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ED 537: Professional Development in the 21st Century Summer Session Hybrid Syllabus

COURSE START DATE: July 1, 2013

ONLINE DATES: July 1- 8 and July 15 – August 19, 2013

ON CAMPUS DATES: July 8 – July 12, 2013

COURSE END DATE: August 9, 2013

COURSE DESCRIPTION

All information on this course, including the official course description and any prerequisites,

can be found in the GPS Catalog at http://catalog.sjcme.edu/

COURSE PREREQUISITE AND/OR MINIMAL TECHNICAL SKILLS

Students should be able to access the Angel learning platform and should have the latest edition

of Microsoft Word (available at a nominal fee). Consult your Academic Advisor about obtaining

the latest edition.

COURSE OBJECTIVES

Upon completion of this course, you should be able to do the following:

1. Know the various models of professional development and apply them to your setting.

2. Analyze the connections between professional development, professional learning

communities, and student achievement.

3. Evaluate existing professional development in light of the new definition and the new

national standards.

4. Use case studies to analyze and compare effective professional development to the new

national criteria.

5. Dialogue and network with colleagues about effective professional development course.

6. Design, present, and evaluate a staff development presentation for a specific goal in your

own setting.

COURSE FORMAT Professional development has always been part of a teacher’s work, yet in this time of increased

accountability it has taken on new meaning for both teachers and school districts. As a concept it

has gone far beyond traditional workshop scenarios and is now, more than ever, directly linked

to student achievement. Just as we differentiate instruction in our classrooms, we now we need

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to differentiate our professional development and learning in order to meet the needs of a diverse

teaching staff.

In this course, we will look at a definition of quality professional development for teachers in

grades K-12, which can be applied (with some editing) to professionals in many other settings –

business, healthcare, the military, etc. We will also examine the characteristics of professional

development, determine the need for it, select the appropriate model related to your setting, and

connect professional development to the professional learning culture in your setting.

At the end of this course, you will be able to recognize well-designed, goal-specific, and high-

quality professional development. You will conduct a professional development needs

assessment survey in your setting. You will be able to design your own professional

development presentation that incorporates the needs of adult learners, is grounded in the 21st

century national standards, and is measurable and specific to a particular goal. You will be able

to address the link between professional development and student achievement with your peers

through our discussion board postings and through networking with colleagues.

We will accomplish this in a variety of ways, including class discussions, assigned papers,

readings, case studies, and a final project/ paper that includes a visual presentation component

such as PowerPoint, Prezi, ScreenR, etc. You will have the opportunity to reflect upon and share

your own experiences in professional development in responding to discussion areas and written

assignments. As you read about best practices in each of the unit reading assignments, you will

be able to incorporate this knowledge into your discussion and papers, ultimately creating a

professional development plan for a specific need in your setting. Your final paper and

presentation will summarize all of the learning from this course and will be applied to a real-life

situation in your own setting.

This is an accelerated, online 10-week course. You will acquire the skills outlined in the course

objectives through the following:

1. Readings from textbooks, journal articles, and Internet sources.

2. Lecture notes, class discussions, guest speakers

3. Case studies

4. Written essays and business relevant analyses

5. Active participation in the Discussion Board area of your ANGEL classroom.

REQUIRED TEXTS

Reeves, D. (2010). Transforming professional development into student results.

Alexandria, VA: ASCD ISBN: 9781416609490

Speck, M. & Knipe, C. (2005). Why can’t we get it right? Designing high-quality

professional development for standards-based schools. Thousand Oaks, CA:

Corwin Press. ISBN 1412906520/9781412906524

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FINAL ASSESSMENT

For your Unit 5 Final Paper/Project you will write a paper of 15-20 pages, using APA format

and rules for citations and paper format. Your paper should be double-spaced in 12-point Times

New Roman font. Your Final Paper/Project will also include a visual presentation, both of

which address the following:

1. A need in your school setting that is related to student achievement. You must

identify the need and set specific, measurable goals for professional development

that will meet those goals.

2. A needs assessment to determine the scope of the problem. It should include

formal and informal data (surveys, interviews, emails, etc.), surveys, and test data.

3. Select one subject area or grade-level. Then, use the results of your needs assessment to

design a three-year staff development plan for your school district or department/

grade level that addresses that need. Be sure to take into account the student achievement

goal(s), dates for implementation and evaluation of your professional development plan,

anticipated changes in staff, (new teachers hired, veteran teachers retiring), etc. Include

possible implications for payment of trainers, payment of teachers during out-of-contract

time, new instructional materials, etc. Beware of being too ambitious here. Limit your

planned professional development to one specific, achievable goal – even though it

might be one out of many related goals.

4. In your paper and presentation, answer the questions “How will we know we are

successful?” How will you evaluate the program? How often? Who will be involved in

this assessment? What is your timetable?

4. Propose your plan as a report to your school board, using presentation software such as

PowerPoint, Prezi, ScreenR, etc. Include at least twelve (12) slides or screen shots.

Highlight the important components of all aspects of the process above. Include one

shot/slide that includes potential cost to the school district, department, and/or grade level

if any.

Your Final Paper/Project will be graded using the rubric for written assignments in

this document. And you will find tutorials on PowerPoint, Prezi, and ScreenR on

Angel.

COURSE SCHEDULE Week 1: Online

1. Topics & Issues

New Definitions, New National Standards

Professional Development and Professional Learning Communities.

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2. Required Readings

Reeves Text: Introduction and Chapter 1

Speck & Knipe Text: Chapters 1 & 2

Silva, J., & Contreras, K. (October, 2011). The year we learned to collaborate.

Educational Leadership 69, (2), pp.54-58.

http://www.ascd.org/publications/educational-leadership/oct11/vol69/num02/The-

Year-We-Learned-to-Collaborate.aspx

Semadeni, J. (2010, May). When teachers drive their learning. Educational

Leadership 67(8). pp. 66-69.

http://www.ascd.org/publications/educational-leadership/may10/vol67/num08/When-

Teachers-Drive-Their-Learning.aspx

3. Assignments

Introduce yourself to the class by posting a brief autobiography to the discussion

board in which you share with everyone your personal and professional background

to date, your special interests and hobbies, and your future plans.

In a 3- to 5-page paper, reflect on the professional development that you have

participated in this past year. Which ones were the most effective and why? What

worked and did not work for you and why? What effect(s) on student learning did

they have? How would you have changed any of them in order to improve their

effectiveness? As an adult learner, what makes professional development experiences

effective for you? Did these experiences have the characteristics of the new definition

and standards described in the readings? Which ones?

Select one of the two assigned Educational Leadership articles to discuss in a 2- to 3-

page paper. Reflect on the components of professional development and professional

culture evident in these schools that led to specific, measurable outcomes for student

learning.

Discuss in a 2-page paper the current state of professional learning communities

(PLCs) in your setting. Do they exist? How do they function? Could they be

improved? Have they led to professional growth and to improved student learning?

What obstacles to effective PLCs had (or have) to be overcome?

Read and respond to at least two of your classmates’ posted introductions.

Read and respond to at least two of your classmates’ postings.

PLEASE NOTE: All graded assignments for this Week should be grouped together and

submitted using the Assignment Submission form accessed from your course homepage or

http://www.sjcme.edu/gps/assignments .

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Week 2, Day 1: On Campus

1. Topics & Issues

Individually Guided Models and Observation/Assessment Models

Development/Improvement Model and the Training/Inquiry Models.

2. Required Readings

Speck & Knipe Text: Chapter 3.

Joyce, B., & Showers, B. (2002). Student achievement through staff development.

(3rd

ed.), Alexanadria, VA: ASCD Chapters 5 and 6.

http://ezproxy.sjcme.edu:2048/login?url=http://search.ebscohost.com/login.aspx?dire

ct=true&db=e000xna&AN=87516&site=ehost-live

Sparks,D., & Loucks-Horsley. (1989). Five models of staff development. Journal of

Staff Development 10,(4), pp.40-57.

http://p12.project.tcnj.edu/660summer09/Coleman/five%20models.pdf

3. Assignments

Write a 3- to 5-page paper in which you do the following

1. Briefly summarize both models (individually guided and observation/assessment

models) discussed in this lesson. Construct examples of each model that would be

effective in your own setting and discuss why. How would the effectiveness of

each be evaluated?

2. In light of coaching that you have either experienced or observed, discuss and

analyze the peer coaching findings on pages 86-88 in the Joyce and Showers text

(2002).

We can divide the results of our early studies of coaching into two

categories: facilitation of transfer of training and development of

norms of collegiality and experimentation (p. 86).

Discuss which of their findings actually occurred and explain why or why not.

Include your personal experience with peer coaching to support your analysis.

Respond to the posted discussion board questions for this lesson.

Read and respond to two of your classmates’ postings.

PLEASE NOTE: All graded assignments for this Week should be grouped together and

submitted using the Assignment Submission form accessed from your course homepage or

http://www.sjcme.edu/gps/assignments .

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Week 2, Day 2: On Campus

Topics & Issues

The Relationship between the Two: Professional Development and Student

Achievement.

How Can We Assess That Relationship?

Required Readings

Reeves Text: Chapters 7-11.

Hammond, L. D. (2009, February). Professional learning in the learning profession: A

status report on teacher development in the United States and abroad. Dallas, TX:

NSDC. http://www.learningforwardpa.org/Professional%20Learning.pdf

Quint, J. (2011, July). Professional development for teachers: What two rigorous

studies tell us. New York, NY: MDRC.

http://www.mdrc.org/professional-development-teachers

Assignments

Respond to the following in a 3- to 5-page paper:

As a result of the No Child Left Behind law, we must look at the impact of professional

development on student learning. Is it fair to evaluate professional development in terms

of its impact on students? Are there circumstances when that would be unfair? Include

references to Quint’s (2011) findings. Support your answers and analysis by using

evidence from personal experience when possible.

Write a 2-page analysis of a case study. Find a case study of a school that has

experienced effective professional development. You may choose a case study in one of

the readings, use a case study from one of the websites below, or you may research one

of your own. Using Chapter 1, “Effective Teacher Development: What the Research

Shows,” of Linda-Darling Hammond’s research for the NSDC, evaluate the report’s

findings with the professional development that you have chosen. In your 2-page paper

describe what worked and how student-related achievement was measured as a result.

http://programs.ccsso.org/content/pdfs/Year_2_IMPDE_Fall_06_Rpt_with_errata-

041708.pdf

http://www.ccsso.org/Documents/2009/Effects_of_Teacher_Professional_2009.pdf

http://www.ascd.org/ASCD/pdf/siteASCD/publications/Case-Study-Capacity-Building-

Cypress-Fairbanks-ISD.pdf

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http://www.ascd.org/ASCD/pdf/siteASCD/publications/Case-Study-Southfield-Public-

Schools-DI.pdf

http://www.ascd.org/publications/books/106001/chapters/Portraits-of-PBSE-Success@-

Three-Case-Studies-(online-only).aspx

http://www.learningforward.org/docs/pdf/2010phase3report.pdf?sfvrsn=0

Respond to the posted discussion board questions for this lesson.

Read and respond to two of your classmates’ postings.

PLEASE NOTE: All graded assignments for this Week should be grouped together and

submitted using the Assignment Submission form accessed from your course homepage or

http://www.sjcme.edu/gps/assignments .

Week 2, Day 3: On Campus

1. Topics & Issues

How Can We Assess the Relationship Between Professional Development and

Student Achievement? (cont.)

2. Required Readings

The Required Readings are the same as those for Day 2.

Plus please bring to class 2 case studies that you have found independently and read –

either on the Learning Forward website or in the Wellehan Library databases. -- and

come prepared to share and present them to the class.

3. Assignments

Share and present your 2 case studies with the class.

PLEASE NOTE: All graded assignments for this Week should be grouped together and

submitted using the Assignment Submission form accessed from your course homepage or

http://www.sjcme.edu/gps/assignments .

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Week 2, Day 4: On Campus

1. Topics & Issues

Evaluation of Professional Development.

Guskey’s Five Levels of Evaluation Model

2. Required Readings

Guskey, T. R. (2002). Does it make a difference? Evaluating professional

development. Educational Leadership, 59 (6), 45-51.

http://www.ascd.org/publications/educational-leadership/mar02/vol59/num06/Does-

It-Make-a-Difference%C2%A2-Evaluating-Professional-Development.aspx

Guskey, T. R., & Yoon, K. (2009, March). What works in professional development?

Phi Delta Kappan, 90 (7), 495-500.

http://www.pdkmembers.org/members_online/publications/Archive/pdf/k0903gus.pd

f

Reeves Text: Chapters 7-11.

Speck & Knipe Text: Chapter 4.

Media:

Killion, J. (n.d.). Assessing the impact of professional development. [Webinar].

Oxford, OH: Learning Forward.

http://www.learningforward.org/learning-opportunities/webinars/assessing-impact

3. Assignments

Using Guskey’s five levels of evaluating professional development, create a chart

that represents a professional development activity that you have experienced

recently. Be sure to fill in the chart completely, and be sure to remember Guskey’s

caution that the process is not about what you will be doing but rather about how

what you do (or in this case did) will affect the student learning outcomes.

After completing the chart, write a 2-page paper in which you discuss the context of

this particular professional development experience. Attach your chart as a separate

document. Discuss a possible framework that you would use to evaluate the

professional development experience you wrote about in Question 1 above.

You will find the Killion webinar to be helpful as well as the tools from New York

State Teacher Centers at http://www.programevaluation.org/tools.htm. Of course,

you are free to design your own framework tool.

Respond to the posted discussion board questions for this lesson.

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Read and respond to two of your classmates’ postings.

PLEASE NOTE: All graded assignments for this Week should be grouped together and

submitted using the Assignment Submission form accessed from your course homepage or

http://www.sjcme.edu/gps/assignments.

Week 2, Day 5: On Campus

1. Topics & Issues

Design a Needs Assessment Survey for Your Professional Development Plan.

2. Required Readings

Reeves Text: Chapters 7-12, Appendices A and B.

Speck & Snipe Text: Chapters 3 and 4.

The following are a needs assessment tools and scoring guides plus a timely article on

twenty-first century education and professional development:

21st Century Schools. Professional development needs assessment. Austin, TX: 21st

Century Schools.

http://www.21stcenturyschools.com/Professional_Development_Needs_Assessment.

pdf

The scoring guide for this needs assessment is available here:

http://www.21stcenturyschools.com/Scoring_Guide.pdf

21st Century Schools. What is 21st century education? Austin, TX: 21st Century

Schools.

http://www.21stcenturyschools.com/What_is_21st_Century_Education.htm

Media:

The following are websites that you must view for this lesson. You will find that they

contain information and resources that will be useful to you in the next lesson also.

21st Century Schools Professional Staff Development

http://www.21stcenturyschools.com/Professional_Development.htm

21st Century Schools. (Producer). (n.d.). Assessing professional learning needs.

[Webinar].

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http://www.learningforward.org/learning-opportunities/webinars/assessing-learning-

needs

3. Assignments

After doing the required reading and after thinking carefully about the professional needs

in your setting, prepare a professional development needs assessment plan (see below for

suggested resources). Your plan should incorporate the following elements:

• Select one grade level or subject area.

• Be sure that your needs assessment plan includes formal and informal data (surveys,

interviews, emails, etc.) and test data. Your plan should not be just the needs

assessment alone.

• You will eventually conduct the needs assessment survey in your own setting using

the chart on page 7 of the required text by Speck and Knipe to guide your analysis of

the results. Your analysis should focus on Speck and Knipe’s questions: “Where Are

We?” and “Where Do We Want to Be?” Then analyze the results.

• Choose one need in your setting that is related to student achievement. You must

identify that one need and set one specific, measurable goal that your professional

development plan will address.

Write a 1-page outline in which you discuss and analyze your needs assessment

findings and explain your choice of one need, the model that you have decided to use

for your professional development plan, and the strategies that you have decided to

use in that plan. Post this outline and your needs assessment survey to the

discussion board. Solicit feedback from both your instructor and your classmates.

Respond to the posted discussion board questions for this lesson.

NOTE: Please bring a working copy of both your needs assessment survey and some

ideas of what your paper will address to class today. We will use the class today to

give one another feedback, brainstorm possibilities, and generally discuss both your

survey and your PD plan. Today you should bring to class your ideas, possible

questions for your needs assessment survey, and a working copy of your professional

development plan. We will review the possibilities together. This final on-campus

class will be the ideal opportunities for brainstorming, discussing, exploring

resources, etc.

The following website will be extremely helpful as you design your plan. This site and the others

below are intended to offer you examples and to give you some ideas for your own plan.

http://www.dpi.state.nd.us/grants/needs.pdf

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The following sample needs assessment surveys may prove useful as well:

http://dese.mo.gov/divteachqual/leadership/pd_guidelines/appendH.pdf

http://prodev.dadeschools.net/Surveys/SurveyPD.htm

http://www.ode.state.or.us/search/page/?id=3513

http://www.cde.state.co.us/FedPrograms/dl/consapp_na_tiia-tapnas.pdf

https://sites.google.com/site/erusdbtsaprogram/newsfeed/participatingteacherspdneed

sassessmentsurveyonline

NOTE: The following websites link to a needs assessment tool, its scoring guide, plus a timely

article on twenty-first century education and professional development. You will find them

useful in your needs assessment assignment.

21st Century Schools. Professional development needs assessment. Austin, TX: 21st Century

Schools.

http://www.21stcenturyschools.com/Professional_Development_Needs_Assessment.pdf

The scoring guide for this needs assessment is available here:

http://www.21stcenturyschools.com/Scoring_Guide.pdf

21st Century Schools. What is 21st century education? Austin, TX: 21st Century Schools.

http://www.21stcenturyschools.com/What_is_21st_Century_Education.htm

PLEASE NOTE: All graded assignments for this Week should be grouped together and

submitted using the Assignment Submission form accessed from your course homepage or

http://www.sjcme.edu/gps/assignments .

Week 3: Online

Topics & Issues

Begin to design your Professional Development Plan.

Required Readings

Reeves Text: Chapters 7-12, Appendices A and B

Speck & Snipe Text: Chapters 3 and 4

National School Board Association. (n.d). Planning professional development.

http://www.nsba.org/sbot/toolkit/PlanningPD.html

National School Board Association. (n.d.). Professional development.

http://www.nsba.org/sbot/toolkit/ProfDev.html

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Wallace, M., et al. (n.d.). Smooth science. ASCD Express 2(208).

http://www.ascd.org/ascd-express/vol2/208-wallace.aspx

MEDIA:

The following website has a number of excellent webinars that you might want to view:

http://www.learningforward.org/learning-opportunities/webinars/components-of-a-

comprehensive-plan

This is the one webinar that you must view for this lesson:

Learning Forward (Producer). (October 27, 2010). Components of a comprehensive professional

development plan. [Webinar].

http://www.learningforward.org/learning-opportunities/webinars/components-of-a-

comprehensive-plan [Homepage]

http://www.icohere-meeting.net/WebConference

Assignments

Using your one goal, your professional development model, and the strategies that you

have selected to meet that goal, design a 3-year staff development plan for your school

district or department or grade level that addresses that one need. Be sure to take into

account student achievement data, changes in staff, new teachers hired, veteran teachers

retiring, etc. Include the possible implications for payment of trainers, payment of

teachers during out-of-contract time, new instructional materials, etc. Beware of being

too ambitious here. Limit your planned professional development to one specific,

achievable goal even though it might be one out of many related goals.

Write a 2- to 3-page paper in which you explain the identified need, the professional

development model you have chosen, and the activities you have selected to deliver your

professional development experience. Post this paper to the discussion board.

Respond to the posted discussion board questions for this lesson.

PLEASE NOTE: All graded assignments for this Week should be grouped together and

submitted using the Assignment Submission form accessed from your course homepage or

http://www.sjcme.edu/gps/assignments .

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Week 4: Online

1. Topics & Issues

Final Paper

2. Required Readings

For this lesson, you should refer to (and cite properly) all pertinent readings that you have

explored throughout this course.

In addition, you should select and read three current (no later than the last five years)

academic and peer-reviewed resources that you will incorporate into your final paper.

3. Assignments

For this lesson, you will write a paper of 15-20 pages that is double-spaced with one-

inch margins, using 12-point Times New Roman font and APA formatting guidelines for

the citations and paper. Your final paper should be a reflection on how the professional

design process went – both the positive and the negative aspects of the process – and

should answer the following questions:

1. What was the purpose of your presentation, and did you make your purpose clear to

your audience? What initial questions did the audience pose, and how did you answer

them?

2. How did you gain and maintain the audience’s attention? How did you structure the

presentation to engage the adult learners? What evidence indicated that they were

engaged?

3. What was the discussion around the one specific goal you chose? What suggestions

were made that you had not considered before?

4. What was the outcome (or outcomes) of your presentation? Were there any

unexpected, unanticipated outcomes?

5. How will you know that the participants have acquired the knowledge, behavior, or

skills you intended for them? Please be specific.

6. What specific measures will you and the group implement to reach your goal? Who

are the key persons responsible for achieving that goal?

7. Did your presentation result in any changes in the timeline?

8. When and how will the group reconvene to continue their work on the goal?

9. What lessons did you learn about your own learning as an adult?

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Throughout this week, also please read and respond to the Discussion questions on our

Discussion Board.

PLEASE NOTE: All graded assignments for this Week should be grouped together and

submitted using the Assignment Submission form accessed from your course homepage or

http://www.sjcme.edu/gps/assignments .

Week 5: Online

1. Topics & Issues

Complete the research and writing of your Final Paper.

2. Required Readings

For this lesson, you should refer to (and cite properly) all pertinent readings that you have

explored throughout this course.

In addition, you should select and read three current (no later than the last five years)

academic and peer-reviewed resources that you will incorporate into your final paper.

3. Assignments

Submit your Final Paper. Via the Assignment Submission Form

Post the Final Paper to the Discussion Board.

Read and Respond to your classmates’ postings.

PLEASE NOTE: All graded assignments for this Week should be grouped together and

submitted using the Assignment Submission form accessed from your course homepage or

http://www.sjcme.edu/gps/assignments .

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Week 6: Online

1. Topics & Issues

Final Paper/Project Presentation.

2. Required Readings

For this lesson, you should refer to (and cite properly) all pertinent readings that you have

explored throughout this course.

In addition, you should select and read three current (no later than the last five years)

academic and peer-reviewed resources that you will incorporate into your final paper.

3. Assignments

Your first assignment for this lesson is to prepare a report to your school board (or a

governing decision-making body in your setting – your administration, department, etc.)

that will be based on your final paper information. Be sure to include the audience for

your report, whether it is your department committee, your administrative team, your

school board, etc.

In a 2- to 3-page report, answer the following questions:

a. How will you know you are successful?

b. How will you evaluate the program?

c. How often?

d. Who will be involved in this assessment?

e. What is your timetable?

Then propose your plan to your school board using presentation software such as

PowerPoint or Prezi or any other presentation tool you have found useful. Include at

least 15 slides or screen shots. Highlight the important components of all aspects of the

process and include one slide on the potential cost to the school district, department,

and/or grade level if any.

Post both the report and the presentation on the Discussion Board.

Read and Respond to your classmates’ postings.

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PLEASE NOTE: All graded assignments for this Week should be grouped together and

submitted using the Assignment Submission form accessed from your course homepage or

http://www.sjcme.edu/gps/assignments .

GRADING BREAKDOWN

Written Assignments 20%

Class Participation 40%

Post-Residency Assignment 40%

TOTAL 100%

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RUBRICS Score Discussion Grading Criteria

A Responses are on topic, original, and contribute to the quality of the discussion. Responses make frequent, informed references to unit material. Responses are clearly written. Substantial original answers to the questions that furthers the work of the class. Typically in the 100 word range or responses meet length requirements as posted in the classroom. Two or more thoughtful responses per discussion question to classmates that advance the discussion.

B Responses are on topic, largely original, and contribute to the quality of the discussion. Responses make some informed references to unit material. Responses are generally clearly written. Substantial original answers to the questions that furthers the work of the class. Typically in the 75-100 word range or responses meet only 80% of the length requirements as posted in the classroom. One response per discussion question to a classmate that is thoughtful and advances the discussion.

C Responses are on topic, but they lack originality and lack a significant contribution to the quality of the discussion. Responses make vague or summary references to unit material. Responses have several mechanical or stylistic errors. Short posting. Normally in the 50-75 word range or responses meet only 70% of the length requirements as posted in the classroom. Response(s) to others does not advance the discussion.

D Responses are only partially on topic, lack originality, and lack a significant contribution to the quality of the discussion. Responses make little or no references to unit material. Responses have several mechanical or stylistic errors. Minimal posting. Normally in the 25-50 word range or responses meet only 60% of the length requirements as posted in the classroom. No responses to classmates. If there are two questions, student did not respond to one.

Written Assignment Grade Content, Focus, Use of

Text/Research Analysis and Critical

Thinking Writing Style, Grammar, APA Format

50% 30% 20%

A Response successfully answers the assignment question(s); thoroughly uses the text and other literature.

Response exhibits strong higher-order critical thinking and analysis (e.g., evalua-tion).

Sentences are clear, concise, and direct; tone is appropriate. Grammatical skills are strong with almost no errors per page. Correct use of APA format when assigned.

B Response answers the assignment question(s) with only minor digressions; sufficiently uses the text and other literature.

Response generally exhibits higher-order critical thinking and analysis (e.g., true analysis).

Sentences are generally clear, concise, and direct; tone is appropriate. Grammatical skills are competent with very few errors per page. Correct use of APA format when assigned.

C Response answers the assignment question(s) with some digression; sufficiently uses the text and other literature.

Response exhibits limited higher-order critical thinking and analysis (e.g., applica-tion of information).

Sentences are occasionally wordy or ambiguous; tone is too informal. Grammatical skills are adequate with few errors per page. Adequate use of APA format when assigned.

D Response answers the assignment question(s) but digresses significantly; insufficiently uses the text and other literature.

Response exhibits simplistic or reductive thinking and analysis but does demonstrate comprehension.

Sentences are generally wordy and/or ambiguous; tone is too informal. Grammatical skills are inadequate, clarity and meaning are impaired, numerous errors per page. Inadequate use of APA format when assigned.

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COURSE GUIDELINES

Please see the Course Guide section at the beginning of the syllabus.

COURSE POLICIES AND PROCEDURES

Current information regarding College policies affecting your course can be found on the

Resources/Policy section of the course homepage. On this page, you will find vital information,

including the following:

Current Student Handbook, outlining course-specific policies

Access to support resources, including advising and online tutorial services

Student Success Guides

SUBMITTING ASSIGNMENTS

As you complete each assignment in one Week, add each assignment on a new page to your

word processing document. Complete and submit all the assignments for each Week in a single

word processing document.

For instructions on how to submit your assignments, you can find an icon in your course called

“Submit an Assignment” or by clicking on the following link and fill out the Assignment

Submission Form: http://www.sjcme.edu/gps/assignments.

How Do I Access Disabilities Services?

Anyone who would like information or needs access to accommodations or services related to

disabilities should contact the college’s Accommodations Office. Please contact your Academic

Advisor or refer to the Student Handbook for more information.

This course was developed by Saint Joseph’s College for the exclusive use of students enrolled

in the College’s Division of Graduate and Professional Studies.

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