SCHOOL OF EDUCATION AND
CHILD DEVELOPMENT
Standard Course Syllabus for Graduate Education Courses
(Template)
This document is designed to provide faculty teaching graduate education courses with a template
for a syllabus with the boilerplate information desired by the School of Education and Child
Development. This is the minimum that should go into a syllabus. Faculty may add additional
material, as deemed appropriate. The information items printed in italics within brackets are to
distinguish between boilerplate information and actual text.
Submit an electronic copy of your syllabus
by the first week of classes each semester to:
Kim Rendleman at krendleman@drury.edu
[Delete this page before copying.]
SCHOOL OF EDUCATION AND
CHILD DEVELOPMENT
Graduate Course Syllabus
Drury University Mission: Drury is an independent University, church-related, grounded in the liberal arts tradition
and committed to personalized education in a community of scholars who value the arts of teaching and learning.
Education at Drury seeks: to cultivate spiritual sensibilities and imaginative faculties as well as ethical insight and
critical thought, to liberate persons to participate responsibly in and contribute to life in a global community, to foster
the integration of theoretical and practical knowledge.
School of Education and Child Development Mission:
The mission of professional education at Drury University is to:
1.
Develop liberally educated professionals who are highly effective teachers and instructional leaders within
their respective disciplines and who are knowledgeable and skilled in the areas of child and adolescent
development.
2.
Prepare educators who are proficient in the use of data collection and analysis techniques to ensure that all
students, regardless of ability, diversity of background, or other individual differences, will reach their
learning potential.
3.
Add value to the lives of children of all ages and their families in rural and urban communities throughout the
Ozarks’ region and beyond.
Course Title:
Course Number:
Course Schedule:
Course Location:
[Insert course title – use actual title from academic catalog.]
[Insert course number – include course prefix, number, location, section.]
[List meeting days and times of the course.]
[List the campus location, building name and room number.]
Instructor:
Contact Information:
[Insert your name.]
Phone:
Email:
Office Hours:
[Best times and methods to reach you.]
Availability:
Instructor’s Bio:
[Provide a brief description of your qualifications and professional experience which prepares
you to teach this course.]
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Course
Description:
[Insert exact course description from the academic catalog, additional text may be added (separate
from the actual description) to provide clarity.]
Prerequisite
Course/s, if any:
[List all courses specified as prerequisites for this course.]
Required
Text(s):
[List all required texts for the class, including ISBN, author, publisher, and edition.]
Electronic
Resources:
[List all electronic resources and web sites for course.]
Calendar:
[List important dates for course such as: holidays, drop dates, mid-term and final exams.]
Student
Outcomes:
[List the topics and objectives to be covered in the course, as well as products/artifacts.] Course
Course
Objective
objectives must be aligned to the MoSPE and National Board for Professional
Teaching Standards (NBPTS)
INTASC
Principle 1.
Knowledge of
Subject
Principle 2 Learning
and Human
Development
Principle 3 Adapting
Instruction
Principle 4
Strategies
Principle 5
Motivation and
Management
Principle 6
Communication
Knowledge
Principle 7 Planning
for Instruction
Principle 8
Assessment
Principle 9
Reflective
NBPTS
MoSPE Standard
Teachers know the
subjects they teach and
how to teach those
subjects
Teachers are committed
to students and their
learning
Teachers are
responsible for
managing and
monitoring student
learning
Teachers think
systematically about
their practice and learn
from experience
Teachers are members
of learning communities
Standard 1 Knowledge,
Including Perspectives
Aligned with Appropriate
Instruction
Standard 2 Student
learning, growth, and
development
Standard 2 Student
learning, growth, and
Development
Teachers know the
subjects they teach and
how to teach those
subjects to students
Teachers are committed
to students and their
learning
Teachers are
responsible for
managing and
monitoring student
learning
Teachers think
systematically about
Standard 6 Effective
Communication
Related
Assignment
Standard 4 Critical
Thinking
Standard 5 Positive
Classroom Environment
Standard 3 Curriculum
and Instruction
Standard 7 Student
Assessment and Data
Analysis
Standard 8
Professionalism
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Practitioner
Principle 10
Professional
Relationships
their practice and learn
from experience
Teachers are members
of learning communities
Standard 9 Professional
collaboration
Assignments:
[Insert your description and schedule of readings, assignments, tests and exams. A sample follows:]
Week:
Due Date:
Assignment:
1
01/17/07
Read Chapter 1
2
01/24/07
Read Chapter 2
3
01/31/07
Quiz 1 over Chapters 1 and 2; Read Chapter 3
4
[continues…]
Weighting of
Assignments:
[List the required assignments, due dates and point values for the course. This is a sample matrix:]
Assignments:
Group Project – April 12
Mid-term – April 19
Written summary of each chapter, 10 chapters @ 10 points each, due on Mondays
Class Participation/exercises 10 points per week
Individual Final Presentation – May 3 or May 5
Final Exam – May 10
Total
Grading Scale:
Grade:
A
B
C
F
S
U
IP, DR,
DP,DF,
WP, WF
Points:
250
100
100
150
200
200
1000
[This is the place where the faculty member provides the grade scale. The scale below is provided as
an example only:]
Total Points:
Grade:
1000-950
A
949-901
A900-850
B+
849-830
B
829-801
B800-770
C+
Per the Graduate Catalog, in order to be recommended for the
769-730
C
degree of M.Ed., a candidate must have an average of 3.00 for all
729 or less
F
courses undertaken in the Drury program. Courses with a final
grade below C cannot be counted for credit hours toward the degree.
Criteria and Guidelines:
A grade of “A” involves a level of performance that is conspicuously excellent in the factors indicated in the
definition of “B”.
A grade of “B” indicates a higher level of performance than the unsatisfactory standard defined for a grade
of “C”. It involves excellence in some aspect of the work, such as completeness, accuracy, detail of
knowledge, professional performance/application, as well as effective independent work that evidences
mastery of the information, concepts or skills involved, and regular participation/contributions in class.
A grade of “C” represents an unsatisfactory level of performance for a Drury graduate student. The
student must schedule a conference with the Director of the School of Education and Child Development to
resolve the issue and formulate a future plan .
A grade of “F” indicates the student failed the class and will not earn graduate credit for ft.
A grade of “S” (satisfactory) indicated an acceptable level of performance and the student will be issued a
passing grade for course credit.
A grade of “U” (unsatisfactory) indicates an unacceptable level of performance and no credit will be issued.
Please refer to the academic catalog.
Note: Drury University does not give an A+ grade as a final, end of semester, grade.
Attendance:
[Insert your attendance policy here:] There is no class-cut system at Drury. Students are expected
to attend all classes and laboratory periods for which they are enrolled. An absence is an individual
matter between student and instructor. Students are directly responsible to instructors for class
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attendance and for work missed during an absence for any cause.]
Assignments:
The instructor reserves the right to change the listed assignments. Students will be given at least
one week’s notice if the listing of course assignment/s changes.
Cell phones and
pagers:
Prior to the start of class, please turn off your cell phone/pager or put it on “silent” mode; put
away paper; and turn “off” laptop computers unless the student has made an arrangement with
the instructor to use the computer for note-taking. Following these expectations will avoid
unnecessary classroom disruptions.
Course
Standards:
Drury University maintains the highest standard for academic honesty and trusts that each
student will perform ethically and professionally when preparing required work for this course.
Each assignment must represent the student’s original work, even for work designated as group
work. Although Drury encourages collaboration among students and faculty in the sharing of
ideas and experiences, individual work needs to represent the student’s original thought and be
distinguishably different from other students’ work.
Academic
Dishonesty:
Academic dishonesty undermines the values of Drury University as well as the educational
endeavor. Dishonesty and theft of any kind are not to be tolerated, but the act of cheating in
academic work is detrimental to the educational process and ultimately cheats both the student
involved and the entire community of scholars. All instances of academic dishonesty will be
reported to the Vice President of Academic Affairs - Dean of the College. Please refer to the
academic catalog for a more thorough review of the University’s academic dishonesty policy.
Written Work:
All papers (written work) are to be graduate level papers: typed, spell-checked and grammarchecked, well written with a logical flow of thought. (Please see Scoring Guides/Rubrics
provided by the instructor for technical writing guidelines.
Late Assignments:
[Insert your policy for late assignments.]
Participation:
Absence from class may result in the loss of participation points. Much of the learning that
occurs during this course happens in the classroom. If you are absent, for whatever reason, you
lose the benefit of the sharing of knowledge by the faculty and other students. Additionally, the
class loses the benefit of your of knowledge and experiences; thus, the learning experience is
diminished and will be reflected in your grade.
Students with
Disabilities:
Drury University is committed to providing a hospitable and supportive environment to
qualified students with diagnosed disabilities and to comply fully with Section 504 of the
Rehabilitation Act and the Americans with Disabilities Act.
College of Continuing and Graduate (CGCS) Studies Students: Services for students with
disabilities enrolled in Continuing/Graduate Studies are coordinated by the Coordinator of
Disability Services for CGCS. Students must present appropriate and current documentation well
in advance of their first semester of classes. Accommodations will be determined, based on
documentation, and communicated to faculty each semester, with the consent of the student.
The Coordinator of Disability Services may be contacted by visiting Bay Hall, room 134, or by
calling (417) 873-7502.
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