SED 386 Seminar in Current and Critical Issues in Special Education
Instructor: William Breton, Ed.D. Office: 308 Normal Hall Phone: 768-9413 e-mail [email protected] Office Hours: Monday 9-3 Wednesday 9-3 Also by Appointment Course Description: Course Description: This course focuses on critical issues in special education. Emerging directions and trends in the education and treatment of students with disabilities in schools and the community will be emphasized. This course will provide opportunities for research, writing, and oral discussions, which will help prepare students in the special education concentration for their Praxis II Special Education Assessment required for Maine Special Education Teacher Certification.
Text (Required): Byrnes, M. A. (Ed.). (2009). Taking sides: Clashing views on controversial issues in special education (4th ed.). Dubuque, IA: McGraw-Hill/Duskin.
Additional Readings: Additional readings will be provided on Blackboard by your classmates. Numerous supporting documents. (To be provided) Resources selected by Dr. Breton
Course Objectives: The objectives of this course are designed to increase special education concentration students’ knowledge of professional literature, knowledge of present and future issues, critical thinking skills, and writing skills as it relates to the field of education of students with disabilities. Upon completion of this course, participants will: 1. Demonstrate a thorough knowledge of special education history, philosophy, and theory through extensive reading of special education professional literature and actively engaging in seminar discussions, 2. State and discuss major current special education issues, controversies, and trends related to assessment, identification, labeling, placement, cultural diversity, collaboration, inclusion, discipline, programming, response to intervention, collaboration, and factors related to employment 3. Demonstrate knowledge of state and national educational initiatives that affect special education, 4. Critique special education professional literature. Interpret research findings and research implications for the classrooms (curriculum, methodology, management, etc.), 5. Demonstrate the use of research services, facilities, and resources on the campus including e- library and other web based technology, 6. Conduct literature search on a special education topic of importance in the area of emphasis and write a comprehensive state of the art paper on it, 7. Use technology in education and to conduct research in special education literature,
UMPI Teacher Education Conceptual Framework Alignment Organizing Principles
1. Educators possess discipline knowledge and pedagogical understanding. Educators possess knowledge of the central concepts, tools of inquiry, and structures of the discipline(s) they teach and the ability to create learning experiences that make these aspects of subject matter meaningful to students. We believe that discipline subject matter knowledge is fundamental to good teaching. Because knowledge continually evolves, the effective educator is current in his or her understanding of new ideas and issues in a discipline.
2. Educators apply multiple instructional strategies for diverse learners. In order to select instructional strategies that enhance learning for a diversity of learners, educators must understand child development and learner characteristics. Educators exhibit sensitivity to individual differences and students' varied approaches to learning.
3. Educators facilitate learning within cultural contexts. Educators have a well-grounded framework for understanding cultural and community diversity and incorporate their appreciation of students' experiences, cultures, family backgrounds, and community resources into their instruction (Sleeter & Grant, 1994; Banks, 1997). Successful teachers seek to understand, respect, and make connections to students' backgrounds and culture as they plan and implement the curriculum. Teachers are effective collaborators with families, colleagues, support personnel, and community members in planning and implementing culturally responsive instruction (Arvizu, 1996). Culturally responsive educators work closely with parents to achieve a high level of complementary educational expectations between home and school.
4. Educators engage in on-going reflective learning and practice. An educator is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks opportunities to grow professionally.* Reflection not only occurs during the technical aspects of teaching - such as planning, teaching, assessing, evaluating, and revising – but encompasses social and ethical considerations. Dewey's vision of teacher education encouraged the development of future teachers empowered to improve on the condition of schools. He felt the most important quality of a teacher was critical reflection. NCATE/CEC Standards
SED 386 Seminar in Current and Critical Issues in Special Education is a course structured to meet the performance standards developed by the National Council for Accreditation for Teacher Education in the preparation of entry level special education teachers in general education programs. The following NCATE performance standards will be advanced in this course.
Standard #1: Foundations CC1K1 Models, theories, and philosophies that form the basis for special education practice. CC1K2 Laws, policies, and ethical principles regarding behavior management planning and implementation. CC1K4 Rights and responsibilities of students, parents, teachers, and other professionals, and schools related to exceptional learning needs. CC1K5 Issues in definition and identification of individuals with exceptional learning needs, including those from culturally and linguistically diverse backgrounds. CC1K6 Issues, assurances and due process rights related to assessment, eligibility, and placement within a continuum of services. CC1K8 Historical points of view and contribution of culturally diverse groups. EC1K1 Historical and philosophical foundations of services for young children both with and without exceptional learning needs. CC1S1 Articulate personal philosophy of special education. Standard #2: Development and Characteristics of Learners CC2K2 Educational implications of characteristics of various exceptionalities. CC2K5 Similarities and differences of individuals with and without exceptional learning needs. EC2K3 Influence of stress and trauma, protective factors and resilience, and supportive relationships on the social and emotional development of young children. EC2K4 Significance of sociocultural and political contexts for the development and learning of young children who are culturally and linguistically diverse. Standard #3: Individual Learning Differences CC3K1 Effects an exceptional condition(s) can have on an individual’s life. CC3K3 Variations in beliefs, traditions, and values across and within cultures and their effects on relationships among individuals with exceptional learning needs, family, and schooling. CC3K4 Cultural perspectives influencing the relationships among families, schools, and communities as related to instruction. Standard #5: Learning Environments and Social Interactions CC5K1 Demands of learning environments. CC5K4 Teacher attitudes and behaviors that influence behavior of individuals with exceptional learning needs. CC5S2 Identify realistic expectations for personal and social behavior in various settings. CC5S8 Teach self-advocacy. Standard #6: Language CC6K1 Effects of cultural and linguistic differences on growth and development. CC6K2 Characteristics of one’s own culture and use of language and the ways in which these can differ from other cultures and uses of languages. d child interactions as primary contexts for learning and development. Standard #7: Instructional Planning CC7K1 Theories and research that form the basis of curriculum development and instructional practice. Standard #8: Assessment CC8K2 Legal provisions and ethical principles regarding assessment of individuals. Standard #9: Professional and Ethical Practice CC9K3 Continuum of lifelong professional development. CC9K4 Methods to remain current regarding research-validated practice. CC9S5 Demonstrate commitment to developing the highest education and quality-of-life potential of individuals with exceptional learning needs. CC9S6 Demonstrate sensitivity for the culture, language, religion, gender, disability, socioeconomic status, and sexual orientation of individuals. CC9S8 Use verbal, nonverbal, and written language effectively. CC9S10 Access information on exceptionalities. CC9S11 Reflect on one’s practice to improve instruction and guide professional growth. Standard #10: Collaboration CC10K1 Models and strategies of consultation and collaboration. CC10K2 Roles of individuals with exceptional learning needs, families, and school and community personnel in planning of an individualized program. CC10K3 Concerns of families of individuals with exceptional learning needs and strategies to help address these concerns. CC10S7 Use group problem-solving skills to develop, implement, and evaluate collaborative activities.
Maine Teacher Standards Alignment The following performance standards for Maine Initial Teacher Certification will be advanced in this course. 1. Demonstrates knowledge of the central concepts, tools of inquiry, and structures of the discipline(s) s/he teaches and can create learning experiences that make these aspects of subject matter meaningful to students. Candidate performance demonstrating the following capabilities informs this standard. The ability to: b. Evaluate teaching resources and curriculum materials for their comprehensiveness, accuracy, usefulness and for representing particular ideas and concepts in clear and meaningful ways. f. Explain important principles and concepts delineated within their discipline and link them with professional state and unit standards. 2. Demonstrates the ability to integrate the concepts, tools of inquiry, and structures among the disciplines. Candidate performance demonstrating the following capabilities informs this standard. The ability to: c. Pursue and acquire material and human resources in various disciplines for classroom use. 3. Demonstrates knowledge of the diverse ways in which students develop and learn by providing learning opportunities that support students' intellectual, physical, emotional, and social development. Candidate performance demonstrating the following capabilities informs this standard. The ability to: a. Discern individual, student and group differences (e.g., intellectual, cultural, social). d. Identify when and how to access appropriate services or resources to meet learners’ needs. h. Demonstrate understanding of and sensitivity to issues of diversity and equity during the design and assessment of instruction. 7. Demonstrates the ability to support students’ learning and well-being by engaging students, home, school, colleagues, and community. Candidate performance demonstrating the following capabilities informs this standard. The ability to: b. Identify strategies to link school, home, and community to enhance student performance and well-being. c. Describe ways to proactively develop partnerships with parents and guardians in support of students’ learning and well-being. d. Recognize when it is appropriate to consult with other school professionals concerning a student’s learning or health. e. Describe ways to work with community agencies to foster student growth. 9. Demonstrates an awareness of and commitment to ethical and legal responsibilities of a teacher. Candidate performance demonstrating the following capabilities informs this standard. The ability to: c. Demonstrate knowledge of situations which make one vulnerable to liability actions. Demonstrate awareness of professional liability insurance, and follows appropriate school and district procedures to avoid liability. f) Understand how beliefs, values, traditions and requirements of various religious groups interact with school life (e.g., dietary restrictions, fasting, mandatory observance or nonobservance of holidays, activities which are forbidden, expectations regarding gender relations, issues of deference); take religious diversity into account when planning and implementing lessons and activities. h) Treat others with respect and honor the dignity of all people. 10. Demonstrates a strong professional ethic and a desire to contribute to the education profession. Candidate performance demonstrating the following capabilities informs this standard. The ability to: a. Be an active, contributing member of work teams and committees. c. Utilize information gained from reading professional journals.
Weekly Topics (Topics subject to change due to emerging issues and trends) Week 1: January 20-Course Overview What should special education represent in our society? Why do we have special education? Pros/Cons of Special Education Self analysis Selection of Critical Issues Topics for Student Led Discussions Assignment: 1. Text: Issue 13-Issue 14 2. Find a recent article on Inclusion for discussion
Week 2: January 27 A. Inclusion/Full inclusion/Least restrictive environment to more restrictive environment B. Cohort Activity: University Day Topic Assignment: 1. Text: Issue 8-9 2. Student Led Discussion (articles to be sent by Monday).
Week 3 Feb. 3 A. No Child Left Behind B. Student led discussion C. Cohort: Outline of University Day Proposal including tasks needed to be done with individual cohort member assignments. Assignment: 1. Text Issue 7-10-16 2. Student Led Discussion (articles to be sent by Monday).
Week 4: Feb. 10 A. Response to Intervention B. Student led discussion C. Cohort work Assignment: 1. Text Issue 3-6 2. Student Led Discussion (articles to be sent by Monday).
Week 5: Feb. 24 A. Overdiagnosis/underdiagnosis of students in special education B. Student led discussion Assignment: 1. Text Issue: 11-18 2. Student Led Discussion (articles to be sent by Monday).
Week 6: March 3 A. Autism/Cognitive Disabilities B. Student led discussion Assignment: 1. Text Issue: 7 2. Student Led Discussion (articles to be sent by Monday). Week 7: March 10 A. Attention deficit hyperactivity disorder B. Student led discussion Assignment: 1. Articles to be provided on parent expectations 2. Student Led Discussion (articles to be sent by Monday).
Week 8: March 17 A. Are Parents Expecting to Much: Guest Speaker B. Cohort Check in: List of activities leading to April14 presentation needing to be done with individual assignments. Findings of the Cohort, areas of challenge. Written outline to Breton. C. Student led discussion Assignment: 1. Should One-on-One Nursing Care Be Part of Special Education? Read the pro and con of the Supreme Court Decision ―Rapid Community School District v. Garret’ http://www.wrightslaw.com/law/caselaw/case_Cedar_Rapids_SupCt_990303.htm Goggle the Decision for multiple comments. 2. Student Led Discussion (articles to be sent by Monday) 3. Mid Term Reflective Journal Due Midnight March 29. 4. Interview a school committee member, city manager or council member to establish the impact of special education services in the school system and to ascertain any recommendations.
Week 9: March 31: A. Medical Issues B. Discussion of community reaction to special education in schools (town leader, school committee member, senior citizen, parent) C. Student Led discussion Assignment: 1. Articles to be provided 2. Student Led Discussion (articles to be sent by Monday) Week 10: April 7 A. Transition issues/services – connection to the real world-Guest Speaker B. Student led discussions C. Preparation for University Day Assignment: 1. Text Issue 4-19 2. Student Led Discussion (articles to be sent by Monday)
April 14 University Day Presentation
Week 11: April 21 A. Discipline of children with disabilities, particularly emotional/behavioral disorders B. Student led discussion Assignment: 1. Student Led Discussion (articles to be sent by Monday) 2. Rough draft of Critical Issue Paper for cohort review.
Week 12: April 28 A. Student Led Discussions B. Cohort Review of Critical Issue Paper Assignment: 1. Identify a major topic of concern for discussion in an open forum
Week 13: May 5 A. Open Forum B. Discussion and Submission of Critical Issue Paper C. Review
Course Requirements: All written work must be in formal, professional English and in accordance with the APA Publication Manual. Course-related emails and postings to Blackboard are included in this policy. All written work should demonstrate the student's best professional writing skills. Microsoft Word should be used for all assignments.
1. Read assigned material in text and course material on Blackboard. 2. Write a weekly synopsis of assigned readings using the Weekly Sessions Critique Template. These will be due on Blackboard Wednesday midnight.
How to read an article critically In order to function in this class effectively you must be able to evaluate what the articles that you read. Critical thinking requires an open mind, a broad background of experience, knowledge of where and how to find information, and the ability to analyze and evaluate the accuracy of that information. The development of critical thinking involves the evaluation and analysis of information from many sources. Reasoning One component of critical thinking is reasoning. Important components of reasoning include: understanding the issue, determining a point of view, underlying assumptions, possible implications, consequences, and inferences; and drawing a conclusion. You should read the articles critically by: 1. Making Judgments and Drawing Conclusions Making judgments and drawing conclusions require you to develop critical thinking skills. After you have read an article, questions such as the following can help you successfully perform that task: a) What conclusions are drawn by the author of the article? b) Do you agree or disagree with the conclusions drawn by the author? c) What other conclusions are possible to draw using the same information? d) What other information might be important to know before making any judgment on the value and importance of the article?
2. Recognizing Logical Fallacies and Faulty Reasoning Critical thinking requires the ability to recognize faulty logic. Here are seven major fallacies of reasoning that you should know and be able to recognize: a) Incorrect assumption of a cause/effect relationship. (Example: Every time we wash our car, it rains. Therefore, if we wash our car today, it will rain.) b) Inaccurate or distorted use or interpretation of numerical statistical information. (Example: Traffic fatalities were cut when the highway speed limit was reduced to 55 m.p.h. Therefore, the lower speed limit has resulted in safer highways. [The fact that people are driving less may be equally or more important.]) c) Faulty analogy. Comparison is carried too far, or the things compared have nothing in common. (Example: Apples and oranges are both fruit. Both grow on trees. Therefore, apples and oranges taste the same.) d) Oversimplification. Relevant information is ignored in order to make a point. (Example: The majority of voters in the United States are Democrats. Therefore, Democratic candidates will win every election.) e) Stereotyping. People or objects are lumped together under simplistic labels. Also called labeling. (Example: Blonde women are beautiful, but dumb.) f) Ignoring the question. Digression, obfuscation, or similar techniques are used to avoid answering a question. (Example: When asked about the possibility of a tax increase, a senator replies: ―I have always met my obligations to those I represent.‖) g) Faulty generalization. A judgment is made on the basis of inaccurate or insufficient evidence. (Example: Ducks and geese migrate south for the winter. Therefore, all waterfowl migrate south for the winter.)
3. Recognizing Propaganda Techniques. Propaganda is information presented in an attempt to influence readers. Propaganda is not by definition ―good‖ or ―bad.‖ However, to the unwary, propaganda can be misleading. Some frequently used propaganda techniques: A) “Bad” (or “Sad”) Names—The use of words, phrases, or expressions with negative connotations. Examples: slob, prude, moron, embarrassing. B) “Glad” Names—The use of words or phrases with positive, pleasant connotations. Examples: warm, lovely, delicious, ―lemony‖ fragrance. C) Testimonials—The recommendation or endorsement by prominent and/or influential people. Example: Professional baseball star Derek Jeter’s advertisements for a credit card. D) Transfer—The use of names, phrases, or symbols to influence acceptance. Example: Using a movie star’s photograph on the cover of a magazine to get people to buy it. E) “Just Plain Folks”—The use of dress, behavior, or other devices in an attempt to identify a product or person with ordinary people. Example: Photographs of the President of the United States eating spaghetti or chopping wood. F) Card Stacking—The presentation of only that information or those arguments most favorable to a particular point of view. Example: Making a list of all the advantages of buying a new car without making a similar list of all of the disadvantages. G) Bandwagon—The use of the fear of being ―different‖ to influence behavior. Example: ―Twenty million people jog for their health. Shouldn’t you?‖
Analysis Another component of critical thinking is analysis. Analysis involves a variety of skills, but one of the most common is the ability to recognize the difference between an observation and an inference. Once the distinction is made, you can then try to understand on what basis the inferences are being made (for example, logical or statistical). 1. Identifying Fact and Opinion A fact is an accurate description of an object, event, or statement that can be proved true. An opinion is a statement that expresses how a person feels about something or what a person thinks is true. 2. Comparing and Contrasting Information To compare and contrast information, you must have a wide variety of material at hand. By comparing and contrasting information, you can identify facts, make inferences, and draw conclusions that would not otherwise be possible.
Weekly Session Critique Template: This form allows you to summarize an article and briefly analyze and evaluate what you read. The completed form will be submitted at the end of the class graded, and used as a starting point for class discussions. Weekly Session Critique Template: Name: Date: Title of issue: 1. Author and major thesis of the Yes side. 2. Author and major thesis of the No side. 3. State in your own words two facts presented the yes side. 4. State in your own words two facts presented by the no side. 5. Briefly state in your own words two opinions presented by the yes side. 6. Briefly state in your own words two opinions presented by the no side. 7. Briefly identify as many fallacies on the Yes side as you can. 8. Briefly identify as many fallacies on the No side as you can. 9. Which author impressed you as being the most empirical in presenting the thesis? Why 10. Are there any reasons to believe the writers are biased? If so, why do they have these biases? 11. Which side (Yes or No) do you personally feel is most correct now that you have reviewed the material in these articles? Why?
Course requirements cont. 3. Demonstrate leadership and active participation in class discussion by contributing provocative information or analysis, 4. Write two reflections, midterm and end of term, on professional growth as a result of this class with references to the readings and discussion (March 29-May 5)
Reflective Journal The writing of a reflective journal is associated with learning from experience, and is viewed as an important strategy for emerging educators who embrace lifelong learning. This is particularly important for special educators who will be engaged in interactions with adults and drawing upon those experiences as they consult and collaborate with parents and other professionals. The act of reflection is seen as a way of promoting the development of autonomous, qualified and self-directed educational professionals. Engaging in the writing of a reflective journal is associated with the improvement of the quality of pedagogical practices, stimulating personal and professional growth, and closing the gap between theory and practice. The most important aspect of engaging in the writing of a reflective journal is that your writing will enable you to demonstrate a changing conceptual perspective. The process of reflective writing leads to more than just a gain in your knowledge it should also lead you to challenge the concepts and theories by which you make sense of knowledge. When you reflect on a learning experience you do not simply see more, you see differently. Sharing your reflective writing with your instructor will assist you in the process of revealing new perspectives. Scoring Rubric: 10% = Reiteration of the activities (This is what we did) 15% = Reflection of content and readings (This is what was said) 75% = Reflection of your thoughts and conclusions based on your experiences and readings as supportive evidence.
5. Critical issues topical discussion leader: On the first day of class, we will discuss and choose critical issues in special education to focus on this semester and assign topics to each participant who will become the discussion leader for that topic. No less than 48 hours prior to your assigned day as discussion leader, you will post 2 related articles on Blackboard. The articles must: 1) Strongly pertain to the assigned topic. 2) Be current (2005 – present). 3) Be from peer-reviewed journals in special education. On your assigned day as discussion leader, you will lead a one hour presentation and discussion on your topic. That is, you will present information on your topic for approximately 15 minutes, followed by a discussion (bring prepared questions) you will lead encouraging the participation of your classmates. You will be assessed according to the following criteria: (1) Well prepared (2) Use of multimedia (3) Knowledge of topic (4) Leadership of discussion (5) Ability to facilitate participation of all classmates (6) Quality of questions asked
Possible Critical Issue Topics: Inclusion/Full inclusion/Least restrictive environment to more restrictive environment Attention deficit hyperactivity disorder Overuse of medication Funding/Full funding of IDEA Overdiagnosis/underdiagnosis of students in special education Culturally/linguistically diverse placement Males overidentification Specific disability categories Assessment of children with disabilities Standards-based reform as it relates to special education Standardized testing/should all students be held to the same standards Accountability for assessment of children with disabilities, NCLB Cochlear implants Technology – getting equipment funded (most expensive, best), use of multiple aids/equipment Transition issues/services – connection to the real world Life after high school for severely disabled individuals Discipline of children with disabilities, particularly emotional/behavioral disorders Self-determination for children with disabilities, particularly moderate to severe disabilities, introduction at an early age Functional curriculum versus academic-based Team teaching/collaboration between general education and special education teachers Comorbid conditions LD/ADHD Highly qualified special education teachers Intensive early intervention versus inclusionary programs Role of Parents in Programs
6. Participation in Others’ Discussions: (1) Do the assigned readings prior to class. (2) Come to class with a 1 page analysis and position of the topic based upon the readings. (3) Participate in the discussion.
7. Topical Issue Papers: Due May 7. (This may be the critical issue for which you are the discussion leader) You will write a topical paper 12-20 page paper on a controversial issue in special education. This paper should be typed in Times New Roman, double- spaced, with a font size no more than 12 pt and margins no larger than 1" on top, bottom, and sides. You will also need to include a reference page with at least 5 references from current (2005-present) professional journals in special education – these should be peer-reviewed journals. Your paper should conform to the Publication Manual of the American Psychological Association. Scoring Rubric: (1) Discussion of components of the issue. (2) Pro and Con sides of the issue. (3) a rationale for your position of the issue. (4) Writing in APA style and format, which should include in-text citations, headings, and subheadings. (5) Citations from at least 5 sources in the special education professional literature in your narrative response to each of these questions that support your response to the questions. You must include in-text citations throughout the entire essay as well as a reference list in APA format. (6) Include a cover page in APA format.
8. Cohort: Each course participant will be assigned to a cohort group. The purpose of the cohort is to provide participants with an opportunity to: develop a network of peers for problem solving, analyzing articles, participate in cooperative learning experiences, and develop professional communication skills. The premise of the cohort experience is that you bring with you a variety of background and experiences and that you are competent to assist one another in acquiring new knowledge and skills. Your cohort group must work together to achieve the group goal that cannot be mastered unless each individual in the group performs their individual task. Each cohort member will be held accountable for learning the required content. Cohort members must work together to make sure that all have mastered the assigned content. Each individual in the group must have differentiated tasks whose successful performance is critical to achieving group goals. Cohort experiences does not imply devaluation of individual contribution or lack of individual accountability. The intent is for you to discuss issues, engage in group problem solving, help one another understand the material, reflect, share, and modify ideas.
MAJOR COHORT ACTIVITY Your Cohort will select one of the following activities and develop a 45 minute or longer activity for presentation at University Days scheduled for April 14.
1. Discussion of Autism Spectrum. 2. Services for Disabled individuals at UMPI 3. Difference between New Brunswick-Nova Scotia-Maine Special Education Services. 4. Minority Overrepresentation in remedial and special education programs (1st Nation/Native American/African American. 5. Other as approved by instructor.
Check in: Feb 3-Outline of Proposal including tasks needed to be done with individual cohort member assignments. March17- Cohort Check in: Findings of the Cohort, areas of challenge, list of activities leading to April14 presentation needing to be done with individual assignments. Written outline to Breton. UNIVERSITY DAY 2010 “Winds of Change: Propelling Progress and Sustainability”
General Instructions:
The University Day committee has selected “Winds of Change: Propelling Progress and Sustainability” as its theme for this year’s conference (April 14, 2010). Our most visible symbol, the wind turbine, served as the inspiration and we believe accurately represents our commitment to pursue environmentally responsible educational opportunities. It is important to note however that this is just a theme and is in no way intended to constrict the wide variety of presentations we anticipate seeing at the conference. We encourage the submission of all proposals, regardless of their application to this theme. When preparing submissions, please keep in mind the purpose of University Day; this conference is organized to highlight exemplary student work of all forms (research, service, creative, etc.). University Day presentations should not be a vehicle to present class content or be used as a substitution for required in-class presentations. There will a minimum of five different sessions and, depending on the number of presentations submitted, we are contemplating reorganizing the times of the sessions so there would be six possible sessions. The final decision will be made by the Committee during the January meeting. The rationale for this change is to allow for fewer simultaneous presentations. The schedule of presentations will be completed in early March and faculty sponsors and student presenters will be notified of their placement in the schedule.
If you have any questions, feel free to contact the faculty members of the University Day Committee: Kim-Anne Perkins, Chair Bill Breton Carolyn Dorsey Jacqui Lowman Kim McCrea
All submission forms are due on Friday, February 12, 2010 by 4:30pm. Please e-mail the completed form to Kim-Anne Perkins at [email protected] University Day Presentation Submission Form “Winds of Change: Propelling Progress and Sustainability” April 14, 2010 Name of Paper/Presentation:
Paper/Presentation Abstract: (Please describe in 100 words or less the content and purpose of the paper/presentation.)
Presenter(s): (Name; Major; Hometown)
Course/Organization: (What course or organization was the student(s) participating in when completing this presentation/paper?)
Is this a POSTER SESSION? Yes No (Poster Sessions will involve the presentation of work in a poster format. Students are expected to be available to answer questions on their work; while no formal presentation will be involved it is expected that the posters will be staffed during the assigned hour)
Type of equipment needed for presentation: Computer & Projector Internet Access Overhead Projector TV & VCR/DVD Dry Erase Board Flip Chart Slide Projector Other:
Contact Person: (email(s) and phone #(s) of advisor and/or main presenter(s))
All submission forms must be submitted in electronic format and are due on Friday, February 12h, 2010 by 4:30 pm. Please email the completed form to Kim-Anne Perkins at [email protected].
Course Grading 1. Class participation: 1000 2. 10 Weekly Session Critiques (100 each) 1000 3. Critical Issues Discussion Leader 2000 4. Topical Issue Paper 2000 5. Cohort University Day Presentation 2000 6. Attendance 1000 7. 2 Reflective Journal2 (500 each) 1000
A = 95-100% A- = 90-94% B+= 86-89% B = 83-85% B- = 80-82% C = 74-79% D = 70-73 % F = < 70%
In order to earn an A in this course you will have to produce beyond the ordinary. Higher order thinking skills of analysis and evaluation (review what you know about Bloom’s taxonomy).
Points will be posted on Blackboard throughout the term as assignments are graded. . Course Policies/Student Responsibilities: 1. Students are expected to participate in class discussions, complete assigned readings before class, and answer questions in class. 2. Please turn off all cell phones and pagers or put them on "vibrate" before entering class. 3. Late papers and missed exams are unacceptable and will receive zeros. In the rare event that you have an extraordinary circumstance that will prevent turning in an assignment on time or being present for an exam, you must notify me at least 24 hours in advance to negotiate an extension. This will only be granted upon receipt of documentation of your excuse. As teachers, you will be held to deadlines regarding parent conferences, grading, and IEPs. Requiring deadlines for our class gives you practice managing your time effectively. 4. Plagiarism is unacceptable and assignments containing plagiarism will receive zeros. Plagiarism includes taking words directly from an article or other source and putting them in your assignment (e.g., papers, presentations), without using quotation marks, even if the work is cited. Direct quotes, according to APA format, may be used, but use them sparingly (i.e., no more than 1-2 lines of direct quotes per page). The purpose of the your weekly critique’s to assess your work, your thoughts, and your insights. Taking bits and pieces of other authors' writing and simply placing it in your paper shows little evidence of original thought. I look forward to reading your original thoughts, reflections, and insights. 5. Grades of "Incomplete" are strongly discouraged and will not be issued except in extraordinary circumstances and in accordance with university policies.
Attendance Do not take this course if you cannot attend class! Attendance is expected and is each student's responsibility. Students who miss a single session will miss major portions of the material. Excessive absences will have a negative effect on your grade. Chronic tardiness and leaving class early will result in a decreased class participation score. Two classes missed will constitute the drop of ½ a letter grade. You may be dropped if you miss more than 3 - 4 sessions. Students are expected to remain for the entire class session and to arrive on time. The only excuse is medical or an emergency as determined by the instructor, or being excused from class for University excused functions. Make sure you contact the instructor by e-mail if you cannot attend a class. With a new strain of influenza (H1N1) circulating in Maine, there are several things you can do to stay well and help us limit the spread of this and other communicable illnesses. Students who are experiencing symptoms of H1N1 (fever of 100 degrees or more, plus sore throat or cough) should call student health services at (207) 768-9586 or 768-9587, or your own health care provider, for further evaluation. If you are found to have symptoms of H1N1, you will need to follow the guidance of the Maine CDC to stay home until you are free of fever (without fever- reducing medication), for 24 hours or your symptoms have resolved, whichever is longer. For more information, see www.cdc.gov/h1n1/flu. Please watch your email for updates on how H1N1 may be affecting the University in particular or call the Dean of Students Office at 768- 9615 with questions or concerns.
Assistance: If you need any assistance or extra help please contact me during office hours or make an appointment. No concern of yours is trivial and I will do my best to provide you with assistance.
UMPI Writing Center: Located on the first floor of South Hall, the writing center offers one-on-one consultations for writers at all levels of course work, at all stages of the writing process. All you have to do is bring your assignments and other relevant materials with you when you go in for a consultation. Call 768-9615 or stop by to set up an appointment.
Additional information is also available on the writing center web page, http://www.umpi.edu/programs/cas/english/writing-center.
Students with a disability: If you have a documented disability and need academic accommodations or modifications contact the Student Support Services office at 768-9615.
This seminar will be a profitable experience for us all.