The Florida Agricultural and Mechanical University
College of Education
Tallahassee, Florida 32307
Course Syllabus
Course Number: EDA 6278
Self And Interpersonal Contexts In
Teaching /Learning Organizations
Course Title:
Prerequisite: Admission to Ph.D. Program
Course Credit:
3 semester hours
College :
Education
Course Hours: 3 per week
Required Texts:
Department:
Educational Leadership and
Human Services
Peters, R. (1997) Getting What You Came For: The Smart
Student's Guide to Earning an M.A. or a Ph.D. New York:
Farar, Straus& Giroux AND
Smiley, T. (2006) The Covenant. Trenton, NJ: Third
World Press
Additional Requirements
Purchase and use of Task-Streamer E-portfolio
Enroll on famu.blackboard.com
Faculty Name: Dr. THERESA A. SHOTWELL
Term and Year: FALL 2009 Email: theresa.shotwell @famu.edu
Office Location: GECA 313
Phone: (850) 599-3482 (Office)
(850) 878-8783 (Home)
Office Hours/
(FASTER RESPONSE
Monday
Tuesday
Wednesday
1-5PM
Thursday
Friday
Saturday
9-11AM
ANYTIME BY EMAIL)
Recommended Readings :
Akbar, N. (1996)_Breaking the chains of psychological slavery. Mind Productions L Tallahassee, Fl
Du Bois, W.E.B. (orig.1973;reprint 2002)The Education of Black People: Ten Critiques (1906-1960 ). New York: Monthly Review
Press
Freiere, P/ (2000) Pedagogy of the Oppressed. New York : Continuum
Gelfand,H.Walker, C.J.&American Psychological Association.(2002) Mastering APA Style: Student's Workbook and Training Guide
Fifth Edition (Spiral-bound) Washington,DC:APA
Robinson,R.(2001)The Debt.What America Owes to Blacks. New York: Plume Publishing
Weston,A.(2000) 3rd ed. A Rulebook for Arguments. Indianopolis,IN:Hackett Publishing
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Course Description
“
Built on the premise that erudition should be an extension of the search for self-knowledge, this course is designed to
enable participants to articulate an empowering inner mission that will guide and sustain them through the doctoral
journey. This mission is derived from increased knowledge of oneself and a deepened connection with salient purposes
for living and working. Educators are seen as persons in search of meaning who can choose to lead for intrinsic, altruistic,
or personal reasons.
.
Professional Education Unit Conceptual Framework
The Conceptual Framework in the Professional Education Unit (PEU) at Florida A&M University is an
integrated approach to providing educational experiences that result in exemplary professional educators. The
Framework is comprised of six themes with the mission of developing high quality classroom teachers,
administrators and support personnel. The term “exemplary” refers to the kind of graduates the PEU strives to
produce. The figure below provides a diagram of the Exemplary Professional Conceptual Framework
Theme 1
Diversity
Theme 6
Urban/ Rural
Education
Theme 2
Technology
The
Exemplary
Profession
Theme 3
Values
Theme 5
Professionalism
Theme 4
Critical
Thinking
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Specific Behavioral Objectives
The student will be able to :
1. Develop a cognitive self-portrait by determining preferred learning modalities, areas of academic strength and
challenge and devise prescriptive incentives for optimal learning
2. Be able to list the steps toward completion and the components of a doctoral dissertation
3. Engage in values clarification that will assist in the design of the individual’s doctoral program and locate the extent
of one’s commitment to change.
4. Demonstrate an understanding of the role expectations of the Academy and an appreciation for the mission of the
public intellectual.
5. Critique articles and other text materials and engage in spirited class discussion
6. Engage in praxis – action with reflection- and articulate how it intersects with critical theory and the constructivist
paradigm
7. Set writing goals and meet them minimally with a plan indicated in a personal journal
8. Hone in on a dissertation topic “ballpark” area and produce an annotated bibliography and supportive essay that
makes an argument for the topic as research worthy.
9. Identify strategies that aid persistence and address areas of academic challenge
10. Learn and utilize rules of argumentation in written work and in the critique of others’ publications.
11. Demonstrate the ability to communicate effectively during oral and written presentations.
12. Demonstrate the ability to master various technologies while completing assignments and presentations.
Overall Goals of the Course
The doctoral program at FAMU encourages the development of transformational leaders. Candidates are thus
challenged to explore themselves deeply to search for a more authentic self. The course focuses on examining one’s
self and image in the context of changing priorities and commitments (i.e. the doctoral program!) The animation of a
cohort learning community is intended to set free a new professional vitality. This work will culminate in the
narrowing of the research focus to specific individual themes. Readings and activities introduce the student to the
broad terrain of research possibilities. Pivotal concepts include identity construction, commitment, praxis, critical
pedagogy, economic and social justice, rules of argument, and transformational leadership. Students will emerge from
the course with an understanding of the doctoral journey, how a dissertation is constructed, and a perfunctory review
of possible thematic/topical areas for dissertation research.. Consistent with the programmatic thrust for libratory
servant leadership, students will articulate a vision of hope and promise for social justice in the twenty-first century.
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Academic Learning Compact
Deliverables
1.
Behavioral
Objectives
INTASC
Standards
*Professional
Organization
ELPS
PEU
Conceptual
Framework
SELF ASSESSMENT PROJECT
The Candidate must login his/her daily
activities (Sat. Aug 19 - Fri Nov 13).
Using MS-Excel, each week summarize
your daily activities (168 hrs. total per
week) in the following type categories:
1. Sleep 2. Leisure: watching television,
dating, hanging out, and talking on the
phone-not related to assignments. 3. Job
Related. 4. House chores. 5. Family
Issues: Helping children with home work
& activities, etc. 6. Study Related
(indicate what class assignments,
researched.) 7. In class., etc. Your daily
journal should be specific.
3, 6,12 I: 6 1, 5
CF: 2.3 (K)
CF: 2.4 (K)
CF: 3.4(D) The final summary should include an
analysis of a total of 11 weeks, or 1872
hours- showing such categories as
mentioned above. Login a 30 min.
increment of activity-minimum.
2.
Personal Reflective Journal
a.
The candidates must locate three
websites that offer personality
indicators and complete an assessment
of his/her computer, time management,
and writing skills.
The candidate will complete the FIROB survey and write a reflection on the
outcome.
The candidate must reflect on the Self
Assessment Summary Results
Your final written reflection should
include all resources (a-c, above), also
describing your plan for eliminating or
improving weaknesses and what
changes you made (or will), and why
(e.g. benefits or not). Some things to
consider in your reflection are: what
things you will need to change; things
that were helpful; how you plan to
adapt to the doctorial journey, etc.
b.
c.
d.
3. Readings & Assignments
The candidate is responsible for all
assigned readings, online searches, and
activities.
Oral Presentations/Reflections
-Power Points
The candidate is expected to deliver
documented evidence that demonstrates
ease with an audience scholarly
methodology and the ability to match.
1, 3, 5, 6, 7, 9, I: 1,4,6 10 2,7
CF: 2.3,4 (K)
CF: 2.5 (S)
C F: 2.6 (S,D)
CF:4.4 (K)
CF:4.5 (S)
2, 5, 9, 10 2, 3, 5, 6, 7,10
CF:1.1 (K)
CF:4.5 (S)
1, 2, 5,10
CF:4.4 (K)
CF:4.5 (S)
CF: 5.6 (S)
CF: 5.7 (S,D)
I: 1,4,6 4.
4, 11,12
I: 5,9
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5. Group Activities
The candidate is expected to do his/her
share to insure that class activities.
Exemplary team work, collaboration,
and collegiality are expected from the
candidate
Annotated Bibliography &
Connective Essay
The candidates will use the APA style
format to cite references that will
address his/her research area. All
references will be related to one topic.
2, 4,5
I: 1-5,6,8, 9
2,5,9, 10
CF:3.1 (S)
CF:3.4(D)
CF:4.4 (K)
CF:4.5 (S)
CF: 5.3 (D)
CF: 5.6 (S)
CF: 5.7 (S,D)
3,5,6. 10
CF: 2.4 (K)
CF: 2.6 (S,D)
CF:4.5 (S)
6.
5, 8, 10
I:4,6
*Program Standards
1. Leadership 2. Communication 3. Educational Policy 4. Legal Environment 5. Technology 6. Globalization
7. Research and Data Analysis 8. Organizational Management and Development 9. Collaboration 10. Ethics
Teaching Methods and Instructions
Situations and events will be identified in the student’s current life as well as the world of industries and organizations.
The focus is to place the student in real-work situations in decision-making. Experiences to be provided in this course
may include reading assignments from additional textbooks, related reading from journals, handouts and lectures; term
project and examinations; group discussions; oral presentation by class members; guest speakers; Blackboard portal and
action research. Each student is encouraged to read appropriate documents (e.g. textbooks, handouts, related readings) in
advance.
Blackboard will be the primary platform used to facilitate communication between the students and the instructors. In
addition, use of Blackboard will provide students the opportunity to take advantage of the various resources designed to
enhance understanding of the principles and concepts covered in this course. Therefore, use of Blackboard is
required! Any student needing assistance and/or having difficulty with any aspect of Blackboard use should speak with
the instructor during the first week of class. Students may also get technical assistance from the FAMU media center by
contacting Mr. Danny Malone at 850-599-3460
Lectures, discussions and student-generated activities will guide the teaching methodologies and strategies used in the
course. Students will participate in homework and Internet assignments that may include reading assignments from
additional textbooks, journals, external internet links; term project and examinations; and computer-based tutorial, action
research, Each student is encouraged to read appropriate documents (e.g. textbooks, , related readings) in advance.
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TOPICAL OUTLINE GUIDE Discussions, Activities and Assignments
Calendar of
Due Dates
ICE BREAKER Activity: Introductions
Open Discussion Course Overview, Concepts,
Requirements, Leadership
Discussion: Texts: Peters
1. What is the doctoral journey?
2. Do you really need it?
3. Selecting Topics for Dissertation?
4. Personal Reflective Journal
5. Oral Presentation Topics
Assignments:
1. Read Chapters 11-13 and prepare to discuss in class.
2. Select a dissertation related to your topic of interest to obtain and read for your annotated
bibliography. Prepare to discuss your topic at the next meeting.
3. Beginning with the first day of class document your daily journal as discussed- continue each
day until November 15th . Then summarized the journal in report form. (Handouts)
Discussion: Texts: Peters
1. Chapter 11 The Doctorate
2. Chapters 12 Managing Yourself
3. Chapter 13 Playing Politics
4. Dissertation Selections related to Interest Topics
5. Developing Cross-Cultural Competence (Handout) DuBrin.
First Day
Session 1
1-2 Annotated Bib
Due Sept 19th
20pts
Sessions 2-3
Activity: Developing Empathy for Differences
Assignments: Read Chapters 20- 21 and prepare to discuss in class week 4.
Discussion: Texts: Peters
1.Chapters 20 Managing Yourself
2. Chapter 21 Playing Politics
3. Dissertation Selections related to Interest Topics
4.. Developing Cross-Cultural Competence (Handout) DuBrin.
Sessions 4-5
3-5 Annotated Bib
Due Sept 28th
30pts
Oral Presentations: Covenant 1 and 2. Smiley.
Activity: Completion of the FIRO_B Assessment- measures how the candidate tend to behave
with others and what she/he seeks from them.
Assignments: Read Chapters 14-15 and prepare to discuss in class week 6.
Discussion: Texts: Peters
1.Chapters 14 Ph.D. Qualifying Exams
2. Chapter 15 Choosing… Committee
Oral Presentations: Covenant 3 and 4
Activity: Discuss results of the FIRO-B Assessment
Assignments: Read Chapters 16-17 and prepare to discuss in class week 8.
Sessions 6-7
6-7 Annotated Bib
Due Oct 11th
20pts
Test One Review
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Discussion: Texts: Peters
1.Chapters 16 Finding the Topic
2. Chapter 17 The Dissertation Proposal
Sessions 8-9
8-10 Annotated Bib
Due Oct 18th
30pts
Oral Presentations: Covenant 5 -7
Activity: TBA
Assignments: Read Chapters 18-19 and prepare to discuss in class week 10.
Test One Chapters 1-8
Discussion: Texts: Peters
1.Chapters 18 Thesis- Writing It
2. Chapter 19 The Defense
Oral Presentations: Covenant 8-10
Activity: Cohort Skit (See Appendices for details) Worth 20pts of Participation points.
Assignments: Read Chapters 22-24 and prepare to discuss in class week 10.
Discussion: Texts: Peters
1.Chapters 22 The Social Milieu
2. Chapter 23 Swimming with the mainstream
3. Chapter 24 Bringing It All Together
Test One
October 25th
100pts
Sessions 10-12
Personal Reflective
Journal
Due Nov16-Dec 5th
100 pts
Sessions 13-15
Self-Assess. Project
Due Nov16-Dec 5th
100points.
Oral Presentations: Covenant 8-10
Activity: TBA
Test Two Review
Test Two Chapter 9-17
Test Two
December 3rd
100pts
Course Evaluation and Grading
Students will be evaluated by the following deliverables:
Maximum Points
PARTICIPATION/ATTENDANCE
100
See Course Policies below
DISPOSITION ASSESSMENT
100
See Appendices
ORAL PRESENTATIONS
100
See Details Below
PRESENTATION REFLECTION 10 See Details Below ASSIGNMENTS/ACTIVITIES 300 See Requirements Below EXAMINATIONS 100 See below TOTAL MAX. POINTS 710 GRADING: 90%­A, 80%­B, 70%­C, 60% D 59%/BELOW ­ F Grades in the course are based on satisfactory performance on several assessment measures. The quality of your work and
the products you submit counts. Your work should always reflect substantial investment of ti me and reflection. It should
be of superior quality. Grades in this course will be based on the assignments listed. All assignments will receive a
numerical score ranging from 0-100.
Note: Students must complete at least 80% of the coursework in order to pass the course. Students are strongly urged to
keep their own record of points earned. Periodic reports will be available via Blackboard.
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Scoring Rubric- One example of the a scoring rubric that may be used in measuring some activities or
assignments is the FAMU. See the appendices for details.
Course Requirements/Performance-Based Tasks: DELIVERABLES and GUIDELINES
FOR THE SUBMISSION OF DELIVERABLES with Due Dates
1. ATTENDANCE/PARTICIPATION- (100 points). Refer to Course Polices below
2. DISPOSITION ASSESSMENT- (100points).
policies.
Refer to Appendices for details- also visit course
3. ORAL PRESENTATIONS (100 points). Begin 3rd Week. Professional Attire is required during
presentation. Refer to Appendices for proposed guidelines. Post your presentation title and
desired date of presentation on the discussion board. The oral presentation will be evaluated on your
ability to develop the conceptual and practical knowledge of the topic, group dynamics, and utilization of
instructional tools (visual aids, PowerPoint, and other resources) to motivate and maintain focus.
Creativity should be used. Outside resource people are also encouraged.
Instructions: Prepare a presentation to speak on current educational, political and/or social issues that
may have an impact on the journey to earning a Ph.D.
I.
Prepare a report: About one page, using word-processing, doubled-spaced, spelled and grammar
checked, and 1” margins that: summarizes the topic; describes the methodology and/or philosophies
chosen. Attach copy of handouts used and other documentation supporting the presentation. Please
include cover page with title, your names, social security numbers and signatures. This report must be
submitted to the professor before the presentation.
II.
Presentation Plan: Candidate is responsible for preparing a presentation plan. An example the plan is in
the Appendices. This plan must be attached to the presentation report and submitted to the professor
prior to (or beginning) of presentation.
III.
Methodologies and Philosophies:
The presenter/s will take on the role of the facilitator/teacher during the period allowed for the
presentation. Presenter may employ his/her choice of methodologies and philosophies but must following
lesson plan’s instructional procedures and time lines. Various methodologies may include: lectures,
homework assignments, class assignments, examinations; role-play and games; class discussions;
metaphors and mnemonic devices; instructional aids; handouts; other reference material; guest speakers
and others.
IV.
Presentation aids:
Presenter/s may employ any instructional aids needed for the presentation (e.g. projector, copies of
handouts, video, power point, etc.). Some items may be obtained from professor. If necessary candidate
is responsible for reserving needed aids at least one week in advance from the FAMU Media Center
599-3460. The professor’s signature is needed to borrow equipment/media from the Media Center.
Forms are available in the media center or the professor’s office.
V.
Case Studies, Activities or Exercises:
The student may address any of these during the
presentation.
VI.
Quizzes: Presenter/s may administer exams and quizzes, but they will be rated
only as a part of activity.
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VII.
Evaluations (see Appendices):
A. Students will evaluate the presenters based on a PEER EVALUATION FORM. The form will have a
rating scale ranging from 1 to 5 (1 is poor and 5 is excellent). The students will respond to questions
related to the performances of the presenter in the areas including lesson plan preparation, delivery,
classroom management, verbal skills and image. Total average will determine the final points for
the presentation. Each presenter may receive a maximum of 100 points for the his/her presentation of
lesson plan. Major points will be deducted for non-submission of a Presentation Plan. Any student who
does not participate in a presentation will receive no-credit.
B. The SELF EVALUATION FORM will be randomly given to up to five students for observation.
The form is not for grading purpose but is to help you become aware your positive and distracting
mannerism and behavior during your presentation.
VIII.
4.
Time Limitations: The professor will announce time limitations.
Presentation REFLECTION SUMMARY – (10 points).
Once the student has received the results
of the Peer Evaluations, within one week, the student must submit a typed statement (not more than one page) of
their reflections and revisions of the lesson plan/presentation. (e.g. what you liked and did not like about your
presentation - what would you change – why – did students enjoy your presentation, were the evaluations fair, etc.)
5. ASSIGNMENTS/ACTIVITIES 300 points
PROJECTS & ASSIGNMENTS:
Throughout the course, students will be engaged in various
assignments and activities. Students are expected to complete all assignments, activities, and projects and
are responsible for submitting all assignments on a timely manner.
Absence is not an excuse for not submitting assignments. Partial or late homework, activities and projects
assignments will not be accepted. All homework assignments, activities and projects must be neatly
formatted and word processed.
The student must be prepared to engage in cohort learning at each session. In order to be adequately prepared
the student will have completed all required reading in advance and will research pertinent areas in order to
participate meaningfully in assigned discussions.
Writing Skills: Eye Halve a Spelling Chequer http://www.greaterthings.com/Humor/Spelling_Chequer.htm
The world of academe operates on ideas communicated essentially in writing. Those who hold the highest
credential(Ph.D.) are expected to write often and write well. If you need remediation, you are expected to confer
with the professor and locate appropriate arrangements. If this is not taken care of ,you will likely be stopped at the
comprehensive exam with a failing grade.
Points are deducted for poor grammar, diction and spelling. Papers submitted without paragraphs, margins, dates
and/or pagination will be returned ungraded. Referenced work that does not adhere to APA style will not be
accepted nor given any credit.
Each student is required to complete the reading assignments in the text and any supplementary readings
prior to the class session. Familiarity with the material will increase learning in the classroom. The
exceptional (A) student comes prepared with insights and questions. Significant contributions to class
discussions are highly valued.
Students are expected to keep a disk with all work. The professor will notify students when to upload
materials/artifacts in Task-Streamer E-portfolio. All report writing must comply with APA style
guidelines unless otherwise directed
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The Department of ELHS has identified three artifacts that are required to be uploaded in
your Task-Streamer E-portfolio. The assignments are:
I.
SELF ASSESSMENT PROJECT: 100points. Nov. 16 through Dec 5th The Candidate
must login his/her daily activities (Sat. Aug 19 - Fri Nov 13). Each Week Summarize your daily
activities (168 hrs. total per week) in the following type categories:
1. Sleep 2. leisure: watching
television, dating, hanging out, talking on the phone-not related to assignments. 3. Job Related. 4.
House chores. 5. Family Issues: Helping children with home work & activities, etc. 6. Study Related
(indicate what class assignments, researched. ) 7. In class., etc. Your daily journal should be specific.
Your final summary should include an analysis of a total of 11 weeks, or 1872 hours- showing such
categories as mentioned above. Login a 30 min. increment of activity-minimum.
You will not be judged by the type of activities. It is your activity and your reflection. You will be
graded only by the quality of your report and how well you followed instructions. So Be Truthful!
II.
PERSONAL REFLECTIVE JOURNAL 100points Due Nov. 16 through Dec 5th
e. The candidates must locate three websites that offer personality indicators and complete an
assessment of his/her computer, time management, and writing skills.
f. The candidate will complete the FIRO-B survey and write a reflection on the outcome.
g. The candidate must reflect on the Self Assessment Summary Results
h. Your final written reflection should include all resources (a-c, above), also describing your
plan for eliminating or improving weaknesses and what changes you made (or will), and
why (e.g. benefits or not). Some things to consider in your reflection are: what things you will need
to change; things that were helpful;
III.
how you plan to adapt to the doctorial journey, etc.
ANNOTATED BIBLIOGRAPHY: 100 points.
The student will research possible topical areas for possible eventual dissertation research and
submit an annotated bibliography for one area. A connective essay will chronicle the process and
make a case for the area selection.
This assignment will be submitted in increments of two at a time as to maximize feedback and your
chances of doing well on it.
By the third class session, you will select a topical area to explore this semester with a view toward
making a commitment to further research.
You will further identify, read and review a total of ten (10) items related to the topic and annotate them
in a bibliography.
They may be full books, chapters in edited books, scholarly Internet websites (only 2 are permitted),
media documentaries, periodical articles or ERIC documents.
Using the rules of argument presented in class, you will explore the author’s purpose, bias and conclude
the relevance of the content to the topic you are exploring.
Each article will be referenced in strict APA style format (6st edition).
Each entry must surpass mere summary and evince your own critical thinking about the topic.
You may not plagiarize or use a reference source’s or book jacket’s summary or abstract for your annotation. You
must summarize in your own words AND YOU MUST ACTUALLY READ AND REVIEW IT!
In addition, you must write an essay that connects the materials to your research interest. You must arrive at a
thesis that could form the basis for further exploration. Students who do not have a cogent plan by the fourth class
meeting will be assigned a non-negotiable topic for review
Refer to Samples of Annotated Bibliographies: http://owl.english.purdue.edu/owl/resource/614/02/
http://owl.english.purdue.edu/media/pdf/20090309032047_614.pdf
and
Page 10 of 30
http://owl.english.purdue.edu/owl/printable/614/
Tentative Due Dates:
Annotated Bibliographies 1-2 September 20, 2009 20pts,
Annotated Bibliographies 6-7 October 11, 2009 20pts,
3-5 September 28, 2009 30pts
8-10 October 18, 2009 30pts
6. EXAMINATIONS ( 200 points) Two on-line exams via the blackboard will be administered. All exams
are announced and posted a shortly before due date. The exams may include Multiple choice, True & False,
essays, and fill-ins. The tentative completion dates are as follow:
Exam tentative Dates:
a) Test One Chapters 1-8 October 25th 100pts
b)Test Two Chapter 9-17 December 3rd 100pts
Submission of Assignments
1. As a heading for every page include your name, course number, name of assignment, and term
(e.g. Joe Smith_EDA6278_ Article Critique One_Fall2009)
2. Remember to upload your assignment in the digital mail box by labeling each assignment as (e.g.
Smithj_EDA6260_Ariticle Critique One, etc.).
3. All cited sources must be in APA style. All written presentations should conform to APA writing style
(6th edition). The information should be presented in a cohesive manner with all sections flowing
together harmoniously.
4. All assignments must be upload in Blackboard Digital mailbox.
5. Early work is greatly encouraged. Always keep copies for your record.
6. Upload your work in the Blackboard digital mail-box no later than the due date
Digital Drop-box and Virtual Classroom Instructions are below.
Using the Digital Drop Box: How students SEND files to the Digital Drop Box. Follow these steps:
1. Login to Course
2. Click on HRM. course
3. Click the Tools button on the left menu bar
4. 2. Select Digital Drop Box - This opens the file upload window
5. 3. Click the Send File button (Note: the Add File button is used to add a file to your
drop box to be sent later)
6. 4. Enter the Title of the document to be uploaded (Example: jsmith_Assign1)
7. 5. Click the Browse button to upload the file
8. 6. Enter Comments if needed
9. 7. Click Submit to finish
IV. Using the Virtual Classroom: In some instances we may meet via the blackboard virtual classroom.
How students enter the Virtual Classroom.
(1) Login to Course
(2) Click on the course
(3) Select Communication
(4) Click Virtual classroom button
(5) Click Enter
(6) You are now in the Tutorial Virtual Classroom- screen will show
Note: At the bottom of the screen you can send messages or respond to questions by typing in your responses.
Page 11 of 30
COURSE POLICIES
EXPECTED BEHAVIOR: Refer the Candidate Disposition Assessment Form in Appendices.
Online PARTICIPATION: Online participation usually enhances learning for all, especially for those who
participate. In order to demonstrate active participate, students must participate in virtual classroom discussions and
complete assigned homework, readings and activities.
ATTENDANCE/ABSENCES/TARDINESS: Regular attendance (including virtual meetings) for the full class
period is imperative to pass this course. Specific Virtual classroom discussion dates will be determined. Students must
sign-on at each time - on time. For meetings more than once a week, 10 points are deducted for each absence. Two
absences are excused before points are deducted. Five points will be deducted for each tardiness or early departure from
class up to ten minutes. Those who arrive to class after 20 minutes, or those who leave 10 minutes before class is
dismissed will be noted as absent.
•
For meeting once a week, 20 points are deducted for each absence. One absence is excused before points are
deducted. Five points will be deducted for each tardy or early class departure up to 10 minutes; ten points for up
to nineteen minutes and for those who arrive after or leave the class before 20 minutes ends of each class will be
marked as absent and deducted 20 points.
DISPOSITIONS: As a component of student assessment, the College of Education has instituted a system for
monitoring the professional dispositions: Professionalism, Effective Communication, Respectful Behavior, Ethical
Behavior, and Reflective Behavior. At the end of each semester each instructor will fill out an assessment instrument for
each student which will be turned in to the department chair and kept in the student’s file. If a problem arises during the
semester, a disposition feedback form may be completed by an instructor or school personnel and turned in to the
student’s department chair. The severity of the behavioral deficiency will influence the chairperson’s handling of the
situation. (See Assessment Instrument for Dispositions and Disposition Feedback Form for more detailed information.
This policy includes provisions for professional dress, attendance, punctuality, use of cell phones, etc.)
INCOMPLETE GRADES: An "I" grade cannot be assigned in lieu of earning grades of "D" and "F". Missing
exams (including the final) does not justify an "I" grade. An "I" may be assigned to those
students who, due to unusual circumstances, failed to complete the course requirements. Qualifications for such a grade
must include a course standing of grade “C” or better.
EXAMINATIONS: Make-up examinations will not be administered under any circumstances. If a "take-home"
examination is given, the examination must be completed and submitted on the prescribed date and time. However, early
submission of take-home exams will be permitted.
TASK-STREAMER E-PORTFOLIO: All Teacher Education Majors must upload at least 3 artifacts in the Task-Streamer
E-Portfolio. If you already have LiveText do not purchase Task Streamer. Transfer of documents will be necessary. The cost
of Task-streamer at student rate are:
1 Semester*
1 year
2 years
3 years
4 years
5 years
6 years
$25
$42
$69
$91
$105
$119
$129
CHEATING/ PLAGIARIZING: Students who cheat on exams and/or plagiarize/copy on assignments and/or term projects
will receive an “F” grade.
Turnitin.com: is an electronic system used by the College of Education to detect plagiarized reports.
Academic Dishonesty Policy Cheating is defined as the attempt, successful or not, to give or obtain aid and/or information by illicit
means in meeting any academic requirements, including examinations. Cheating includes falsifying report and documents.
Page 12 of 30
Plagiarism is defined as the use, without proper acknowledgments, of the ideas, phrases, sentences, or larger units of
disclosure from another writer or speaker. Plagiarism includes the unauthorized copying of software and the violation of copyright
laws.
Students are responsible for knowing the policies regarding cheating plagiarism and the penalties for such behavior. Students
must take care not to provide opportunities for others to cheat. Students must inform the faculty member if cheating or plagiarism is
taking place.
PENALTIES FOR ACADEMIC DISHONESTY
It is the sole discretion of the faculty member to levy
penalties of individuals that engage in academic dishonesty within the faculty member’s class. Penalties may range from
reprimands to expulsion within the student’s program or the university. It is the sole discretion of the faculty member to
determine the severity of the infraction and take steps they deem necessary. These steps may include filing a report to the
University’s Academic Affairs office.
If a student is accused of academic dishonesty, he or she may appeal any decision made
STUDENTS RIGHTS
by the faculty member through the Academic Affairs or Student Affairs office.
POLICY STATEMENT ON NON-DISCRIMINATION It is the policy of Florida Agricultural and Mechanical
University to assure that each member of the University community be permitted to work or attend classes in an
environment free from any form of discrimination including race, religion, color, age, disability, sex, marital status,
national origin, veteran status and sexual harassment as prohibited by state and federal statutes. This shall include
applicants for admission to the University and employment.
ACADEMIC HONOR POLICY The University’s Academic Honor Policy is located in the FANG Student
Handbook, under the Student Code of Conduct- Regulation 2.012 section, beginning on page 55-56.
ADA Compliance
To comply with the provisions of the Americans with Disabilities Act (ADA), please advise
instructor of accommodations required to insure participation in this course. Documentation of disability is required and
should be submitted to the Learning Development and Evaluation Center (LDEC). For additional information please
contact the LDEC at (850) 599-3180.
External Links: Give yourself some “ surfing “ time each week. Visit as many of
these locations as you like.
http://www.factmonster.com/analogies
http://www.factmonster.com/quizzes/places-news-2007
https://www.floridaschoolleaders.org/
apastyle.apa.org/
owl.english.purdue.edu/owl/resource/560/01/
http://webster.commnet.edu/apa/
http://www.bedfordstmartins.com/online/cite6.html
www.thefreedictionary.com
www.playfirst.com Chess training & play for the whole family.
http://www.spring.org.uk/2007/10/how-and-why-we-lie-to-ourselves.php
EJ264098 - First Year Doctoral Students and Stress.
www.eric.ed.gov/ERICWebPortal/recordDetail?accno=EJ264098
www.find-health-articles.com/rec_pub_16646205-stress-management-strategies-women-doctoralstudents.htm
www.chessdryad.com/education/magictheater
http://findarticles.com/p/articles/mi_m0FCR/is_3_33/ai_62839443
www.4Anything.com
www.consciousnet.com
http://depression.about.com
Page 13 of 30
http://www.geocities.com/BourbonStreet/4712/WILLIELYNCH.html
www.motherloss.org
www.4SelfHelp.com
www.ummed.edu/8000/dept/Prevent.behav.med/clinical/htmlqazzzzz’
http://www.teacheroz.com/teachers.htm
http://www.spring.org.uk/2007/10/how-and-why-we-lie-to-ourselves.php
REFERENCES
Apple, M. (1993) Official Knowledge: Democratic Education in a Conservative Age. New York: Routledge.
Bachman, Jerald G. & O’Malley, Patrick M. (1984) Black-White Differences in Self-Esteem: Are They Affected by Response Styles?
American Journal of Sociology Nov 1984 v90 n3 p624-39.
Baldwin, Joseph & A. Bell, Yvonne R. (1985). The African Self-Consciousness Scale: An Africentric Personlity Questionnaire.
Western Journal of Black Studies Sum 1985 v9 n2 p61-68.
Baker,H.A.(2001)(ed) Critical memory : public spheres, African American writing, and Black fathers and sons in America. Athens,
Ga. : University of Georgia Press
Barak, Benny (1998). Inner-Ages of Middle-Aged Prime-Lifers. International Journal of Aging & Human Development 1998 v46 n3
p189-228 Document no: EJ573127.
Browne,M.N.& Keeley,S.M.(2003)Asking the Right Questions: A Guide to Critical Thinking, Seventh Edition .New York:Prentice
Hall
Coover, G.E.. & Murphy, Sheila T. (Jan 2000). The Communicated Self: Exploring the Interaction between Self and Social Context.
Human Communication Research 26 ,1 p125-47.
Cowan, D.E.(2003 )Theologizing race : the construction of Christian identity in Prentiss, C.R. (ed)(2003)Religion and the creation of
race and ethnicity : an introduction .New York : New York University Press
Du Bois,W.E.B.( 1969; 1920 orig.)Darkwater; voices from within the veil. New York: AMS Press
DuBrin, AJ (2005) Human relations: career and personal success. Upper Saddle, NJ. Pearson-Prentice Hall.
Cruse,H.(1967) The Crisis of the Negro Intellectual: From Its Origins to the Present. New York: Morrow
Dozier-Henry, O.(1985) The Politics of Knowledge: Selected Black Critiques of Western Education 1850-1933.Unpublished
dissertation. Amherst,MA: University of Massachusetts
Du Bois,W.E.B.( 1969; 1920 orig.)Darkwater; voices from within the veil. New York: AMS Press
Du Bois, W.E.B. (orig.1973;reprint 2002)The Education of Black People: Ten Critiques (1906-1960
New York: Monthly Review Press
Freire,P.(2000) Pedagogy of the Oppressed. New York: Continuum
Glazer,S.(2000)The Heart of Learning:Spirituality in Education.New York: Tarcher/Putnam
Holmes-Ponder, Kathleen Ponder, Gerald, Bell, Pandora. Giving School Leaders the Inner Edge. ED431239.
hooks,b.&West,C.(1991)Breaking bread : insurgent Black intellectual life Boston, MA. : South End
Press
Jarvis, Peter (1999). The Practitioner-Researcher: Developing Theory from Practice. San Francisco: Jossey Bass.
Lankard, Bettina A. (1996). Acquiring Self-Knowledge for Career Development. ERIC Digest No. 175. ED399414.
Leary, Timothy F. (2000). Politics of self-determination. Berkeley: Ronin Publishers.
Mend, Michael R. The Career Construct: An Extension of Kuhn’s Twenty Statements Test. ED083297
Miller,M.&West,A.K.(2000) Spirituality, ethics & relationship in adulthood. Madison,CONN:Pyschosocial Press
Page 14 of 30
Miller, Melvin & West, Alan K. (2000). Spirituality, ethics & relationships in adulthood. Madison, CN: Psychosocial Press.
Myers,L.J.(Sept.-Oct.1991)Identity development and worldview: toward an optimal conceptualization. Journal of counseling and
development, 70,1,p.54-63
Palmer, Parker J. (1998). The Courage To Teach: Exploring the Inner Landscape of a Teacher’s Life. San Francisco: Jossey Bass.
Pilgrim, D.(1986)(ed.)On being Black : an in-group analysis : being essays in honor of W.E.B. DuBois
Bristol, IND: Wyndham Hall Press.
Robinson,R.(2001)The Debt. What America Owes to Blacks.New York: Plume Publishing
Rudestam,K.E.&Newton,R.(2001)Surviving your dissertation:A Comprehensive guide to content and process. (2nd ed.) Thousand
Oaks,CA: Sage
Saarni, Carolyn (1999). The Development of Emotional Competence. The Gilford Series on Social and Emotional Development. New
York: Guilford Press.
Selling, Bernard. (1998). Writing from Within: A Guide to Creativity and Life Story Writing. Third Edition. Hunter House Inc.,
Publishers, P.O. Box 2914, Alameda, CA 94501-0914.
Soares, Louise M. & Soares, Anthony T. (1997). The Self Concept: Mini, Maxi, Multi. ED143934.
Steinhauer, Annie et.al. (1993). An Assessment of the Self-Protective Function of Self-Handicapping. ED363435.
Sternberg, R. and Horvath, J. (1999) Tacit Knowledge in Professional Practice. New Jersey: Lawrence Erlbaum Associate
Storing,H.J.(1970)(ed)What country have I? Political writings by Black Americans. New York:St. Martin's Press
Strein, William. (1995). Assessment of Self-Concept. ERIC Digest. ED389962, Pages; 4.
Tucker, Mary Evelyn (1998). The Origins of Religion: Cosmology and Cultivation. NAMTA Journal Win 1998 v23 n1 p182-203.
Wang, M. C., Haertel, G. D.. Walberg, H. J. (1998). Educational Resilience. Publication Series No. 11. ED419073.
Ward,W.G.(1997) Black female graduate students in the Academy :removing the masks. ED 410779
Woods, Carol S. (1999). Self-Esteem: Balance between Individual and Community. Montessori Life Spr 1999 v11 n2 p38-40
West, C. (2001)Race Matters. Boston, MA : Beacon Press
Woodson, C.G.(2002, 1933;reprint), Miseducation of the Negro. Washington,D.C.: Associated Press
Page 15 of 30
APPENDICES
Candidate Disposition Assessment
Disposition Remediation Plan
Conceptual Framework Outcomes Table
Peer Evaluation /Self Evaluation
FAMU Scoring Rubric (Example)
Overview of a Presentation Plan
Sample of Presentation Plan
Cohort Affirmation Skit
Self Assessment Project
Proposed Guidelines For Professional Attire
ICE BREAKER:
GENERAL INFORMATION: Student will be placed into groups of two. Each student will introduce the
other by including information discussed below:
Index Card
Name
OCCUPATION
COMPANY
YOU WORK
Hometown
(Please discuss the following questions:)
Sharing something that many people don’t know
about you.
What do you hope to learn from this class?
If this was the last day of your life how would you like to be
remembered?
Page 16 of 30
Continues on following page.
Page 17 of 30
END
Page 18 of 30
Florida Agricultural and Mechanical University
TALLAHASSEE, FLORIDA 32307-4900
Disposition Remediation Plan
Date: ____________
Candidate________________________________
Faculty ______________________
Disposition (s) being addressed by this plan:
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
________________________________________
Evidence of progress in addressing this deficiency will be shown by
__________________________________________________________________________________________________
______________________________________________
To verify progress in addressing this deficiency, the appropriate individuals listed below may be contacted:
Progress is expected to be observed initially within____ days/weeks and will be monitored for a period of not less
than________________________________________.
Required Signature:
____________________________________________
Candidate
__________________
Date
____________________________________________
Faculty
__________________
Date
____________________________________________
Department Chairperson
__________________
Date
____________________________________________
Center for Academic Success
_____________________________________________
Campus Support Services
__________________
Date
__________________
Date
FAMU IS AN EQUAL OPPORTUNITY/EQUAL ACCESS UNIVERSITY
Page 19 of 30
College of Education
Conceptual Framework Outcomes Table
DIVERSITY
•CF 1•Through this focal area, the FAMU professional education candidate will:
CF:1.1 (K)
CF:1.2 (S,D)
CF:1.3 (S,D)
CF:1.4 (S)
CF:1.5 (K,S)
Demonstrate understanding of diverse backgrounds of individuals.
F: 5,6,7
I: 3
Support diverse student learning through differentiated instruction.
F: 5,7
I: 3,8
Create and foster learning opportunities adapted to diverse learners.
F: 5,6
I: 3,8
F: 5,6
I: 3
F: 5, 7, 9, 10
I: 5
Practice responsive strategies that foster acculturation, mediation, and
resolution.
Establish a climate that values diversity and supports learning for all
students.
TECHNOLOGY
•CF 2•Through this focal area, the FAMU professional education candidate will:
CF: 2.1 (S)
Us a variety of technology tools and software to support student learning.
F: 4,12
I: 6
CF: 2.2 (S)
Use technology to manage, evaluate and improve instruction.
F: 1,4,10,1 2
I: 6,7
CF: 2.3 (K)
Demonstrate knowledge of fundamental concepts in technology.
F: 12
I: 1,6
CF: 2.4 (K)
Demonstrate an understanding of concepts related to software, hardware
and application.
Use technology to prepare and teach lessons and promote creativity
among students.
Demonstrate the ability to access a variety of tools to enrich media
communication.
F: 2,12
I: 6
F: 12
I: 6
F: 12
I: 6
F: 4,12
I: 6
CF: 2.5 (S)
CF: 2.6 (S,D)
CF: 2.7 (S)
Teach students to use various types of technology.
VALUES
•CF3•Through this focal area, the FAMU professional education candidate will:
CF:
3.1 (S)
CF:
3.2 (S)
CF:3.3 (S,D)
CF: 3.4(D)
CF:
3.5(D)
Work with colleagues in a professional manner.
Use clear and accurate communication with students, families and other
stakeholders.
Promote perspectives, ideas, people and cultures.
Establish and work to achieve goals.
Create learning opportunities that foster cooperation, support and
individual participation among students.
F: 6
I: 2,5
F:11,6
I: 9,10
F: 5,6
F: 3,9
I: 3
I: 5,9
F: 7,2
I:5,10
Page 20 of 30
CRITICAL THINKING
•CF4•Through this focal area, the FAMU professional education candidate will:
CF:4.1 (K)
CF:4.2 (S)
CF:4.3 (D)
CF:4.4 (K)
CF:4.5 (S)
Demonstrate an understanding of a variety of instructional/ professional
strategies to encourage student development of critical thinking and
performance.
Demonstrate the use of a variety of instructional/professional strategies to
encourage students’ development of critical thinking and performance.
Create and foster opportunities for student learners to demonstrate
critical thinking and self-directed learning as habits of mind.
Demonstrate the use of performance assessment techniques and strategies
that measure higher order thinking skills of student.
Demonstrate the use of higher order thinking skills.
F:4,7
I: 4
F:2,7
I: 4
F: 4
I: 1,4
F:1,4
I: 1,8
F: 8
I: 4
PROFESSIONALISM
•CF5•Through this focal area, the FAMU professional education candidate will:
CF: 5.1 (K)
CF: 5.2 (S)
CF: 5.3 (D)
CF: 5.4 (K,S)
CF: 5.5 (S)
CF: 5.6 (S)
CF: 5.7 (S,D)
C.F:5.8 (K,S)
Know the content.
Use the appropriate pedagogy to provide all students with the opportunity
to learn.
Demonstrate commitment to professional growth & development.
Use major concepts, principles, theories & research related to the
development of children and adults.
Construct learning opportunities that support student development &
acquisition of knowledge & motivation.
Display effective verbal & non-verbal communication techniques to foster
valuable interaction in the classroom.
Display appropriate code of conduct including dress, language, and
respective behavior.
Know and use student personnel services.
F: 8
I: 1
F:7,9
I: 7
F:3,7
I: 9
F: 7
I: 2
F: 7
I: 5
F: 2
I: 6
F: 9
I:5,9
F:5,10,12
I: 2,10
URBAN/RURAL EDUCATION
•CF6•Through this focal area, the FAMU professional education candidate will:
CF:6.1 (S)
CF:6.2 (S,D)
CF:6.3 (K)
CF:6.4 (S)
Demonstrate the ability to work in school settings with varied levels of
human and material resources.
Demonstrate the ability to work in school settings that focus on
rural/urban context with opportunities and challenges that these
environments provide.
F: 9,10,11
I: 10
F: 11
I: 3
Understand the conditions of both rural and urban students and families.
F: 5, 11
I: 2,3
Communicate effectively with students’ parents and the community.
F: 5,11
I: 6
Page 21 of 30
Explanation of Conceptual Framework Themes
•
1. Diversity. The exemplary professional understands diverse student backgrounds and has the skills, and disposition to employ
this understanding to support student learning. He/she accepts and fosters diversity. The candidate practices strategies such as
acceptance, tolerance, resolution and mediation, and establishes a comfortable environment in which all students can learn.
•
2. Technology. The exemplary professional makes use of available technology to support student learning and uses technology
to manage, evaluate and improve instruction. The candidate knows, understands, and uses fundamental concepts in technology
and facilitates access to the use of electronic resources for students. The candidate uses technology to manage, evaluate and
improve instruction.
•
3. Values. The exemplary professional values the worth and dignity of every person. He/she works with colleagues in a
professional manner and interacts with students, families and other stakeholders in a manner that reflects ethical and moral
standards. The candidate shows respect for varied talents and perspectives and is committed to individual excellence. The
candidate values the role of the students in promoting each other’s learning and recognizes the importance of peer relationships in
establishing a climate for learning.
•
4. Critical Thinking. The exemplary professional understands and uses a variety of instructional strategies to encourage
students’ development of critical thinking and performance. The candidate values critical thinking and self-directed learning as
habits of mind.
•
5. Professionalism. Exemplary professionals know the content and uses appropriate pedagogy to provide all students with the
opportunity to learn. The exemplary professional is committed to professional growth and development. The candidate uses
major concepts, principles, theories, and research related to development of children to construct learning opportunities that
support students’ development and acquisition of knowledge and motivation. The candidate displays effective verbal and
nonverbal communication techniques to foster valuable interaction in the classroom.
•
6. Urban/Rural Education. The exemplary professional is prepared to work in school settings with limited resources as well as
settings that focus on rural/urban contexts with opportunities and challenges that these environments provide. Exemplary
professionals have the ability to understand the plight of both rural and urban students and demonstrate a propensity to
communicate with them and their parents.
(Revised 1/7/08 to include Urban/Rural Education)
Page 22 of 30
PEER EVALUATION
TO EVALUATORS: Your comments as well as ratings are useful to the presenter. Use the back side of this page for
additional comments. Please place a number between 5 and 1 in the rating box below. Far left (5) is the highest rating;
far right (1) is the lowest. Please do not leave any blanks.
TO Presenter: Please distribute copies of your outline to all peers before starting your presentation.
Presenter __________________________________________________________ Date __________________
Topic______________________________________________________________Concept/s______________________
I. ORGANIZATION OF PRESENTATION
1. Presentation preparation evident
2. Presentation beginning effective
3. Subject-matter knowledge apparent
4. Strategies selection effective
5. Closure effective
II. PRESENTER IMPLEMENTATION
RATING
5
yes
yes
yes
yes
yes
3
somewhat
somewhat
somewhat
somewhat
somewhat
2
1
no
poor
no
poor
poor
xxxxxxx
x
6. Eye contact excellent
7. Enthusiasm evident
8. Speech delivery
9. Voice inflection; cueing
10. Vocabulary use
11. Aids, props, & materials
12. Use of examples and analogies
yes
yes
articulate
effective
well chosen
effective
effective
13. Student involvement
14. Use of overlapping skills
15. Nonverbal communication
16. Use of active listening
17. Responses to students
effective
good
effective
effective
personal &
accepting
effective
effective
effective
succinct
effective
smooth
very
smooth &
brisk
18. Use of questions
19. Use of student names
20. Use of humor
21. Directions and refocusing
22. Teacher mobility
23. Use of transitions
24. Presentation motivating
25. Momentum (pacing) of lesson
Total
4
somewhat
somewhat
minor problems
minor problems
minor problems
okay
needs
improvement
okay
okay
a bit confusing
okay
passive or
indifferent
okay
okay
okay
a bit vague
okay
a bit rough
somewhat
okay
no
poor
no
poor
poor
none
none
none
poor
distracting
poor
impersonal &
antagonistic
poor
no
poor
confusing
none
unclear
not at all
Too slow /
fast
_______
Constructive Comments:
Do not complete the following
SCORE
TOTAL POINTS = (All Evaluations)
MAXI MUM POINTS = 125 x ____ (No. of Evaluations)
A.
B.
FINAL SCORE (A/Bx100)= Page 23 of 30
Scoring Rubric- One example of the a scoring rubric that may be used in measuring some activities or
assignments is the FAMU:
Favorable (4)
Acceptable (3)
Favorable performance Acceptable performance
is exemplified in
is exemplified in
outcomes (products) that
outcomes (products)
approach or proximate
that exceed or meet
established criteria,
established criteria,
which demonstrate
which demonstrate
candidates’ acquisition
candidates’ acquisition
of knowledge, skills, and
of knowledge, skills,
and dispositions relative dispositions relative to
to institutional, national, institutional, national,
state, and program
state, and program
standards, but does not
standards. A favorable
meet the criteria for
performance
favorable designation.
designation is assigned
to outcomes (products), An Acceptable
performance designation
which demonstrate a
is assigned to outcomes
significant presence of
(products), which
(a) higher order
thinking skills, analysis, demonstrate vague
attempts at including (a)
synthesis, and
evaluation, (b) mastery higher order thinking
skills, analysis,
of a specific writing
synthesis, and
style, American
evaluation, (b) mastery
Psychological
of a specific writing
Association, (c)
style, American
continuity of ideas
Psychological
within paragraphs, (d)
appropriate grammatical Association, (c)
continuity of ideas
construction, spelling,
within paragraphs, (d)
punctuation, and word
selection, (e) creativity, appropriate grammatical
construction, spelling,
and (f) a significant
punctuation, and word
understanding and use
selection, (e) creativity,
of theory and blending
of theory with practice. and (f) a significant
Products meeting these understanding and use of
theory and blending of
criteria will be
theory with practice.
determined as “F”
products and assigned a Products meeting these
criteria will be
numerical score in the
determined as “A”
range of 90-100.
products and assigned a
numerical score in the
range of 80-89.
Marginal (1)
Marginal performance
is exemplified in
outcomes (products)
that do not exceed,
meet, or approach or
proximate established
criteria, which
demonstrate
candidates’ acquisition
of knowledge, skills,
and dispositions
relative to institutional,
national, state, and
program standards. A
Marginal performance
designation is assigned
to outcomes
(products), which
demonstrate minimal
inclusion of (a) higher
order thinking skills,
analysis, synthesis, and
evaluation, (b) mastery
of a specific writing
style, American
Psychological
Association, (c)
continuity of ideas
within paragraphs, (d)
appropriate
grammatical
construction, spelling,
punctuation, and word
selection, (e) creativity,
and (f) a significant
understanding and use
of theory and blending
of theory with practice.
Products meeting these
criteria will be
determined as “M”
products and assigned
a numerical score in
the range of 70-80.
Unacceptable (0)
Unacceptable
performance is
exemplified in
outcomes (products)
that do not exceed,
meet, or approach or
proximate established
criteria, which
demonstrate candidates’
acquisition of
knowledge, skills, and
dispositions relative to
institutional, national,
state, and program
standards. An
Unacceptable
performance
designation is assigned
to outcomes (products),
which demonstrate a
lack of (a) higher order
thinking skills, analysis,
synthesis, and
evaluation, (b) mastery
of a specific writing
style, American
Psychological
Association, (c)
continuity of ideas
within paragraphs, (d)
appropriate grammatical
construction, spelling,
punctuation, and word
selection, (e) creativity,
and (f) a significant
understanding and use
of theory and blending
of theory with practice.
Products meeting these
criteria will be
determined as “U”
products and assigned a
numerical score in the
range of 60-69.
Page 24 of 30
Presentation PLAN
0VERVIEW
What? Why? How?
1.
Descriptive Data: Presenter’s Name, Course, Date,
Grade Level, Unit, Topic, Time duration, etc.
2.
Goals and Objectives (Instructional/Learning): What?
A. Goals - Statements of intended accomplishments from lesson.
B. Objectives - (not learning activity) - What the student will learn.
3.
Rationale: Why? Explains why the presentation is important and why the
presentation methods chosen will achieve the objectives.
4.
Procedures: (Delivery/Implementation of Plan): How?
Instructional/Learning activities
* Introduction *Presentation Development
*Timetables
5.
Materials and Equipment Needed:
* Handouts
6.
*Presentation Conclusion
*media
*books
*demos
*artifact
Reflection and Revision (Complete this session after receipt of peer
evaluations)
e.g. What would you change?
How well do you think your presentation went?
Did student enjoy the presentation?
Do you think the peer evaluations were fair?
Page 25 of 30
Presentation PLAN
(Use as an example to prepare your plan)
Presenter: Dr. Theresa Shotwell
Class: Marketing MKA 3011
Date: Fall 2008
Unit: Marketing Value Decisions
Topics: Virtual Value: The World of Marketing – Chapter 1
Time Duration: 90 minutes
Goals and Objectives of Unit
A. Instructional Goals: The goal of this unit is for students to
1)
2)
3)
4)
Understand what is marketing.
Understand the marketing process
Understand how marketing is done.
Understand why marketing is important.
B. Instructional Objectives: At the completion of this presentation, participants will be able to
1)
Describe what marketing is all about
2)
Define the marketing mix
3)
Understand the basics of marketing planning
4)
Describe the evolution of the marketing concept
5)
Explain why marketing is important to all of us
Rationale:
This unit is important because the student should know about the field of marketing and how this field relates to the
individual as a future businessperson and as a consumer. It is also important to know how marketing influences everyone.
Instructional Procedure (with approximate timelines):
Arrive early to greet students. At the start of this unit the classroom chairs will be arranged whereby students will have a
clear view of the power point presentation and will produce a friendly learning environment.
Activities -(textbook pages 1 –27)
1.
2.
3.
4.
5.
6.
10 minutes:
20 minutes:
10 minutes:
15 minutes:
20 minutes:
Attendance and Introduction
Lecture and Discussion: What is Marketing? - page 3
Lecture and Discuss: How is marketing done? – page 13
Lecture and Discuss: The Evolution of Marketing Concepts? – page 15
Lecture and Discuss: Why is Marketing important? – page 19
Assessment:
15 minutes:
Closure: Activity or Summary and Review (Q&A)
Equipment and Materials Needed: Textbook, Power-point, handouts,
and Outline.
Page 26 of 30
APPENDIX
Cohort Affirmation Skit
At 211 degrees, water is hot.
At 212 degrees, it boils.
And with boiling water, comes steam.
And with steam, you can power a train.
One extra degree can make all the difference!
This activity is designed to encourage outreach among cohort members and challenges your sense of humor.
Essentially it is a fun (?) opportunity to design a ten to fifteen minute skit that
profiles each cohort member in terms of interests and skills
showcases the cohort’s motto, theme song and step routine
Feel free to use props and costumes. You will be required to submit 2 videotaped CD or DVDs of your performance.
This is not designed to be burdensome; keep it light and fun!
In order to get it videotaped, you will have to become acquainted with the workings of the Library Media Center.
Of course you will have to decide on your motto for success in the program, come up with a theme song and
use your skills to further the tradition of African American fraternal organizations’ “step”.
Guidelines
Each cohort member should be featured, introduced and participate in the stepping. ☺
The cohort should collaborate on the selection of the motto and theme song
All should address how they reacted to the process in journal entries.
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SELF ASSESSMENT PROJECT
EDA 6278 Da ily Lo g in fo r W eek ly Activ ities
N AM E_____________________________________
DA Y
SAT
SU N
M ON
TU E
Tim e
Aug 30 Aug 31
1‐Se p
Aug 29 12:01 A M
1:00 A M
2:00 A M
3:00 A M
4:00 A M
5:00 A M
6:00 A M
7:00 A M
8:00 A M
9:00 A M
10:00 A M
11:00 A M
12:00 P M
1:00 P M
2:00 P M
3:00 P M
4:00 P M
5:00 P M
6:00 P M
7:00 P M
8:00 P M
9:00 P M
10:00 P M
11:00 P M
12:00 A M
Total
24hrs
24hrs
24hrs
Dr. T. Shotw ell, Professor
W e e k N o. _____
THU
FRI
Se pt 3
4‐Se p
W ED
Se pt 2
IN STRUCTIO N S:
The Candidate m ust login his/ he r daily activitie s (Sat. A ug 1 9 ‐ Fri N ov 1 3 ). Each W e e k Sum m arize your daily act ivitie s (1 6 8 hrs. total pe r w e e k) in the follow ing type cate gorie s: 1 . Sle e p 2 . le isure : w atching te le vision, dating, hanging out , t alking on the phone ‐not re late d t o assignm e nts. 3 . Job Re late d. 4 . House chore s. 5 . Fam ily Issue s: He lping childre n w ith hom e w ork & activitie s, coo. 6 . Studying (indicate w hat class assignm e nts, re se arche d. ) 7 . In class., e tc. Y our daily journal should be spe cific. Y our final sum m ary should include an analysis of a total of 1 1 w e e ks, or 1 8 7 2 hours‐ show ing such cate gorie s as m e ntione d above . L ogin a 3 0 m in. incre m e nt of activit y‐m inim um .
Y ou w ill not be judge d by the type of activitie s. It is your act ivity and your re fle ction. Y ou w ill be grade d only by the quality of your re port and how w e ll you follow e d instructions. So Be Truthful
24hrs
24hrs
24hrs
24hrs
W eek ly S u m m ary o f Ho u rs Date____________________________
Totals
1. S leep 2. Le isure
3. Jo b Related
4. Ho u se ch o res
5. Fam ily Issu es
6. S tu d y Related
7. In‐Class
To tal
S /B
0
0
0
0
0
0
0
0
24
24
24
24
24
24
24
168
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Proposed GUIDELINES FOR PROFESSIONAL ATTIRE
Students are expected to dress in "PROFESSIONAL attire” during certain components of this course. The
rationale for these suggestions is that conservative attire is appropriate for most environments including
presentations, symposium, forum and job interviews.
The following proposed guidelines will identify what is expected for “professional attire”.
SUITS
Conservative cut; solid, pinstripe or pin-check. Choice of colors: NAVY. GRAY CHARCOAL,
DARK BROWN, or BLACK. No pastel colors. Men should avoid wearing solid black suits (reserve for semi-formal occasions).
Skirts should be straight or pleated; easy to sit in, loose fitting; no high slits or side openings; not
more than 3 inches above the knee. NO PRINTS. Skirt must match suit jacket. Females cannot
wear pants. However, a pants suit with a long matching jacket is okay. All jacket must cover
hips and long sleeved).
JACKETS MUST BE WORN TO SYMPOSIUM/FORUM. NO BLAZER/SKIRT,
BLAZER/PANT, BLAZER/DRESS COMBINATIONS. NO DRESSES.
NOTE:
Navy and gray are "power" colors and the most appropriate for forum, presentations and
interviews.
SHIRTS
Long-sleeve cotton or broadcloth: solid or conservatively striped. Choice of colors: white, ivy,
beige or pale blue.
BLOUSES
Solid colors, white and pastel; silk and cotton; (NO PRINTS). Accent with multicolor scarves.
TIES
Medium width ties--three inches, silk if possible; colors muted and in contrast to the suit.
Designs need not be limited to neat striped patterns or small dots. Paisley and floral patterns are
acceptable, but should be muted. Pocket handkerchiefs never match ties. Ties should always
cover belt buckles.
BELTS
Same color of shoes. No belts out-side of suits.
HOSE
WOMEN: Natural, taupe, off-black, navy blue, gray. No knee-highs. (Note: All hose should be
sheer enough to see the natural skin tone.)
SOCKS
MEN: Over the calf length in: black, charcoal gray, navy or brown. Socks should always cover
calves.
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SHOES
Shoes must be cleaned and shined. Avoid wearing shoes with torn or over-worn hills.
WOMEN: black, navy, or brown to match wardrobe; basic pump with medium or low heels. No
open toe, open backs, sling, or multi-color trim shoes.
MEN: Leather tassel loafer, wing tip or cap toe, lace-up; in dark brown, black, or cordovan.
JEWELRY
Should be minimal. Avoid flashy or eye catching jewelry. No facial jewelry such as nose rings,
tongue ring or other facial piercing. Both men and women should avoid wearing front gold-teeth.
Cover tattoos.
Women: No more than five pieces of jewelry should be shown. One ring per hand; a watch or
bracelets that do not dangle or detract. One string necklace or chain. Women may wear one pair
small stud earrings. (no gypsy hoops).
Men: No more that three pieces of jewelry should be should. MEN CANNOT WEAR
EARRINGS. Chains or necklace can not be shown. One ring per hand and a watch or bracelet.
HAIR
Men avoid jheri curls, processed looks, and sculptured looks. Maintain a neat, well-groomed
haircut.. If your hair is locked, wear them away from face and clean.
Women avoid sculptured looks. Avoid formal or after-five looks. Wear hair simple and away
from face.
MAKE-UP
Women: Make-up should look natural. Avoid formal or after-five looks. Use neutral colors for
eye-shadows (no blues, green, white, etc.). Lipsticks worn should also be settle.
Men: No make-up is necessary. However, a transparent face powder may be applied to avoid a
shinny appearance.
NAILS
Women: Wear natural length nails with a neutral color nail polish. No jewelry or designs on
nails.
Men: Wear nails short and manicured. Clear polish is okay.
MUSTACHE
& BEARDS Neat and trimmed.
PERSONAL HYGIENE
lightly scented and applied.
Clean, healthy smile, good general hygiene, fresh-clean presence. Fragrance
Now to make the outfit a complete success you should be aware in the way you walk, sit or
stand (posture) and speak.
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