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PSU EDUC 591 - PENN STATE HARRISBURG

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IntroductionLiterature ReviewPracticeConclusionCorrect Usage and PunctuationCorrect APA StylePENN STATE HARRISBURGEDUC 591/Summer 2003 Denise G. Meister, Ph.D.Education Seminar (717) 948-6539 (Office)Tues. & Thurs., 8 a.m.-11:10 a.m. (717) 948-6209 (Fax)Olmsted 308E [email protected] Office Hours--1/2 hour before/after class or by appointment. Course Texts.Black, Caron. (1997). Getting out of line: A guide for teachers redefining themselves and their profession. Thousand Oaks, CA: Corwin Press.Preskill, Stephen L., & Jacobvitz, Robin Smith. (2001). Stories of teaching: A foundation for educational renewal. Columbus, OH: Merrill Prentice-Hall.Course Description . This performance-based course is intended to serve as a culminating or capstone experience for students enrolled in the Master of Education degree program in Teaching and Curriculum. A constructivist seminar format, augmentedby significant readings, will be used to facilitate in-depth discussions of important, timely,and controversial issues in education. Students will be asked to reflect upon previous course work toward the degree as a foundation for analyzing the past, evaluating the present, and speculating about the likely future of numerous issues that collectively constitute the education arena. Students will be expected to demonstrate their ability to analyze and synthesize material through the guiding of, and participation in, class discussions of the readings and through the completion of a scholarly paper and a corresponding class presentation that both focus on the same educational theme. Academic honesty/plagiarism. Except in those instances when students are engaged in collaborative efforts, it will be expected that students will complete and submit their own work. Ideas taken verbatim or paraphrased from other sources should be clearly acknowledged through the inclusion of appropriate reference notes. All references cited within the written document and on the reference page must be completed in APA Style. When in doubt regarding the proper way to handle a specific situation, studentsshould consult with the course instructor. Instances of academic dishonesty may result in a failing grade for the course and, further, may lead to suspension from the University.Course requirements. Students are expected to: 1. participate actively in each class. Attend class regularly, read all assigned materials thoroughly and critically, and contribute actively to class discussions and activities. 2. lead a topical discussion. Each student will be part of a collaborative group with four other students. Each group member will be responsible for facilitating a discussion of one of the chapters in Stories of Teaching. Chapters will be assigned the first week of class. Discussion leaders will meet in jigsaw to discuss relevant issues of the chapter before facilitating the discussion with his or her own collaborative group. 3. write paper. Alone or with a partner, write a scholarly paper suitable for submissionto a professional journal or for posting on a web site. The paper should deal with a currenttopic or issue in education that can take the form of an appropriate genre (i.e., exposition, historical, commentary, persuasion, descriptive, experimental, observational, qualitative, survey, or synthesis). In constructing your paper, be sure to address the issue as it fits into your own practice. The contents of the paper should be further mediated by what you have learned while enrolled as a student in the M.Ed. Program. In this sense, the paper should demonstrate your ability to engage in scholarship on a professional par with a holder of a Master of Education degree. The topic must be approved by the instructor in advance. 4. present paper. Make a presentation to the class based upon the paper developed in the aforementioned assignment. The presentation should be approximately 15 minutes in length, with 10 minutes of questions/discussion to follow, and it should incorporate effective presentation techniques. It should be approached as though it were being formally delivered at a conference of a professional organization (e.g., handouts, visual aids, overheads). 5.reflect on your teaching career vis a vis the book Getting out of Line and the film Guy Doud: Teacher of the Year. This paper, which will be written in class, will give you the opportunity to reflect on your current practice and your plan to continue your professional development. D. MeisterEDUC 5912Evaluation. Course grades will be assigned as follows: Assignments/Activities TOTAL POINTS 1. Class Participation 50 2. Topical Discussion 50 3. Written Paper 100 4. Paper Presentation 50 5. Reflective Paper 50 TOTAL Possible Points 300Grading system. Each student's total accumulated points will be converted to a final letter grade using the following chart: 282 - 300 = A 231 - 239 = C+ 270 - 281 = A- 222 - 230 = C261 - 269 = B+ 210 - 221 = D 252 - 260 = B Below 210 = F 240 - 251 = B-NOTE RE: CLASS ATTENDANCE. Because of the reflective nature of the course and the interrelated and cumulative sequence of activities, students are required to be present at each class. Each absence, whether excused or unexcused, will result in a grade reduction. The only exceptions will be if the student can provide a doctor's excuse. For example, one missed class will lower the grade from an “A” to an “A-“; the second absence will lower the grade from an “A-“ to a “B+.” In the case of an unforeseenemergency, the student will be required to read assigned articles that deal with the topic missed and write a paper synthesizing it.D. MeisterEDUC 5913Essential Components for PaperIntroductionThis section must include a purpose statement which clearly lays out


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