EDU 6537- Dimensions of Learning I
Master of Teaching Arts (MTA)
MTA Advisor:
Office:
Merleen D. Ivey
Lowery Hall/Office 402
(W) 601-925-3404
Name _______________________ # _____
Date _______________________________
mivey@mc.edu
(Fax) 601-925-3840
Adjunct Supervisors: TBA
Credit:
3 semester hours
Prerequisites: Admission to Graduate School; EDU 6506; EDU 6554; an appointment as a teacher in the
area of licensure being sought, the appointment of a field-based mentor/colleague; and an active e-mail
address.
Course Description: This is the first-, of a two-semester internship, which introduces the practice of
teaching from social and cultural perspectives. Emphasis is on understanding the linkage between theory and
practice. The course is field-based and introduces the student to the concepts, contexts, and practices of
teaching. The interning MTA teacher will maintain communication with the university supervisor, principal
and college/mentor about his/her experiences in the classroom via class meetings and assignments.
Conceptual Framework
Perhaps the most significant redemptive spiritual symbol of the Christian Church and therefore, the
Christian College, is the cross. As a distinctly Christian university, Mississippi College is determined to
fulfill its historic mission and its contemporary mission in such a way as to apply this redemptive symbol
through practical and temporal programs. The historical mission for the college is still etched on the
entrance and exit portals: “Enter Here to Increase in Stature, Knowledge and Wisdom” and “Depart to Share
Your Culture with All Mankind”.
The contemporary mission statements of the University as well as the School of Education and the
Department of Teacher Education and Leadership are much more comprehensive in nature but
still adhere to the basic purpose of ministering to society. It is our contention that “Reflective Practitioners”
who are caring and competent and who are under girded by Christian principles are excellent examples of
program completers who can effectively personify the intersection of the institution’s historic and
contemporary missions. We believe that placing an image of the cross behind the teacher
education/leadership program model sets a suitable and coherent philosophical framework for teacher
education and leadership at Mississippi College.
The Image in the foreground of the graphic representing the conceptual framework illustrates the temporal
nature of teacher educator and leadership programs at Mississippi College. The symbolic architecture
suggests that Mississippi College graduates serve mankind in time and that their belief that teachers and
other school leaders will become beacons in society. The Mississippi College magazine is the Beacon. We
believe that teachers and other school leaders will become beacons in their communities when they are, in
fact, “competent, caring, Christian reflective practitioners”.
ACADEMIC INTEGRITY: Mississippi College students should display academic integrity in all
situations. Honesty is expected from all students at all times. Dishonesty, such as cheating, plagiarism, and
falsifying information, is a serious offense and is subject to sever penalty (See: Mississippi College
Graduate Bulletin).
INSTRUCTIONAL METHODS: The intern cohort will meet in seminar sessions on a regular basis
throughout each semester. Opportunities will be given to develop reflective teaching behaviors. This is a
completely field-based experience with the exception of scheduled conferences. The college supervisor will
observe the intern’s teaching techniques in a classroom setting.
Special Classroom Accommodations:
- Student needing special accommodations due to learning, physical psychological or other
disabilities should contact Dr. Buddy Wagner in the Counseling and Career Development Center
in Lowrey Hall (925-3354) or write him at PO Box 4016, Mississippi College, Clinton, MS 39058.
- Note: Allowances will be made to those students indicating disabilities certified by a medical
professional. Dr. Ivey needs to know if the student’s condition will prevent him/her from arriving
at class on time. Without proper documentation, expectations will be the same for all students.
- A college classroom is not the best environment for young children. Therefore, it is necessary
that students make arrangements for childcare.
OTHER COURSE INFORMATION:
- Keep all records for documentation.
- Record all scores
Grading Scale:
A = 94–100 / B+ = 90-93 / B = 85–89 / C+ = 82-84 /
C = 75-81 / D = 70-74 / F = 69-0
I = (See Graduate School Bulletin for details for receiving and removing incomplete grades.
DIMENSIONS I
Final Grade Assessments/Evaluations:
(Record scores here)
1.
2.
3.
4.
5.
6.
7.
MC E-Mail Account Established - - - - - - - - - - - Class Attendance - - - - - - - - - - - - - - - - - - - - - - Class Participation* - - - - - - - - - - - - - - - - - - - - Poster for Bulletin Board - - - - - - - - - - - - - - - - - Informal Pre-Teaching Questionnaire - - - - - - - Informal Teaching Observation - - - - - - - - - - - Informal Post-Teaching Questionnaire - - - - - - -
Points
_____ / 100
_____ / 100
_____ / 100
_____ / 100
_____ / 100
_____ / 100
_____ / 100
Percentage
=
=
=
=
=
=
=
1%
4%
15%
20%
20%
20%
20%
100%
* Post your weekly scores here
#
1.
2.
3.
4.
Date
___
Class Participation Activities
__
________ Grade___
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
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EVALUATIONS:
See FAQs and rubrics for each evaluation area listed above.
METHODS OF EVALUATION:
- All rubrics will be based on 100 points. Percentages for individual assignments and assessments
are listed.
- Assignment grades will be recorded by each supervising instructor—with the final grade
submitted to Dr. Ivey at the end of the semester.
- A computerized spreadsheet will be used to average all final grades at the end of the semester.
- Grades will be rounded to whole number numbers—with a corresponding letter grade.