PORTLAND STATE UNIVERSITY
CHANGE FORM for EXISTING COURSE
INSTRUCTIONS: Use this form to prepare departmental requests for changes to existing courses.
 This table was created so that you can respond directly in the appropriate column, which will expand to
accommodate responses of any length. You may save and title the file as you wish.
 Please save and utilize this form as a Word document.
 Replace bracketed information with information you supply.
 See “Directions for Completing Existing Course Change Form” for detailed explanations of each item.
Schools/colleges should submit ONE paper copy with ALL REQUIRED SIGNATURES to Academic Affairs (mail
code OAA); in addition please submit via email one electronic copy in Word format (which may be unsigned) to
Steve Harmon in Academic Affairs (harmons@pdx.edu).
College/School
Graduate School of Education, Curriculum and Instruction Department, Library Media Program
Effective term :
Fall 2015
1. Type of Request (Change or Drop)
1a.
Change

Type of change (check all that
are appropriate):
Course number (2b)____
You must fill in both proposed and
existing information in ALL appropriate
sections.
Changing to/from a 400/500 slash
course (2b)____
Course title (2c) ____
Course description (2e) X
Credit hours (2f) ____
Lecture hours (2g) ____
Laboratory hours (2g) ____
Course prerequisites (2h) ____
Concurrent enrollment (2i) _____
Co-requisite (2j) _____
Repeatability (2k) _____
Grading option (2l) ____
Other (explain):
1b.
Drop
____
You must fill in existing
information only.
Complete sections 2a.- 2f AND 4a.
2. General Catalog and Banner Information
Existing Information
Proposed Information
2a.
Department
Curriculum and Instruction
Curriculum and Instruction
2b.
Course prefix and
number
LIB 542
LIB 542
January 201r:OAA:swh
Page 1 of 19
2c.
2d.
2e.
2f.
2g.
Catalog course title
(max 100 chars)
Required
Banner title (max
30 chars)
Required
COLLECTN DEV & EVAL
COLLECTN DEV & EVAL
Catalog course
description
(max 50 words –
strictly enforced)
(Include any
expected
preparation if it is to
appear in catalog
description)
Required
Proposed catalog statement:
Credit hours:
Required
Clock hour
distribution:
Collection Development and Evaluation
Collection Development and Evaluation
Reproduce existing catalog description in full:
Principles and practice of evaluation,
selection, and acquisition of all types of
materials included in a library media
center collection. Selection and
collection development policies and
procedures. Study of professional
evaluation and selection sources. Field
activities included. Prerequisites: LIB
428/528
Principles and practice of evaluation,
selection, and acquisition of all types of
materials included in a school library
collection. Selection and collection
development policies and procedures.
Study of professional evaluation and
selection sources. Field activities
included. Prerequisites: LIB 428/528
3
3
lecture __.25__
lecture _.25_(hybrid-ave.
lab/studio ____
lab/studio ____
____
field work ____
field work
online _2.75___
practicum
____
online _2.75___
practicum ____
other
other
2h.
Course
prerequisite(s):
LIB 428/528
LIB 428/528
2i.
Is concurrent
enrollment in the
indicated
prerequisite
permitted?
No
No
_____
Yes
X
Yes
X
No
_____
X
2j.
Course corequisite:
2k.
Is course
repeatable:
No
If course is
repeatable what is
the limit?
No limit ____ or
No limit ____ or
Maximum of ____ credits or
Maximum of ____ credits or
Maximum of ____ times.
Maximum of ____ times.
Letter only
Letter only
2l.
2m.
Grading option:
January 2014:OAA swh
Yes
____
X
weekly)
Yes
X
____
X
P/NP only ____
P/NP only ____
Both letter and P/NP ____
Both letter and P/NP ____
Page 2 of 19
2n.
2o.
Course intended
for:
Teaching method
(identify ONE)
(Used by Registrar
for coding in
Banner.)
undergraduates ____
undergraduates ____
graduates
graduates
X
both undergraduates & graduates ____
both undergraduates & graduates ____
doctoral only ____
doctoral only ____
lecture ____
lecture ____
seminar ____
seminar ____
experiential ____
experiential ____
activity ____
discussion X
recitation ____
activity ____
discussion X
recitation ____
research ____
research ____
lab/studio ____
(See definitions in the Instructions for this
form.)
lab/studio ____
(See definitions in the Instructions for this
form.)
3. Enrollment Projections
3a.
Expected distribution of
enrollment per section
3b.
X
Students would take this
course as
lower division ____ %
lower division ____ %
upper division ____ %
upper division ____ %
graduate
100 %
graduate
100 %
total
100%
total
100%
check all that apply:
____ a community-based learning course with ______ # of service hours required
(The number of service hours required of the students must be noted.)
(Please note some
additional submissions
may be required related
to specific categories.)
____ a prerequisite for __________
____ a requirement for a major in __________
(A Program Change form must be submitted to add this requirement to the program.)
____ a requirement for a graduate program in ____________________
(A Program Change form must be submitted to add this requirement to the program.)
____ an elective leading to specialization in __________
____ an elective contributing to general or liberal education
__X__ an elective in a graduate program in _Education___________________
____ a part of a professional program in __________
X a part of a licensure or certification program in Library Media Endorsement
____ a course satisfying UNST Cluster _________________________
(A University Studies cluster proposal must be submitted to the UNST Council.)
4. Rationale
4a.
Reason(s) for the
CHANGE or DROP
4b.
Required
The label “library media center” has been supplanted by the term “school library”
in our local and national organizations. The change in the course description will
help prospective students associate this course within our program and clarify its
purpose.
Additional comments
January 2014:OAA swh
Page 3 of 19
5. Syllabus (Required for substantive changes to course content or changes to the level of the course)
5a.
A syllabus is required
A Syllabus should include:
with CHANGE proposals  Title
if the changes affect
 Course Prefix and Number
course content or the
 Course description
level of the course
 Prerequisites/co-requisites
 Course Objectives
 Student Learning Outcomes
 Outline of Course Content (major content topic w/ main subdivisions)
 Course requirements (exams, assignments, papers, etc.)
 Required Texts and/or Required Reading List
 Method of Evaluation (letter graded or P/NP and calculation of course grade)
Appropriate distinctions in required coursework and method of evaluation for both
undergraduate and graduate students for an UG/GR slash course.
January 2014:OAA swh
Page 4 of 19
Signature Page for a Change to Existing Course
Proposal prepared
by
Dept.
Curriculum
Chair
Date of
Review
Signature
Role
Name (print)
Course prefix, number and title: LIB 542 Collection Development and Evaluation
David Bullock
Christine Chaille
Proposing
Christine Chaille
Dept. Chair
College/School
Curriculum
Chair
Dean
January 2014:OAA swh
Page 5 of 19
Graduate School of Education
Curriculum and Instruction
LIB 542 Collection Development and Evaluation
Spring XXXX - Hybrid
Instructor:
Course CRN:
Office:
Credits: 3
Office hours:
Weeks 1, 5 & 9 on campus
Phone:
Remaining weeks online using D2L
Email:
Course Catalog Description
Principles and practice of evaluation, selection, and acquisition of all types of materials included in a school
library collection. Selection and collection development policies and procedures. Study of professional
evaluation and selection sources. Field activities included. Prerequisites: LIB 428/528
Disability Access Information
It is the University's goal that learning experiences be as accessible as possible. If you require accommodations
(e.g. special seating, interpreter, note-taker, etc.), please inform me immediately. Students with disabilities should
register with the PSU Disability Resource Center (503-725-4150) to document their need for accommodations
and obtain support services. I will work with you to arrange the supports you need in this class.
Graduate School of Education Conceptual Framework
Vision: Preparing professionals to lead life-long learning and development within our diverse
communities
1. Diversity and Inclusiveness – Advocacy for Fairness and Respect.
1.1 Candidates work effectively with diverse populations.
1.2 Candidates promote inclusive and therapeutic environments.
2. Research based practices and professional standards – Professionalism.
2.1 Candidates critically analyze and implement research-based practices.
2.2 Candidates demonstrate appropriate professional knowledge, skills, and dispositions.
3. Impact on Learning and Development – Commitment to learning.
3.1 Candidates ensure that all learners and clients succeed.
3.2 Candidates use technology to enhance learning and development.
3.3 Candidates influence policy and provide leadership for organizations.
4. Evidenced-informed decision making – Reflection.
4.1 Candidates use evidenced to address problems of practice and make informed
educational and therapeutic decisions.
Content Areas
School Library – Educational Media Endorsement
January 2014:OAA swh
Page 6 of 19
Program Outcomes
1. Students will:
a. Analyze a school community, its curriculum, and the existing collection in order to plan for
collection development.
b. Learn about collection development policies, practices, and procedures to identify, acquire, and
provide access to needed materials.
c. Demonstrate an understanding of the importance of collaboration and planning with teachers and
administration to develop a collection that supports school goals.
Professional Standards
American Association of School Librarians – 2010 (ALA) – 2.3, 5.1
 2.3 Respect for diversity Candidates demonstrate the ability to develop a collection of reading and
information materials in print and digital formats that support the diverse developmental, cultural, social,
and linguistic needs of P-12 students and their communities.
 5.1 Collections Candidates evaluate and select print, non-print, and digital resources using professional
selection tools and evaluation criteria to develop and manage a quality collection designed to meet the
diverse curricular, personal, and professional needs of students, teachers, and administrators. Candidates
organize school library collections according to current library cataloging and classification principles
and standards.
Oregon Teacher Standards & Practices (TSPC)
 3 (b) Apply a variety of strategies to ensure access to resources and information in a variety of formats,
to all members of the learning community. Candidates:
o (C) Facilitate access to information in print, nonprint, and electronic formats
o (D) Comply with and communicate the legal and ethical codes of the profession.
 3(d) Create a positive educational environment which promotes reading, literacy, and use of appropriate
technology for diverse learners. Candidates:
o (B) Select materials in multiple formats to address the needs and interests of diverse young
readers and learners
 6(a) Apply leadership, collaboration and technology skills to design and manage a student-centered
program that is current, comprehensive, and integrated within the school. Candidates:
o (A) Develop and evaluate policies and procedures that support the mission of the school and
address specific needs of the library media program, such as collection development and
maintenance, challenged materials and acceptable use policies
 6 (c) Adhere to the principles of the school library profession which include selecting, organizing,
managing, and developing procedures and policies for print and electronic information resources.
Candidates:
o (A) Select, analyze, and evaluate print, nonprint and electronic resources using professional
selection tools and evaluation criteria to develop a quality collection designed to meet diverse
curricular and personal needs
 8(a) Strive to enhance resources, services, programs and instructional strategies that promote equitable
learning opportunities and success for all students, regardless of native language, socioeconomic
background, ethnicity, gender, disability, or other individual characteristics
GSE Conceptual Framework (GSE) – 2.2, 4.1 (see above)
Course Learning Outcomes, Standards, and Assessments
Course Outcome
January 2014:OAA swh
GSE
Conceptual
Framework
Professional
Standard or
Program
Outcomes
Assessment
Page 7 of 19
Analyze a school community,
its curriculum, and the existing
collection in order to plan for
collection development.
2.2, 4.1
ALA 2.3
TSPC 3b(D),
6a(A)
Rationale & Criteria for
Weeding
Collection Eval & Dev Part I
Library Handbook Project
Demonstrate an understanding
collection development
policies, practices, and
procedures to identify, acquire,
and provide access to needed
materials.
2.2, 4.1
ALA 5.1
TSPC 3bC, 3bD,
3dB, 6cA
Evaluating Review Resources
Evaluating Online Vendor
Development Tools
Collection Eval & Dev Part II
Library Handbook Project
eBook Implementation Plan
Demonstrate an understanding
of the importance of
collaboration and planning with
teachers and administration to
develop a collection that
supports school goals.
2.2, 4.1
ALA 2.3, 5.1
TSPC 3dB, 6cA,
8a
Library Handbook Project
Methods of Instruction Overview
This course is taught using a hybrid format. We normally meet on campus three times during term, with all
coursework in between being completed online through D2L. Accommodations can be made for people who
need to complete the course fully online.
Required Texts
Kerby, M. (2006). Collection development for the school library media program: A beginner's guide. Chicago, IL: American
Association of School Librarians.
Course Schedule
Wk.
1
2
Date
Topics
Overview of Balanced School
Library Collection:
 Face-to-Face
Session
 Intro to class
 Discussion: A
Balanced Library
Collection
 Intro to weeding
 "home library" sites

Library Handbook
Project and other
assignments
Selection Policies, School,
Community:
 online in D2L











January 2014:OAA swh
Readings and Assignments Due
Ranganathan's Five Laws of Library Science
Week one lecture
Text: Intro & Chapter 1 Discussion post week 1
Respond to two classmate's discussion posts
Determine "home library" for assignments
Week two reading
Text: Chapter 2
ALA's mission & goals of School Library
programs
Discussion post week 2
Respond to two classmate's discussion posts
Handbook Activities
Page 8 of 19
3
Selection and Reviewing
Sources - Print Materials
 online in D2L






4
Selection Criteria and Vendor
tools: books, reference books,
periodicals
 online in D2L







5
6
7
Audio-Visual Hardware
Questions, concerns, tips &
tricks
Preview Evaluating
Collection Part 2
 Face to Face session
 Bring 2 books to
share (1 - exemplary,
1 - potential "weed")
 Share Evaluating an
area of the collection
assignment (Part 1)
orally in small groups


Online/Web Resources
 online in d2l




Books/Materials Acquisition
Copyright issues
 online in D2L
8
Funding and Budgeting
QEM (Quality Education
Model)
 online in D2L
9
Collection Evaluation Tools
Intellectual Freedom and
Censorship
 Face-to-face session
 Be prepared to
discuss Banned
January 2014:OAA swh





















Week three reading
Text: Chapters 3 and 4
Discussion post week 3
Respond to two classmate's discussion posts
Handbook Activities
Submit "Reviewing the Reviewers" assignment
(dropbox)
Week four reading
Text: Chapter 5: p 17-21
Website: Is a library without books a library?
Discussion post week 4
Respond to two classmate's discussion posts
Evaluate online vendor tools assignment
(dropbox)
Handbook Activities
Week five lecture
Nuts and bolts of selecting; funding; acquiring;
processing; providing user access;
Donations: do you really want them?
Discussion post week 5
Respond to 2 classmate's discussion posts
Submit Evaluating an area of the collection
assignment Part 1
Week six reading
"Is Google making us stupid?"
"Can we make peace with Wikipedia?"
Weeding rationale and criteria assignment
(Dropbox)
Handbook Activities
Week seven readings: various websites relating
to copyright
Discussion post week 7
Respond to two classmate's discussion posts
Handbook Activities
Copyright activity
Week eight reading
Text: Chapter 6
"Budgeting is as easy as 1-2-3"
Discussion post week 8
Respond to two classmate's discussion posts
Handbook Activity
Week nine reading:
Maintaining your collection
Text: Chapter 7
Submit Recommendations for Purchase Part 2:
(dropbox)
Discussion post week 9
Page 9 of 19


Books
Share
Recommendations for
Purchase Part II orally 3/5 in sm.
group. Written
assign. due 3/13.
Select a novel and 1
picture book that
have been challenged
(see "Banned Book"
lists and links) for
final discussion post
10
Academic Freedom and
Censorship Issues
 online in D2L
11
All course assignments are
due this week.

Submit Library Handbook

Week ten Censorship; challenges and banned
books
 Discussion post week 10: Reflection on Banned
Books
 Respond to two classmate's discussion posts
 Course Evaluations
 Come to PSU to pick up your graded handbooks
(day/time TBD) or arrange to have them mailed
to you
Course evaluation submitted
All assignments and postings submitted this week
Assignments
Weekly discussion posts
Weekly discussion topics will be posted in the discussions space of D2L. Your contribution needs to be posted
by the due dates noted above. In addition, please respond thoughtfully and professionally to two postings from
your peers.
Evaluating review sources




Set up accounts at least 2 online vendors such as Titlewave; PermaBound; Mackin
Look up the reviews for 3 best selling books (e.g. Harry Potter; Lightning Thief; Twilight- pick your own
books)
Compare reviews from different sources such as:
o School Library Journal
o Booklist
o Publishers Weekly
o Kirkus
o VOYA.
Write a brief review (2-3 paragraphs) of the reviewers. Include the following:
o How does the recommended target audience differ among review sources?
o Which review was the most helpful?
o What would you have added to this review?
o Does the review source give information about the qualifications of the reviewers? (reviewers,
editors, public or school librarians, teachers, etc.)
January 2014:OAA swh
Page 10 of 19

Submit your review to the week 3 Assignments Dropbox by due date.
Evaluating online vendor collection development tools
For this you can use the section of your home library that you have selected for the Collection Evaluation
assignment, or a different section.
Visit at least 2 of the 3 online vendors where you registered for an account last week. Perform a search for books
to fill a gap in your collection or to meet teacher request. For each vendor, list the criteria you used in your
search. From your search list create a "buy" list of those titles you want to purchase.
Evaluate the vendor tools for ease of use; breadth of possible search criteria; choice of bindings; cost; extra
features such as analysis, built in lists, Lexile, ability to "share" with other school accounts you may be
responsible for, ability to add/subtract/mark as first choice....
Submit your assignment to the Dropbox by due date.
Rationale and criteria for weeding
Weeding can trigger strong reactions in some staff, who may feel proprietary about the books in their school
library. You will want to have a broadside- single page document- that explains your rationale and the criteria for
weeding. This is a good way to defuse criticism and complaint. You may want to include information about what
is done with the books that are discarded.
Before you weed, make sure your principal knows that this is your intent. She/he may want to mention in a staff
meeting or weekly email that you will be doing this.
In a single page, explain why you are weeding; the criteria for deciding if a book stays or goes; your collection
development philosophy and/or goals. Submit this to the Dropbox by the due date.
Collection Evaluation and Development Assignment PART 1 : Evaluating an Area of the Collection
Task: Evaluate a specific section of your “home” library that:
 needs to be weeded and updated (Use pg 20-21 of text as a guide)
 is used to support classroom curriculum (Ex: astronomy, China, Poetry, etc.)
Use the following guidelines to evaluate 25 books in this area.
ARE THE BOOKS /MATERIALS:
 biased or balanced?
 old? (See pg 21, text for guidelines)
 in good physical condition?
 visually appealing?
 With age appropriate illustrations?
 Attractive cover?
 Reflecting a culturally diverse world?
 accurate?
 indexed?
 supportive of the curriculum? meets one or more state standards http://www.ode.state.or.us/teachlearn/real/standards/sbd.aspx
 appropriate for a wide range of reading levels?
 unique to the collection?
 Checked out by kids? Teachers?
 available in adequate numbers according to the suggested percentage of book collection? (p. 43, text)
January 2014:OAA swh
Page 11 of 19
Note how many books meet all or most of the above guidelines.
Using the above criteria, you will be pulling questionable materials for the librarian to consider weeding
(removing) from the collection.
Look up five of the titles that you pulled at Titlewave or another book vendor site to see if the books were
reviewed extensively or won awards.
Write up your findings (1 page max) and set aside 2 books to share at our 2nd face-to-face session. One book
should meet all or most of the above guidelines. One book should be a potential “weed”.
Collection Evaluation and Development Assignment Part II: Recommendations for Purchase
Task
You have evaluated a minimum of 25 books and identified potential discards from a specific section of your
home library using page 20-21 of our text as a guide.
The next step is to recommend 15 - 20 new titles to supplement or replace the books you have pulled. Write a
brief rationale (1-2 paragraphs) for updating this area of the collection. Cite reviews that you used for 5 of the
items you select. Include information on awards given to any of your selections. Create an annotated list of your
recommendations.
Checklist
- Brief Rationale for update.
See Appendix C of textbook for guidelines and include specific reasons why this area needs updating. Note one
or more state standards that these materials address. Format a rationale for a DonorsChoose.org project. This will
need to include information about your students and school, your project, and your specific materials.
- Annotated list of:
*10-15 Books
- Note awards.
1 Reference Item
*3-5 Non print items (i.e., A-V, ebook, database, online reference)
- Consider audio-visual materials available from Discovery Education or Learn 360.
Two exemplary related web sites on this subject
- Total cost of all materials
Find at least one possible funding source or grant site you could apply to in order to fund the purchase of these
materials.
January 2014:OAA swh
Page 12 of 19
Library Thing (http://www.librarything.com/home/) is a great tool for creating your annotated bibliography of
recommended materials.
Share 2-3 minutes orally at Face-to-face session 3. Due the following Tuesday.
Guideline: 2-3 pages
Library Handbook Project
TASK: Assemble sections of your own Library Handbook through weekly class assignments. This is your
personal resource, which will expand as you continue to grow professionally. Each handbook should be built in
your PSU Google Apps Drive.
Create a folder titled: Your Name Library Handbook Project. Inside this create a folder for each of these
sections: Policies; Selection; Collection Evaluation; Weeding; Ordering & Budget; Technology; Curriculum
Support; Special Collections. Inside each section create documents or upload documents indicated. Share this
folder with your instructor.
Weekly assignments that are part of the handbook (Required topics are *starred. You may include more than
the required topics if you choose. Bottom Line: Make this a useful resource for yourself!)
Policies
* Ranganathan’s 5 Laws of Library Science (week 1)
* Mission statement (week 2) Options: any school library’s mission statement, your own personal mission
statement or your response to first discussion post
* ALA guidelines: missions/goals for school libraries (week 2)
* Reconsideration of materials forms: any school library (week 9)
* *Copyright
Selection
* Selection criteria: home library or any school library (week 2)
* Review sources (week 3)
* Award Winners: 2 different award lists (week 3) OR CURRIC SUPPORT SECTION
* VOYA Book Review codes and booklist (week 4)
* Periodicals (week 4)
* Using online vendor tools (week 4)
Collection Evaluation & needs assessment
* What makes a Balanced Collection (week 1)
* Create survey to administer to classroom teachers, specialists, administrator (SPED, ELD) to learn
subject areas taught; special student needs; building improvement plan; support materials needed (week
2)
* School Information: demographics, test scores, etc (week 2)
Weeding
* Weeding Guidelines (week 6)
Sunlink information
Disposing of discards
Creative “re-purposing” of old books
Ordering & Budget (Pick one additional topic)
* Budget Guidelines: home library (week 8)
Optional additional topics:
Allocations for different formats
Multiple copies
Gifts and Donations
Local Bookstores/contacts
January 2014:OAA swh
Page 13 of 19
Fund Raising Ideas
Grant sources
Technology
* OSLIS Info (week 5)
* Audio book formats (week 5)
* Audio Visual Equipment: home library (week 5)
Optional
Computers/home library: how many? What kind? Lab?
Curriculum Support
* Recommended Web sites (week 6)
* Wikipedia comparison (week 6)
* Award Winners (week 3) OR SELECTION SECTION
* Public Library Info (week 5)
Special Collections (Pick one additional – or create your own)
Banned Books
Northwest & Local Authors
Multicultural or Global
ELL Books
Wordless Books
Graphic Novels
High Interest/Easy Reading
(Home Library)
Where noted, please include the information on your home library. Feel free to note any changes you would make
in your own library.
Ebook Implementation Plan
1. Which ebook model(s) ( 1-1 load on device; 1-1 circulating; USA) will you adopt?
2. Will you have multiple hosting sites for USA ebooks?
3. What features/characteristics are required/desired?
4. What is the planned use of ebooks? Do you want fiction, nonfiction, interactive?
5. How will you train patrons in ebook access/use?
6. How might you fund ebooks in your school?
Develop a plan for incorporating ebooks into your school collection, answering these questions and any others
that you have.
1-2 pages. Submit to the Dropbox by the due date.
Grading
The following table indicates the points allocated to each of the course learning activities. Grades will be posted
in the Gradebook section of the course so that you may monitor your progress throughout the course. The
Library Handbook Project will be assessed using the rubric below. All other assignments we be assessed using
the criteria described in the assignment descriptions.
ASSIGNMENT
POINTS
Weekly discussion posts (5 points possible each week)
50
January 2014:OAA swh
Page 14 of 19
Reviewing the Reviewers
10
Evaluating vendor online tools
10
Weeding Rational and Criteria
10
Collection evaluation: Part 1
20
Collection purchase recommendation: Part 2
20
Library Handbook (3xscore on Library Handbook Rubric)
36
Ebook implementation plan
10
TOTAL POSSIBLE POINTS
166
%
Points
Grad
e
92-100%
147-166
A
90-91%
144-146
A-
89%
142-143
B+
82-88%
131-141
B
80-81%
128-130
B-
79%
126-127
C+
72-78%
115-125
C
70-71%
112-114
C-
69%
110-111
D
Below
69%
109
F
Library Handbook Rubric
Rubric
Criterion
Performance Rating
Unsatisfactor
Emerging
y
Knowledge of community
1
2
Proficient
3
Exemplary
Score
4
NA
Candidates
provide little
January 2014:OAA swh
Candidates
demonstrate
Candidates
demonstrate
Candidates
meet all
Page 15 of 19
or no evidence
that that they
understand the
needs of users
in their school
community
Professional policies and
practices
NA
Collaboration and planning
1
Candidates
provide little
or no evidence
of knowledge
of policies and
procedures
related to
collection
development
1
that they
have
knowledge
of the needs
of most of
the users in
their school
community
2
Candidates
demonstrate
that they
have
knowledge
of collection
development
policies
procedures
2
that they
understand
the needs of
the diverse
learners and
base their
collection
development
decisions on
the needs of
all users in
their school
community,
and the
school
curriculum
3
Candidates
base
professional
and program
decisions on
current
standards and
the ethical
codes and
principles of
education and
information
professions
3
criteria for
Proficient
Candidates
demonstrate
an
understanding
of the ethical
codes and
principles of
education and
school
libraries and
apply them to
the need of
users in their
community as
they plan for
collection
development
4
Candidates
meet all
criteria for
Proficient
Candidates
apply
collection
development
policies and
procedures to
meet the needs
of their
diverse P-12
students,
school and
community
4
NA
Candidates
provide little
or no evidence
of their ability
to plan for
managing
resources,
services and
programming
January 2014:OAA swh
Candidates
demonstrate
that they
understand
the
importance
of planning
to manage
resources,
Candidates
develop plans
to collaborate
with teachers
and
administratio
n as they
develop a
collection that
Candidates
meet all
criteria for
Proficient
Candidates
demonstrate
an
understanding
of the policies
Page 16 of 19
to support the
diverse needs
of P-12
students
services and
programming
to support
the needs
and interests
of their
diverse P-12
students,
school and
community
meets the
needs,
interests,
curricular,
cultural
and/or
linguistic
needs of their
diverse P-12
students,
school and
community
and
procedures
they will
collaborativel
y implement
to manage
resources that
enhance
instruction
and meet the
needs and
interests of
diverse P-12
students,
school and
community
Course and University Policies
Late Assignments
Assignments should be submitted by the due dates noted above, as they
contribute to group discussions, and the background knowledge you need to
complete major assignments. Late assignments, however, will not be penalized.
All assignments must be received by Friday of Finals Week in order to be
considered part of your course grade.
Attendance and
Tardiness
Since this is a hybrid course, attendance during the two face-to-face sessions is
essential. Accommodations will be made for students who live outside the region
to join these meetings via distance technology.
Classroom
Demeanor and
Courtesy
Because students may not share the same opinions on different topics on this
class, it is important that we remember to respect the opinions and ideas of
others. We expect all students to show respect and courtesy for all members of
this class at all times.
PSU’s Student Conduct Code or the GSE’s Behavior and Performance Guidelines
:
http://www.pdx.edu/sites/www.pdx.edu.education/files/gse_handbook_student_c
onduct.pdf
Incompletes
A student may be assigned an Incomplete (I) grade by an instructor when all of
the following four criteria apply:
1. Quality of work in the course up to that point is C level or above.
2. Essential work remains to be done. “Essential” means that a grade for the
January 2014:OAA swh
Page 17 of 19
Academic Integrity
course could not be assigned without dropping one or more grade points
below the level achievable upon completion of the work.
3. Reasons for assigning an Incomplete must be acceptable to the instructor.
The student does not have the right to demand an Incomplete. The
circumstances must be unforeseen or be beyond the control of the student. An
instructor is entitled to insist on appropriate medical or other documentation.
In no case is an "Incomplete" grade given to enable a student to do additional
work in order to raise a deficient grade.
4. A written agreement, signed by both the student and the instructor, should
include a statement of the remaining work to be done to remove the
Incomplete grade, and the date, not to exceed one year from the end of the
term of enrollment for the course, by which work must be completed in order
to earn credit toward the degree. The instructor may specify the highest grade
which may be awarded upon completion; the grade awarded should not
exceed the level of achievement attained during the regular course period.
See http://pdx.smartcatalogiq.com/en/2014-2015/Bulletin/GraduateStudies/Enrollment/Incompletes
The following constitutes conduct as proscribed by Portland State University for
which a student or student organization or group is subject to disciplinary action:
(1) Obstruction or disruption of teaching, research, administration, disciplinary
procedures or other University activities, including the University's public service
functions or other authorized activities on University-owned or -controlled
property, or any other location where teaching, research, administration,
disciplinary procedures or other University activities take place.
(2) All forms of academic dishonesty, cheating, and fraud, including but not
limited to: (a) plagiarism, (b) the buying and selling of course assignments and
research papers, (c) performing academic assignments (including tests and
examinations) for other persons, (d) unauthorized disclosure and receipt of
academic information and (e) falsification of research data.
PSU Student Conduct Code # 577-031-0136
Student Health
Insurance
PSU provides students taking 5 or more inload, non self-support credits per term
(1 credit for international students) with the mandatory PSU/Aetna Student
Health Insurance Plan.
See http://www.pdx.edu/shac/insuranceplan for more information.
Students may waive the insurance but must provide proof of enrollment in a
comparable insurance policy offered through another company. Students only
need to waive out once per academic year.
All eligible students will be charged for insurance unless they waive out by
the waiver application deadline, the second Sunday of each term.
See http://www.pdx.edu/shac/insurancewaiver for specific information and
directions about waiving the health insurance, and a link to the online waiver
application.
Safe Campus
Module
LGBTQ Resolution
Contact insurancehelp@pdx.edu for more information.
Portland State University desires to create a safe campus for our students. As part
of that mission, PSU requires all students to take the learning module
entitled Creating a Safe Campus: Preventing Gender Discrimination, Sexual
Harassment, Sexual Misconduct and Sexual Assault. See
http://www.pdx.edu/sexual-assault/safe-campus-module
As part of its commitment to social justice and human dignity, the Curriculum
January 2014:OAA swh
Page 18 of 19
Statement
and Instruction Department demonstrates LGBTQ advocacy through inclusive
policies and practices that are both intentionally proactive and strategically
responsive.
January 2014:OAA swh
Page 19 of 19