•
o
o
o
o
o
o
o
o
o
o
o
o
Course Syllabus
Personal Educational Philosophy
Time to Reflect Journaling
Chapter Terminology
Chapter Outline
Looking Forward Cornell Note Discussion
Research Papers
Arizona Department of Education Early Childhood Standards (Download to CD/Flashdrive)
NAEYC Code of Ethics (Download to CD/Flashdrive)
NAEYC Early Childhood Education Standards (Download to CD/Flashdrive)
Midterm and Final Exam
Related readings, articles, handouts.
In-Class assignments and activities, if you are absent you will not be able to make up or accumulate
points for any in-class activities, including test and AEPA Test for Early Childhood Education.
Activities require discussion, participation and assessment.
•
ATTENDANCE POLICY:
• Attendance and full participation is required for every class session. If weather or unforeseen
circumstances beyond our control forces us to cancel a session, we will then reschedule session to
another date and time. In this instance, students will be contacted through Dine College email first then,
phone. Professionalism and accountability are expected from everyone.
• Attendance policy is as follows:
o Attendance will be noted each session as follows:
! +25 points if present for entire class
! +5 points if late or leave early
! -25 points if unexcused absence
! +5 points if excused absence and make up work done for absence.
! Students will be required to keep a course portfolio that will be turned in for final
examination on 12/4/12 and returned on Finals Week. Requirements and organization of
portfolio will be forth coming.
GRADING CRITERIA:
• A predetermined number of points will be given for all activities, projects, quizzes and exams. All
course assignments are expected to be turned in on the designated date. Points will be deducted for late
assignments until it is turned in. (See below)
A.
B.
C.
D.
E.
Attendance (25 points per class x 15)
Chapter Terminology
a. Terminology (10 points x 31 terminology assignments)
- Please use your own creative words/graphics when
defining terms in example column.
Chapter Outline
a. Outline (10 points x 31 outlines)
- Please use specified notes for note taking.
In-Class Discussions
a. Looking Further: Cornell Notes (25 points x 15 discussions)
In-Class Participation
Updated: January 10, 2013
375
310
310
375
Page 8 of 9
a. In-Class Activities (25 points x 15 activities)
APA Research Essay
a. Research Essay - 350 word minimum in APA Format
(3 essays x 90 points per essay)
- Graphic Organizer 3 organizers x 30 points = 90
- Rough Draft
3 drafts x 30 points = 90
- Final Draft
3 final papers x 30 points = 90
- Literature Review 3 reviews x 30 points = 90
Course Projects
F.
G.
H.
b.
c.
F.
375
360
400
100
100
100
2805
Resource Notebook
Mid-Term
Final Exam
TOTAL
GRADING SCALE
• 90% - 100% = A
• 80% - 89% = B
• 70% - 79% = C
• 60% or Below = No Credit
ACADEMIC INTEGRITY:
Students are responsible for the integrity of their academic work. Academic dishonesty includes the following:
• Obtaining unauthorized assistance in any academic work
• Cheating on a test
• Plagiarism: Defined as a student using another student’s or another author’s work or ideas i.e. magazine,
newspaper, web site, book, or other source(s) and submits it without giving that person or source proper
credit. This is not allowed and students who commit plagiarism will be dealt with according to the
Student Code of Conduct.
Some of the penalties that may be imposed include, the choices of penalties are the decision of the instructor:
• Warning (written or oral)
• Reducing the grade for the assignment, test, or project
• Reducing the grade for the course
• Assigning a failing grade for the course
• Dismissing the student from the course and issuing a grade of “w”
• Academic probation or suspension; expulsion; and recording the decision in the student’s academic
record
Students who have been academically dishonest (including plagiarism) will fail the course.
Ms. Barsine Barney Benally Prepared by CDTE Instructor
August 20, 2013
Date
Reviewed by CDTE Chair
Date
Updated: January 10, 2013
Page 9 of 9