AUSTIN PEAY STATE UNIVERSITY
Teacher Education Unit
REJOINDER
to the State Board of Examiners Report
Based on a Continuing Accreditation Visit
February 17-21, 2007
Dr. Carlette Hardin
Interim Director - School of Education
NCATE Coordinator
931-221-7697 hardinc@apsu.edu
November 19, 2007
Martin Nash, Director
Teacher Education and Accreditation
Tennessee Department of Education
7th Floor, Andrew Jackson Tower
710 James Robertson Parkway
Nashville, TN 37243
Dear Martin:
Please consider this letter as Austin Peay State University’s formal acknowledgment of receipt of
the Continuing Approval Report of the Tennessee Board of Examiners. The report has been
carefully reviewed and, in consultation with President Timothy Hall, a decision has been made to
rejoin the weaknesses and stipulations cited in the Board of Examiners (BOE) report. Although
the unit was pleased that the BOE did not recommend continuing weaknesses from the 2001
visit, three new weaknesses and four stipulations were identified. The report that follows
addresses these weaknesses and stipulations.
We wanted to compliment the BOE team for the professional manner in which they conducted
the review. We found the team to be collegial and thorough during the review.
We look forward to the outcome of the Commissioner’s Advisory Committee for Unit and
Program Approval recommendations regarding our programs and to the final action taken by the
State Board of Education.
Sincerely,
Carlette Jackson Hardin, Ed.D.
Interim Director
School of Education
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Introduction
The 2007 joint NCATE/SDE Continuing Accreditation Visit to Austin Peay State University
occurred February 17-21, 2007. This rejoinder identifies the specific parts of the BOE report the
unit does not believe to be valid and provides evidence not included in the BOE report. The
rejoinder identifies specific evidence the BOE team failed to review or consider.
The BOE team was provided with over 300 artifacts. Hard copies of all artifacts were available
in the document room. Electronic artifacts were provided via a secure site at
www.apsu.edu/educ. In addition, notebooks with information on each licensure area and
advanced program were provided in the document room. These notebooks included the
standards for the program, a program sheet, a matrix which linked courses with standards, syllabi
for each course in the program, and vitae of key faculty who teach in the program.
On arrival, team members were provided a folder containing several tables that were corrected
after the Institutional Report was mailed to the team and new tables with data from fall 2006.
Team members were provided access to Blackboard so they could view online courses and
copies of faculty dossiers used during the tenure review process. They were given access to
Livetext in order to view portfolio templates and showcase portfolios.
A showcase of programs was conducted on February 19, 2007. Each program presented, in
poster format, an overview of the program. Faculty and students were available to meet with
team members. Samples of student work were provided. The assessment coordinator was
available to demonstrate the elements of the database.
While all information requested by the team was provided, it is evident by the weaknesses and
stipulations cited in the BOE report that team members may have misunderstood the information
provided or failed to seek additional information that would have alleviated their concerns.
Therefore, additional information concerning each weakness and stipulation is provided in this
rejoinder.
3
RESPONSE TO THE WEAKNESS STATEMENTS AND/OR
STIPULATIONS FOR PROGRAMS DENIED APPROVAL
Because all programs were approved, no response is necessary.
4
RESPONSE TO THE WEAKNESS STATEMENTS AND/OR
STIPULATIONS FOR PROGRAMS WHICH WERE APPROVED
Previously Approved Specialty Area Licensure Programs:
English 7-12:
French 7-12:
Spanish 7-12:
German 7-12:
History/Government 7-12:
History/Economics 7-12:
History/Geography 7-12:
Government/History 7-12:
Sociology 9-12:
Psychology 9-12:
Mathematics 7-12:
Theatre 7-12:
School Counselor PreK-12:
Administrator PreK-12:
Approved with no weaknesses or stipulations
Approved with no weaknesses or stipulations
Approved with no weaknesses or stipulations
Approved with no weaknesses or stipulations
Approved with no weaknesses or stipulations
Approved with no weaknesses or stipulations
Approved with no weaknesses or stipulations
Approved with no weaknesses or stipulations
Approved with no weaknesses or stipulations
Approved with no weaknesses or stipulations
Approved with no weaknesses or stipulations
Approved with no weaknesses or stipulations
Approved with no weaknesses or stipulations
Approved with no weaknesses or stipulations
While the above programs were approved with no weaknesses or stipulations, the team expressed
concern that the secondary method courses were identified as a content requirement through the
departments rather than methods courses taught through the School of Education. While this
concern did not reach the level of a weakness or stipulation, the unit was surprised at the concern
as this aspect of the program has been in place for over thirty years and had been approved in all
previous approval processes. While a general pedagogy course (Educ 3070) is required for all
students earning initial licensure, the focus of the secondary methods courses is to assure that
student can demonstrate content pedagogy as required by NCATE. Students must enroll in Educ
3070 as a prerequisite to the secondary methods course. The unit feels the inclusion of a generic
instructional strategies course followed by a content specific methods course enhances students’
abilities to provide a variety of appropriate instructional strategies to their students.
Biology 7-12
Approved with the following weakness
Weakness: Courses listed as addressing Science Inquiry-based Instruction Standard I.E. do not
insure that every candidate will have the opportunity to acquire each element of the standard.
Chemistry 7-12
Approved with the following stipulation
Stipulation: It must be insured that all Chemistry 7-12 candidates have the opportunity to
acquire the knowledge and skills to meet Science Inquiry-based Instruction Standard I.E.
Physics 7-12
Approved with the following stipulation
Stipulation: It must be insured that all Physics 7-12 candidates have the opportunity to acquire
the knowledge and skills to meet Science Inquiry-based Instruction Standard I.E.
5
Rejoinder
For the licensure areas of Biology, Chemistry, and Physics, the reviewer felt that the unit had not
provided evidence to assure that all students had the opportunity to acquire knowledge and skills
to meet Science Inquiry-based Instruction Standard I.E. Therefore, the Biology program was
approved with a weakness and the Chemistry and Physics programs were approved with
stipulations. It is important to note that this was the only area of concern after reviewing
approximately thirty standards for each program.
During the NCATE visit, the team member assigned to review these programs expressed concern
about how this standard was met. In order to clarify the issue, the reviewer met with Ms. Sallie
Noel who coordinates the Biology certification program. Ms. Noel provided the reviewer an
opportunity to visit with faculty who teach in the major, and invited her to reexamine pertinent
syllabi. The reviewer and Ms. Noel discussed the fact that all science majors take Biol 4400 as
their secondary science methods course and how the course is adjusted to meet the needs of each
discipline. While the reviewer was in the science building, Ms. Noel offered for the reviewer to
meet with any faculty members in the Biology department or in the Chemistry or Physics
department who might be able to give the reviewer additional information concerning this
standard. The reviewer declined this invitation. When the reviewer left, the members of the
Biology department felt they had adequately addressed the reviewer’s concerns about this
standard. It may be that because the reviewer visited with the Biology faculty, the Biology
program received a weakness while Chemistry and Physics programs were given a stipulation.
However, faculty in all three areas were available to explain the program, discuss the
requirements of courses and specific assignments that met this standard, and provide the
evidence needed to relieve all concern over this standard.
The unit asserts that it not only meets this standard but exceeds the expectation for this standard.
Standard I.E. is addressed in the Biology, Chemistry, and Physics teaching majors through a
sequence of courses which provide students an introduction to inquiry-based investigations
through directed laboratory assignments; opportunities to design and conduct their own inquirybased, open-ended investigations; opportunities to design inquiry-based assignments for their
future students; and opportunities to implement these assignments in their methods course and
during student teaching.
Students preparing to teach Biology begin this sequence by taking Biol 1110. This course,
required of all Biology teaching majors, includes a content-based course and a laboratory in
which students have directed experiences. All Biology teaching majors take Biol 4080 and Biol
4440 which require students to design and conduct their own inquiry-based investigations. The
course description for Biol 4080 states, “Includes statistical analysis of field-collected data.” This
is followed by Biol 4400 in which all Biology teaching majors design and conduct inquirybased assignments for their future students. The syllabus for this course clearly states that
students will demonstrate ability to present content in an inquiry, hands-on format and prepare
and present two laboratory activities. Finally, all Biology teaching majors are required to student
teach at both the middle school and high school levels where they implement the inquiry-based
assignments they have designed. In addition, students are required to take Biol 3050 or Biol
3330 and Biol 4110 or Biol 4120 in which they must conduct inquiry-based, open-ended
investigations. The fact that students had a choice between these courses seemed to have
presented a problem for the NCATE reviewer. However, all Biology teaching majors have
6
numerous opportunities not only to conduct inquiry-based investigations themselves but to create
such opportunities for their future students.
Students preparing to teach Chemistry begin this sequence by taking Chem 1110 or Chem 1010.
These courses, required of all Chemistry teaching majors, includes a content-based course and
a laboratory in which students have directed laboratory experiences. All Chemistry teaching
majors take Chem 3210 and Chem 3610 which require students to design and conduct their own
inquiry-based investigations. Each of these courses is taught as a four-hour class, with three
hours of content and one hour of laboratory, in which student conduct inquiry-based research.
While the course numbers for the lecture courses were listed on the Chemistry matrix, the syllabi
for both the lecture and laboratory courses were provided and clearly indicated that both courses
were needed. The unit has discovered that the syllabus for the laboratory portion of Chem 3610
had been inadvertently left out of the notebook provided to the reviewer. The syllabus for this
laboratory course, Chem 3611, is provided in Appendix A and was available for review by the
team member, if it had been requested. This syllabus clearly shows that students conduct inquirybased investigations of a long duration. This is followed by Biol 4400 in which all Chemistry
teaching majors design inquiry-based assignments for their future students. Finally, all
Chemistry teaching majors are required to student teach at both the middle school and high
school levels where they implement the inquiry-based assignments they have designed. In
addition, students are required to take either take Chem 4300 or Chem 4310 in which they must
conduct inquiry-based, open-ended investigations. All syllabi for these courses were provided to
the reviewer. However, in many cases the requirement for inquiry-based investigation are listed
as a project and the specific details of the assignment is not outlined. Without talking with
specific faculty, the reviewer may not have understood the nature of the assignment. However,
all Chemistry teaching majors have numerous opportunities not only to conduct inquiry-based
investigations themselves but to create such opportunities for their future students.
Students preparing to teach Physics begin this sequence by taking Phys 2110 and Phys 2120.
These courses, required of all Physics teaching majors, include a content-based course and a
laboratory in which students have directed laboratory experiences. All Physics teaching majors
take Phys 3701 and Phys 3901 which require students to design and conduct their own inquirybased investigations. These lab courses require extensive inquiry-based research often
encompassing the majority of the semester. This is followed by Biol 4400 in which all Physics
teaching majors design inquiry-based assignments for their future students. Finally, all Physics
teaching majors are required to student teach at both the middle school and high school levels
where they implement the inquiry-based assignments they have designed. All syllabi for these
courses were provided to the reviewer. However, in many cases the requirements for inquirybased investigation are listed as a project, and the specific assignment is given by the instructor
during the class. Without talking with specific faculty, the reviewer may not have understood
the nature of the assignment. However, all Physics teaching majors have numerous
opportunities not only to conduct inquiry-based investigations themselves but to create such
opportunities for their future students.
The Biology, Chemistry, and Physics teaching majors are designed specifically to provide future
teachers with the skills to design and conduct inquiry-based investigative processes. All
students in these programs take a minimum of five courses specifically designed to provide
opportunities to learn how to conduct inquiry-based investigations. Therefore, the unit feels the
7
weakness cited for Biology and the stipulations cited for Chemistry and Physics should be
removed.
Revised Specialty Areas Licensure Programs:
Middle Grades Education 4-8
Special Education:
Modified/Comprehensive K-12
Visual Arts K-12
Vocal/General Music K-12
Instrumental Music K-12
Health and Wellness K-12
Physical Education K-12
Approved with no weaknesses or stipulations
Elementary Education K-6
Approved with the following stipulation
Approved with no weaknesses or stipulations
Approved with no weaknesses or stipulations
Approved with no weaknesses or stipulations
Approved with no weaknesses or stipulations
Approved with no weaknesses or stipulations
Approved with no weaknesses or stipulations
Stipulation: The academic major(s) associated with Elementary Education K-6 licensure must
be designed to comply with Elementary Education K-6 Program Implementation Standard 2. A.
B., and/or C.
Rejoinder
When members of the BOE expressed concerns about the K-6 program, the unit was confused
because the K-6 program had been approved on March 18, 2004 with no weaknesses or
stipulations. However, after reviewing the current program, the unit realized that when two
additional courses were added in February 2005, the balance of courses offered from the School
of Education and from Arts and Sciences was inadvertently changed. Therefore, the unit agrees
with this stipulation and is in the process of revising the program so that it will be in compliance
with the Program Implementation Standards.
Conditionally Approved Programs Reviewed for First-Time Approval:
Two programs were reviewed in this category. The Latin program was approved with a
weakness and the Reading Specialist program was approved with a weakness and a stipulation.
Latin 7-12
Approved with the following weakness
Weakness: There is an over-reliance on independent study courses to meet the required
knowledge and skills.
Rejoinder
The weakness identified by the BOE team had been addressed by the faculty in the Latin
program before the NCATE visit. Recognizing that there was an over-reliance on independent
study courses, the Latin 7-12 and Classics Specialization with Latin Licensure programs had
been revised fall 2006. However, the revisions for the programs could not begin until fall 2007.
During the NCATE visit, the proposed revisions were shared with the BOE team and they had an
opportunity to review the proposal forms that had been sent to academic council. While the unit
understands that the revised changes were not in place at the time of the visit, the process to
8
remove independent courses from the programs had begun and was implemented fall 2007.
Therefore, the current programs have removed the concerns expressed by the BOE. Appendices
B and C show the programs as they existed at the time of the visit and appendices D and E show
current programs as they have been revised. Therefore, the unit feels this weakness should be
removed.
Reading Specialist PreK-12
Approved with the following weakness and
stipulation
Weakness: The unit does not insure that all candidates progress through a coherent set of field
experiences in varied settings.
Rejoinder
The unit asserts that all candidates are provided a coherent set of field experiences in varied
settings and, therefore, this weakness should be removed. Three field experiences are required
of candidates in the Reading Specialist program. In Rdg 5830, candidates work with a student
reading below grade level to diagnose the reading deficiency. In Rdg 5840, the candidate works
with the same student in order to provide intervention for the student. Because the candidate is
typically in a full-time teaching position, these students may come from the candidate’s
classroom, another classroom in the candidate’s school, or from the community. In Rdg 5860,
the candidate completes the final cumulative project for the Reading Specialist program which
includes several projects that must be completed with students. As allowed by NCATE, the
setting of the field experiences is often in the school in which candidates are currently employed.
In this capacity, candidates may work with students from a variety of classrooms who are
experiencing reading difficulties.
During their visit, the NCATE team reviewed the placement of advanced candidates to assure
they were placed in diverse placements. The team was satisfied that the process of placement of
students in the advanced program meets NCATE requirements. Appendix F provides the
placement data for candidates in the Reading Specialist program. This information was available
to the BOE reviewer, but was not requested during the visit. The table indicates that the eleven
Reading Specialist candidates reviewed were in diverse placements with only one in a school
having less than 25% minority enrollment. Because candidates have a prescribed group of field
experiences which can occur in the candidate’s classroom, another classroom, another school, or
with students in the community, the unit asserts that this program implementation standard is
met.
Stipulation: The program must insure that all candidates will have opportunities to develop the
knowledge and skills and the practicum experience to assist paraprofessionals in meeting
students’ needs.
Rejoinder
The unit was surprised when the team found that the Reading Specialist program did not meet
Standard 15 which states that candidates are provided opportunities to develop the knowledge
and skills and the practicum experience to assist paraprofessionals in meeting students’ needs.
When the program had been previously reviewed (Appendix G), the readers questioned elements
of Standards 1–12, but did not question the plan for meeting Standard 15. Therefore, the
Reading Specialist program coordinators had felt they had adequately met this standard.
9
PERCEPTIONS OF PROCEDURAL CONCERNS
No procedural concerns are noted.
10
Appendices
11
Appendix A
PHYSICAL CHEMISTRY LABORATORY 3611-12 & 13
FALL 2006
Dr. Ron Robertson Office: C303 Sundquist
Office Phone: 221-6298
Home Phone: 615-763-2146
Office hours posted but you are welcome to come by anytime
E-mail robertsonr@apsu.edu
Web and Discussion Board http://www.apsu.edu/robertsonr
1.
Catalog Course Description. 1 credit hour. This is the lab to accompany Chem
3610 - Physical Chemistry. Experiments will involve gases and liquids; the laws
of thermodynamics; spontaneity and equilibrium; colligative properties of
solutions; and phase diagrams.
This course emphasizes the general education core areas of reasoning,
numerical understanding, and scientific knowledge and is a part of the
university's mission to develop: (1) skills of inquiry, abstract and logical thinking,
and critical analysis; (2) the ability to understand and use numbers and statistics;
and (3) an understanding of the scientific method.
2.
Prerequisite:
General Chemistry 1120 or
Chemistry-Society and the Environment 1020 and
Chemical Arithmetic 1840. Math 1810 or 1910 (1910
preferred).
3.
Lab Time:
Sundquist
2:20 – 5:05 pm, Tuesday or Wednesday, E303 and C306
4.
Lab Manual:
There is no lab manual text. All labs are posted at our class
web page, a link from my home page of
http://www.apsu.edu/robertsonr/. You are responsible for
printing these labs before each class. Additional handouts
will be given for some experiments in class, and there is
reference material on reserve in the Chem Dept. Library that
may help in writing some of the lab reports.
5.
Grading Policy for lab activities:
7 Write-Ups
Daily grades &
50 points each
50-100 points
Notebook
6.
My general philosophy is “A grade is an inadequate report of an inaccurate
judgment by a biased and variable judge of the extent to which a student has
attained an undefined level of mastery of an unknown proportion of an indefinite
material” (Paul Dressel) Grades are not perfect or always fair, but I will pledge
12
to be consistent. I want to work with you so that you can do your best within your
limitations and opportunities.
Your semester lab grade will be the same as your lecture and will be determined
by combining your lab and lecture grades in the following manner: 2/3 lecture
and 1/3 lab. The % cutoffs are as follows: A 84.5%, B 71.5%, C 59.5%, D
49.5%.
Any student who has a disability that may affect his/her academic performance is
encouraged to make an appointment with me to discuss this matter, or you may
contact Disability Services; telephone 221-6230; tty 221-6278; fax 221-7102.
7.
Goals: Physical Chemistry is a course in which we experiment in order to
determine underlying principles which determine the properties of substances.
The experiments are designed to acquaint you with some of the lab skills that are
necessary and also the analytical skills that are needed. You will continue your
development of lab technique, statistical analysis, and technical writing.
8.
Attendance is required. “You must be present to win.” Your attendance is vital to
your progress in this course. It may or may not be possible to make up a lab. It
will depend on the lab and on the reason for absence. If at all possible contact
me in advance. Usually you will not be able to submit a report for a lab you miss,
but you may be allowed to submit a report on a lab you did not attend if you have
special circumstances (such as an absence related to official representation of
the university) approved by the instructor.
9.
Drop/Withdrawal Dates:
Last day to drop without a record
September 8 in person or Sept. 10 via
web
Last day to drop with an automatic "W" October 9
Last day to drop with a "W,F,FA"
November 9
10.
Safety Protocol: You must wear approved safety goggles at all times while in the
laboratory. Goggles may be purchased at the bookstore. The safety regulations
are the same as those in all APSU chemistry courses and are explained on an
additional handout.
Students are expected to conduct themselves appropriately at all times.
Academic and classroom misconduct will not be tolerated. Students must read
the “Code of Student Conduct” in the new Student Handbook for an
understanding of what will be expected of them within the academic setting.
University policy concerning minors - Minors (any non-student under the age of
18) accompanying staff, faculty, students, or visitors on campus are not permitted
in the classroom.
13
11.
Laboratory Notebook. Each student is required to keep an informal notebook
and to turn in either a long or short formal write-up for each experiment.
The informal notebook must be a bound notebook and is used to record raw
data and observations during the laboratory period. I will check this notebook
informally during the semester and at the end of the semester for daily grades.
Data must be recorded in a neat, coherent, and concise manner. All data should
be recorded in table format and allows easy review of the work performed. The
tables may sometimes be constructed before the experiment begins. This will
allow you to simply "fill in the blanks" as the experiment is performed. You will be
able to sort through your data quickly if it is clearly labeled. Any important details
which may affect the data should be recorded. Clearly denote which data goes
with which experiment. All entries in the informal notebook should be in ink.
Draw a single line through a mistake; do not erase or use white-out. Pages may
not be torn out of your notebook. If you wish to delete a page, draw one slash
line through the page.
a.
Cover of the notebook.
Use a label and write legibly on the cover the following:
Name
Course Name
Term/Year
b.
Table of Contents.
The first page of your notebook should be reserved for a Table of Contents which
begins on page one. All experiments must be recorded. Entries should be made
in a columnized format as shown in the following example.
Table of Contents
Experiment
Page
Molar Mass of a Gas
13.
2
Protocol for the long formal laboratory report.
The formal lab report is the actual write-up which will be graded. All write-ups must by
typed or word-processed and double spaced. Data should be reported in table format.
Chemical structures, equations, and sample calculations may be written in ink. All
pages must be numbered in the upper right corner, and do not write on the back pages
of the formal write-up.
a.
Experimental Entries.
Each experiment should include the following items:
Experiment Number, Title, Date
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Introduction/Objective
Procedure
Results (tabulated form of all recorded data with calculations)
Discussion
References
Comments
b.
Further information for experimental entries
i.
Example for title, etc:
E1
Heat of Solution – Hot Packs
(experiment 1)
(title of experiment)
9-5-06
(date of experimentation)
ii.
The introduction should include the theory and principles pertaining to the
experiment. References to previous work (if known) and pertinent chemical
information concerning the experiment should also be included. It may be
necessary to use chemical equations or structures. The introduction should end
by leading into the objective or purpose of the experiment which may be
summarized in two or three sentences. Do not discuss results in this section or
use pronouns.
iii.
The procedure should be written as you performed the experiment. You are
telling someone else what you did and why you did it, thus there should be a
rationale for your procedure. This is usually referred to as the overview. You
have the option of including this overview in the introduction, but the procedure
must be explained and not just listed. Do not copy the procedure word for word
from the handout; it is written in another style. Please write in complete
sentences, and do not use pronouns. The procedure is the only section that
must be written in past tense of passive voice. Please include a diagram of the
apparatus used. Include in your write-up names and model numbers of important
instruments used.
iv.
Results should be presented in table format. All data must be reported because
it is unethical to fail to report all scientific data. It is a good idea to separate the
raw data from the calculated data in the results section. If you wish to leave out
an experimental trial when computing statistical information, a "Q test" or other
appropriate statistical test must be performed and recorded in order to
legitimately ignore the data. On many experiments you will be asked to compute
the propagated error for an analysis. Use the scale errors or random errors for
each piece of data to accomplish this. If three or more analyses are attempted
the best value (average  standard deviation of the mean) should be reported.
Error analysis and the reporting of data will be as explained in detail on the first
day of lab.
After a data table, clearly label and explain a sample calculation for each
different type of calculation. These sample calculations should flow logically from
the data. For statistical replicate analyses, standard deviations can be taken
from a calculator program or spreadsheet. All other calculations (including
15
propagated error) must be shown. On propagated error calculations show the
partial differentiation. This should include the beginning equation, the equation
for the calculation of the error using partial derivatives, the actual partial
derivatives, and a substitution of numbers which generates the final propagated
error. Dimensional analysis of units is required when using equations; record
numbers to the correct number of significant figures.
v.
The discussion section allows you to reflect on what you did and what you saw
during the course of the experiment. This section should be written after the
experiment is performed. This section also involves an interpretation of data and
discussion of it. Speculation is appropriate as well as types of errors that may
have affected your results. This section is often the most difficult to write. In
general answer the purpose of the experiment at the beginning of this section.
Then proceed to a discussion of errors and finally conclude with the significance
or applications of the results. The discussion or errors should include specific
references to the various types of errors (scale, scatter, propagated) that are
listed in the results section.
vi.
There always should be references for your experimentation. Often I give you a
reference in the lab handout. Other times you may need to refer to p chem lab
books that I have on reserve in the library. Make sure that you reference "true
values" in your report as well as any possible text material used. The ACS Style
Guide is a lasting source of information about oral and written communication
skills and formats. It has an excellent section on referencing. In general there
are three ways to reference: (1) by superscript numbers, (2) by italic numbers on
the line and in parentheses inside the punctuation, (3) by author name and year
of publication in parentheses inside the punctuation. (This is often called the
APA style). Any of these styles will be satisfactory for your report.
vii.
The last entry for every experiment must contain a comment section. This is
your chance to write anything you like, preferably something you learned that
day that you did not know before. However, your comments (1-2 sentences)
may be of your choosing and should pertain to the lab! You may use
pronouns in the comment section.
14. Protocol for the short formal laboratory report
The short report will include only selected sections of the long report as well as
an abstract.
The abstract is a:
 brief summary of the principal findings of the experiment.
 stand-alone, self-contained document.
Contents
The abstract should briefly state:
 the purpose of the research or the research problem including a very
short background (introduction),
16



how the problem was studied (methods),
the principal findings, including statistical analyses (results), and
what the findings mean (discussion and conclusions).
While it is difficult to be both concise and descriptive at the same time, that is
exactly what you should strive for when writing an abstract. Say only what is
essential, using no more words than necessary to convey the meaning.
Examine every word carefully.
Rules
The abstract should be one or two paragraphs and no more than 250 words.
The abstract should:
 not include subheadings such as "Purpose" or "Results."
 not use first person, e.g., "I."
 not emphasize minor details.
 not contain bibliographic references, figures, or tables.
 not use jargon or abbreviations (unless they are commonly used and do
not require explanation, e.g., DNA or UV light) .
Reports will be due either one week after completion of the experiment or
as indicated by the instructor. Late reports will be penalized at the
discretion of the instructor (usually 10% per day late). Plagiarism is
completely unacceptable.
PHYSICAL CHEMISTRY 3610 LAB
LABORATORY SCHEDULE
FALL 2006
Week
Activity
8/29
Introduction, Statistics, Propagation of Errors, Use of
Spreadsheets
Statistics Quiz, E1 - Heat of Solution: Hot Packs (long
report)
E2 - Molar Mass of a Gas (short report)
9/5
9/12
9/19
9/26
10/3
10/10
E3 - Heat of Combustion (short report)
E4 – Heat of Vaporization (long report)
10/17
Fall break
10/24
10/31
11/7
11/14
11/21
E5 – Liquid/Gas Phase Diagrams (short report)
E6 – Solid/Liquid Phase Diagrams (long report)
Computer spreadsheet test
17
11/28
12/5
E7 - Kinetics - Crystal Violet (short report)
The above schedule and procedures may be changed during the semester. You will be
given at least a week's notice.
18
Appendix B
Austin Peay State University
LATIN LICENSURE
2006-2007
Praxis II Required Testing: Test Code 30524 (7-12) Principles of Learning and Teaching 7-12; AND Test Code
10600 Latin (minimum score 540).
CORE REQUIREMENTS:
See academic advisor for specific core requirements.
MAJOR REQUIREMENTS:
Latn 2010 Intermediate Latin (3)
Latn 2020 Intermediate Latin II (3)
Latn 3300 Roman Civilization (3)
Grek 3310 The Greek Myths (3)
Latn 4110 Independent Study in Latin I (3)
Latn 4120 Independent Study in Latin II (3)
Engl 340D Mythology and Folklore (3)
Hist 3310 Ancient Rome (3) OR Hist 3480 The Early Middle Ages (3)
Ling 4400 Teaching Foreign Languages in High School (3)
Select two from the following (6 hours):
Art 2010 History of Art, Survey I (3)
Grek 2010 Intermediate Greek I (3)
Grek 2020 Intermediate Greek II (3)
Grek 3400 Greek Art and Archaeology (3)
Grek 3410 Greek Religion (3)
Hist 3300 Ancient Greece (3)
Hon 2010 Roots of Western Civilization (3)
Phil 3100 Ancient Philosophy (3)
Additional Requirements for Licensure and Graduation:
Students will take one year of Greek, French, Spanish, OR German (6-8 hours).
Educ 4610 Student Teaching: 7-8 (5)
Educ 4710 Student Teaching: 9-12 (5)
Educ 4950 Seminar (2)
PROFESSIONAL EDUCATION MINOR:
Educ 2100 Foundation of Education (2)
Educ 3040 Instructional Technology (3)
Educ 3070 Instructional Strategies (3)
Educ 4160 Teaching Diverse Students (3)
Educ 4270 Evaluation and Assessment (3)
Psy 3130 Educational Psychology (3)
Sped 3000 Introduction to Special Education (3)
*Educ 4080 Classroom Management (3)
*Requires Milestone II status
NOTE: Successful completion of Milestones I, II, III, and IV are required for teacher licensure programs.
Milestone assessment criteria is available at http://www.apsu.edu/educ.
19
Appendix C
AUSTIN PEAY STATE UNIVERSITY
CLASSICS SPECIALIZATION with LATIN TEACHING MAJOR (7-12)
2006-2007
Praxis II Required Testing: Test Code 30524 (7-12) Principles of Learning and Teaching (minimum score 159);
AND Test Code 10600 Latin (minimum score 540).
CORE REQUIREMENTS:
See academic advisor for specific core requirements.
MAJOR REQUIREMENTS:
Grek 2010 Intermediate Greek (3)
Grek 2020 Intermediate Greek (3)
Latn 2010 Intermediate Latin (3)
Latn 2020 Intermediate Latin (3)
Ling 4400 Teaching Foreign Languages in Secondary School (3)
Select three from the following (9 hours):
Grek 4110 Independent Study in Greek (3)
Grek 4120 Independent Study in Greek (3)
Latn 4110 Independent Study in Latin I (3)
Latn 4120 Independent Study in Latin II (3)
Select five courses from the following (15 hours):
Art 2010 Art History Survey I (3)
Engl 340D Mythology and Folklore (3)
Hist 3300 Ancient Greece (3)
Hist 3310 Ancient Rome (3)
Hon 2010 Roots of Western Civilization (3)
Grek 1110 Elementary Modern Greek (3)
Grek 3300 Greek Civilization (3)
Grek 3400 Greek Art and Archaeology (3)
Grek 4110 Independent Study in Greek (3)
Grek 4120 Independent Study in Greek (3)
Latn 3300 Roman Civilization (3)
Latn 4110 Independent Study in Latin (3)
Latn 4120 Independent Study in Latin (3)
Phil 3100 Ancient Philosophy (3)
Additional Requirements for Licensure and Graduation:
Electives (4)
Educ 4610 Student Teaching: 7-8 (5)
Educ 4710 Student Teaching: 9-12 (5)
Educ 4950 Seminar (2)
PROFESSIONAL EDUCATION MINOR :
Educ 2100 Foundation of Education (2)
Educ 3040 Instructional Technology (3)
Educ 3070 Instructional Strategies (3)
Educ 4160 Teaching Diverse Students (3)
Educ 4270 Evaluation and Assessment (3)
Psy 3130 Educational Psychology (3)
Sped 3000 Introduction to Special Education (3)
**Educ 4080 Classroom Management
*If Latin licensure is desired, students must complete Latin 3300, 4110, and 4120.
Licensure is not available for Greek.
**Requires Milestone II status
NOTE: Successful completion of Milestones I, II, III, IV are required for teacher licensure programs. Milestone
assessment criteria is available at http://www.apsu.edu/edu.
20
Appendix D
Austin Peay State University
LATIN LICENSURE
2007-2008
Praxis II Required Testing: Test Code 30524 (7-12) Principles of Learning and Teaching 7-12; AND Test Code
10600 Latin (minimum score 540).
CORE REQUIREMENTS:
See academic advisor for specific core requirements.
MAJOR REQUIREMENTS:
Latn 2010 Intermediate Latin (3)
Latn 2020 Intermediate Latin II (3)
Clas 3620 Roman Civilization (3)
Grek 3310 The Greek Myths (3)
Hist 3310 Ancient Rome (3) OR Hist 3480 The Early Middle Ages (3)
Ling 4400 Teaching Foreign Languages in High School (3)
Select two from the following (6 hours):
Latn 3510 Latin Historians (3)
Latn 3610 Latin Drama (3)
Latn 3620 Latin Letters (3)
Latn 3710 Latin Lyric Poetry (3)
Latn 3720 Latin Epic (3)
Latn 3810 Latin Rhetoric (3)
Latn 4210 Latin Prose (3)
Latn 4300 The Roman Novel (3)
Latn 4310 Medieval Latin (3)
Latn 4410 Latin Satire (3)
Select two from the following (6 hours):
Clas 3220 Latin Literature in Translation (3)
Clas 3420 Roman Art and Archaeology (3)
Clas 3400 Greek Art and Archaeology (3)
Clas 3430 Roman Religion (3)
Clas 3410 Greek Religion (3)
Clas 3510 Sport in the Ancient World (3)
Clas 3240 The Classical Tradition in Eng. Poetry(3)
Clas 3520 Women in Antiquity (3)
Hon 2010 Roots of Western Civilization (3)
Engl 340D Mythology and Folklore (3)
Art 2010 History of Art, Survey I(3)
Hist 3300 Ancient Greece (3)
Phil 3100 Ancient Philosophy (3)
Additional Requirements for Licensure and Graduation:
Students will take one year of Greek, French, Spanish, OR German (6-8 hours).
Educ 4610 Student Teaching: 7-8 (5)
Educ 4710 Student Teaching: 9-12 (5)
Educ 4950 Seminar (2)
PROFESSIONAL EDUCATION MINOR:
Educ 2100 Foundation of Education (2)
Educ 3040 Instructional Technology (3)
Educ 3070 Instructional Strategies (3)
Educ 4160 Teaching Diverse Students (3)
Educ 4270 Evaluation and Assessment (3)
Psy 3130 Educational Psychology (3)
Sped 3000 Introduction to Special Education (3)
*Educ 4080 Classroom Management (3)
*Requires Milestone II status
NOTE: Successful completion of Milestones I, II, III, and IV are required for teacher licensure programs.
Milestone assessment criteria is available at http://www.apsu.edu/educ.
21
Appendix E
AUSTIN PEAY STATE UNIVERSITY
CLASSICS SPECIALIZATION with LATIN TEACHING MAJOR (7-12*)
2007-2008
Praxis II Required Testing: Test Code 30524 (7-12) Principles of Learning and Teaching (minimum score 159); AND Test
Code 10600 Latin (minimum score 540).
CORE REQUIREMENTS:
See academic advisor for specific core requirements.
MAJOR REQUIREMENTS:
Grek 2010 Intermediate Greek (3)
Grek 2020 Intermediate Greek (3)
Latn 2010 Intermediate Latin (3)
Latn 2020 Intermediate Latin (3)
Ling 4400 Teaching Foreign Languages in Secondary School (3)
Select three from the following (9 hours):
Latn 3510 Latin Historians (3)
Latn 3610 Latin Drama (3)
Latn 3620 Latin Letters (3)
Latn 3710 Latin Lyric Poetry (3)
Latn 3720 Latin Epic (3)
Latn 3810 Latin Rhetoric (3)
Latn 4210 Latin Prose (3)
Latn 4300 The Roman Nove (3)l
Latn 4310 Medieval Latin (3)
Latn 4410 Latin Satire (3)
Select five courses from the following (15 hours):
Clas 3310 Greek Mythology (3)
Clas 3400 Greek Art and Archaeology (3)
Clas 3410 Greek Religion (3)
Clas 3430 Roman Religion (3)
Clas 3620 Roman Civilization (3)
Clas 3210 Greek Literature in Translation (3)
Clas 3220 Latin Literature in Translation (3)
Clas 3240 The Classical Tradition in English Poetry (3)
Clas 3420 Roman Art and Archaeology (3)
Clas 3510 Sport in Ancient World(3)
Clas 3520
Hist 3300
Hist 3310
Hist 3480
Engl 340D
Phil 3100
Hon 2010
Grek 1110
Art 2010
Clas 4900
Women in Antiquity (3)
Ancient Greece (3)
Ancient Rome (3)
The Early Middle Ages (3)
Mythology and Folklore (3)
Ancient Philosophy (3)
Roots of Western Civilization (3)
Elementary Modern Greek (3)
Art History Survey I (3)
Topics (3)
Additional Requirements for Licensure and Graduation:
Electives (4)
Educ 4610 Student Teaching: 7-8 (5)
Educ 4710 Student Teaching: 9-12 (5)
Educ 4950 Seminar (2)
PROFESSIONAL EDUCATION MINOR:
Educ 2100 Foundation of Education (2)
Educ 3040 Instructional Technology (3)
Educ 3070 Instructional Strategies (3)
Educ 4160 Teaching Diverse Students (3)
Educ 4270 Evaluation and Assessment (3)
Psy 3130 Educational Psychology (3)
Sped 3000 Introduction to Special Education (3)
**Educ 4080 Classroom Management
*If Latin licensure is desired, students must complete Latin 3300, 4110, and 4120.
Licensure is not available for Greek.
**Requires Milestone II status
NOTE: Successful completion of Milestones I, II, III, IV are required for teacher licensure programs. Milestone assessment
criteria is available at http://www.apsu.edu/edu.
22
Appendix F
Placement of Reading Specialist Candidates
Spring 06 – Spring 07
Name of
school
Barkers Mill
Elementary
Barksdale
Elementary
Byrns L.
Darden
Elementary
Pleasant View
Elementary
Christian
County Middle
Glenellen
Elementary
Richview
Middle School
St. Bethlehem
Elementary
Woodlawn
Elementary
# of
Candidate
s
Assigned
1
Am. Indian
or Alaskan
Native
%
.6
Asian or
Pacific
Islander
%
2.4
Black, nonHispan.
%
Hispanic
%
14.5
White,
nonHispan.
%
45.2
Low socioeconomic
status)
%
51.3
35.8
1
.2
2.0
27.3
4.1
66.5
57.3
2
.4
1.7
42.4
10.1
45.5
84
1
0
.3
.8
1.5
97.4
22.2
2
0
2.7
41.4
2.3
56.6
NA
1
.5
2.6
29.4
8
59.5
43.7
1
.4
1.5
19
4
75.3
30.7
1
.2
1.9
38.8
3.9
55.2
56.7
1
.4
1.9
7.1
5.1
85.5
38.3
23
Appendix G
Austin Peay State University
Reading Specialist preK-12 Program Proposal
Readers' Comments and Questions
Standard 1
1. It appears that the theories of language development are not addressed.
2. It is not clear how are the physical, perceptual, emotional, social, linguistic and
environmental factors addressed.
3. Is Reading 5830 (Assessing Literacy Needs) appropriate for this standard? Please explain.
Standard 2
4. In Reading 5840, the description denotes that a student will work with a disabled reader. If
so, they have limited work with a variety of reading difficulties. Is there any work in a
classroom with various difficulties? Is there training on differentiated instruction with groups
of children?
Standard 3
5. How is the knowledge of federal, state and local programs addressed?
6. How are English language learners instruction addressed?
Standard 4
7. How is group instruction addressed?
8. Is it possible to combine middle and high school reading because many of the strategies are
the same? Middle School Reading instruction needs to be addressed.
Standard 5
9. The course descriptions do not include anything relating to children's literature. (See
supporting explanation.) Why is ED 5870 not used?
Standard VI
10. This strand should have a course teaching the 5 components of a balanced reading program
(phonemic awareness, phonics, fluency, vocabulary and comprehension strategies) which is
research based.
24
Standard 8
11. The course descriptions for courses addressing this standard do not address study strategies
or time management.
Standard 11
12. Is there a course regarding interpreting research findings?
Standard 12
13. There is no reference in the course descriptions to state standards or federal legislation (No
Child Left Behind) and their impact on instruction.
25