EDUC 290 EXIT SEMINAR
Syllabus and Tentative Outline
Instructor: John Hughes Office: Aspen 117A
Phone: 732-6549 Office Hours: 9-10:00 AM, M-F; by appointment
Email: email@example.com FAX: (208) 732-6797
Class Location: Online Toll-Free #: 1-800-680-0274 EXT 6549
College Mission Statement: The College of Southern Idaho, a comprehensive community college, provides educational, social, cultural, economic, and workforce development opportunities that meet the diverse needs of the communities it serves. CSI prepares students to lead enriched, productive and responsible lives in a global society.
CSI email: Email is the primary source of written communication with all CSI students. Students automatically get a CSI email account when they register for courses. Messages from instructors and various offices such as Admission and Records, Advising, Financial Aid, Scholarships, etc., will be sent to the students’ CSI accounts (NOT their personal email accounts). It is the students’ responsibility to check their CSI email accounts regularly. Failing to do so will result in missing important messages and deadlines. Students can check their CSI email online at http://students.csi.edu. Student email addresses have the following format: firstname.lastname@example.org. At the beginning of each semester free training sessions will be offered to students who need help using their CSI email accounts.
On-line course evaluation statement: Students are strongly encouraged to complete evaluations at the end of the course. Evaluations are very important to assist the teaching staff to continually improve the course. Evaluations are available online at: http://evaluation.csi.edu. Evaluations open up two weeks prior to the end of the course. The last day to complete an evaluation is the last day of the course. During the time the evaluations are open, students can complete the course evaluations at their convenience from any computer with Internet access, including in the open lab in the Library and in the SUB. When students log in they should see the evaluations for the courses in which they are enrolled. Evaluations are anonymous. Filling out the evaluation should only take a few minutes. Your honest feedback is greatly appreciated!
Disabilities:Any student with a documented disability may be eligible for related accommodations. To determine eligibility and secure services, students should contact the coordinator of Disability Services at their first opportunity after registration for a class. Student Disability Services is located on the second floor of the Taylor Building on the Twin Falls Campus. 208.732.6260 (voice) or 208.734.9929 (TTY) or email email@example.com.
EDUCATION DEPARTMENT MISSION and GOALS: The Education Department seeks to provide a meaningful educational experience that prepares students to transfer to four-year institutions or prepares students for productive roles in education, fitness and wellness, and related professions. Furthermore, the Education Department seeks to provide service to the college and community through high-quality programs, courses, and services, using skilled faculty and staff.
The Education Department supports its mission and the mission of the College through the following goals:
To provide high-quality educational programs that parallel university curriculum.
To prepare students to transfer to a four-year college or university.
To provide a program of technical education through certificates and degrees that prepares students for educational or other professional settings.
To provide high-quality educational courses in support of the College’s Associate of Arts degree.
To provide high-quality educational programs and courses that are widely accessible through a variety of delivery mediums.
To assess the effectiveness of the department’s programs, courses, and teaching methodologies through outcomes assessment.
To attract, retain, and support qualified faculty who are committed to masterful teaching, distance learning methodologies, technology, and student success.
To provide comprehensive student advising for the department’s educational programs.
To provide service to the college and community.
COURSE DESCRIPTION: This is the capstone course in the Teacher Education Program. Students will complete an outcomes portfolio and begin a professional notebook. Students will be introduced to representatives from Idaho institutions and encouraged to complete application materials for their institution of choice. (This class addresses Idaho Core Teacher Standards 3, 4, 6, 8, 9, and 10.)
PREREQUISITES: EDUC 201, 202, 204, 205, and 215. Cumulative 2.75 (GPA) and be completing the last semester before graduation.
REQUIRED TEXT: There is not a textbook required for this course.
COMPUTER LITERACY REQUIREMENT: Students are required to pass the CSI Computer Skills Assessment, which is a four-part test administered in the CSI testing center. See http://computerliteracy.csi.edu/ for more information.
Identify student’s needs for transfer to a university
Identify educational programs and contact institutions
Support student in compilation of a completed Teacher Education exit portfolio
LEARNING OUTCOMES and ASSESSMENTS: Upon completion of Exit Seminar, students will achieve the following:
Learning Outcome 1: Students will meet CSI Teacher Education Exit requirements.
Assessment: Students must fulfill the requirements below to successfully complete EDUC 290 and ultimately the Teacher Education Program.
Demonstrate a 2.75 cumulative GPA
Complete AA requirements
Complete the Teacher Education Exit Survey
Demonstrate a proficient Teacher Education Portfolio. The Teacher Education Portfolio contains three entries: EDUC 201 (Autobiographical Essay), EDUC 204 (Diversity Statement Essay), and EDUC 205 (Individual Differences Student Profile Essay. See the Teacher Education Graduation Requirements and the Outcomes Assessment Policy Statement below.
Student learning outcomes and assessments will be clearly identified throughout the course.
Outcomes, assessments, assessment data, and student responses to the course online evaluation will be reviewed by the instructor, and when applicable, the department faculty to determine what, if any, improvements can be made in terms of course content and instructional delivery in meeting the course and program goals.
SKILLS: This course will utilize the college’s e-education platform (Blackboard), computer experience, Internet navigation experience, and Blackboard experience is recommended. Essays are required to be typed/wp (and follow APA format). Therefore, students should be familiar with word processing. The college does offer Blackboard workshops during the first week of the semester.
POLICIES and PROCEDURES:
Hours of Class: This class is facilitated online through the college’s Blackboard site. The course requires students to complete at least six hours (2 hours for each credit) of work each week.
Behavior: Online behavior is to be appropriate to a positive learning environment. You are expected to conduct yourself in a professional manner in this course. You should treat all class members with respect and be thoughtful in your own contributions to the class. You will receive one warning concerning inappropriate behavior; if the behavior persists, you will be dropped from the course and the matter will be referred to Student Services for college discipline. If there is a problem for you in the class, please let me know. See College Catalog, page 16, for other college behavioral policies.
Course Work: All assignments are due on the date assigned. Unless prior arrangements are made, late work is not accepted. After the first three weeks of the semester, if the student does not submit assignments/communicate with the instructor, I will withdraw the student for lack of attendance. The student must initiate the action to withdraw by the 12th week. After the 12th week, a grade other than W will be issued.
Honesty: Students are expected to be honest in all aspects of their work. All work is evaluated on the assumption that the work presented is the student’s own. Students are subject to the grade of failure (F) for any of the following dishonesty practices. Cheating--the improper use of books, notes, other student’s test or quizzes, or other aids during an examination or quiz. Collaboration--submission of a paper in which substantial portions are paraphrased as one’s own from, or identical to another student’s paper. Plagiarism--submission of a paper in which substantial portions are paraphrased without documentation or are identical to published or unpublished material from another author.
This is a Pass/No Pass course.
To Pass (P) this course, students must:
submit a well-organized, complete, and proficient Teacher Education Portfolio.
successfully complete the Teacher Education Portfolio Review process.
submit the Teacher Education Program Exit Survey.
Wk 1 Confirm enrollment in class (send John an email)
Review Graduation Requirements and Outcomes Assessment Statement
Review Plan of Action Assignment
Review requirements for Autobiographical Essay
Review Course Blackboard Site
Wk 2: Praxis I & Plato information for entrance tests
Submit Plan of Action assignment
Revise Autobiographical Essay
Review requirements for Diversity Statement of Informed Beliefs Essay
Wk 3: Submit Autobiographical Essay
Revise Diversity Statement of Informed Beliefs Essay
Wk 4: Return ABE
Submit Diversity Statement of Informed Beliefs Essay
Review Requirements for Individual Differences Student Profile Essay
Wk 5: Return SIB
Revise Individual Differences Student Profile Essay
Completed Praxis 1 or other entrance tests
Apply for CSI Graduation (See deadline)
Wk 6: Submit Individual Differences Student Profile Essay
Review semester time line and your university/college of choice time line
Wk 7: Return IDP
Revise Teacher Education Portfolio (ABE)
Wk 8: Revise Teacher Education Portfolio (SIB)
Wk 9: Revise Teacher Education Portfolio (IDP)
Wk 10: Submit Portfolio Entries
Complete Program Exit Survey
Wk 11: Portfolio Review
Wk 12: Portfolio Review
Wk 13: Portfolio Review
Wk 14: Portfolio Review
Wk 15: Portfolio Review
Wk 16: Portfolio Results
Complete Online Course Evaluation Survey
Graduation Requirements & Outcomes Assessment Policy Statement
Graduation Requirements for an Associate of Arts degree in Teacher Education:
Students must complete all program requirements for the Associate of Arts degree (see program advising checklist).
Students must have a 2.75 cumulative GPA upon completion of the degree.
Students must pass EDUC 290 Exit Seminar. Successful completion requires the following
Students must submit a completed Outcomes Assessment Portfolio. All portfolio entries must demonstrate “acceptable” work as evaluated by the EDUC 290 instructor and the Teacher Education Portfolio Review Committee.
Students must complete an Exit Survey in EDUC 290.
Outcomes Assessment General Overview: Outcomes assessment is a Teacher Education outcomes assessment process to ensure that each student’s outcomes portfolio proves proficient (“acceptable according to a holistic grading rubric) and to ensure the portfolio is justly reviewed. Students are required to five portfolio entries from the following five teacher education courses:
EDUC 201 Foundations of Education (Autobiographical Essay)
EDUC 202 Field Experience (Field Experience Form)
EDUC 204 Families, Communities, and Culture (Diversity Statement of Informed Beliefs)
EDUC 205 Development/Individual Differences (Student Profile Essay)
EDUC 215 Educational Technology (Technology Portfolio)
Portfolio Entries: Within each course, the respective portfolio entry is evaluated by the course instructor (or supervising teacher) using a holistic scoring rubric. The entry is also evaluated on how well it meets the identified Idaho Core Teacher Standards (ICTS) or International Society for Technology in Education (ISTE) standards. The student must earn a grade of “C” or better on each portfolio entry. Students who do not earn a grade of “C” or better will receive a grade of Incomplete (I) for the course and must complete the grade of “I” within one calendar year. (See Grade of Incomplete Form.)
Portfolio Review: In EDUC 290 Exit Seminar, the student revisits, revises, and resubmits three portfolio entries (ABE, SIB, IDP) by applying what he/she has learned or would like to change since originally submitting the assignment. The EDUC 290 instructor reviews the portfolio (each entry) using the same holistic scoring rubric that was used in the respective course. The 290 instructor recommends the student’s work as “not acceptable” or “acceptable.” Students who do not submit a completed portfolio receive a course grade of No Pass (NP) and must repeat the course.
After the student’s portfolio is reviewed by the EDUC 290 instructor, it is anonymously submitted to the Teacher Education Portfolio Review Committee for evaluation, regardless of the instructor’s recommendation. Each portfolio entry is reviewed by one member of the committee using the same holistic scoring rubric as mentioned above. If the committee member’s recommendation matches the instructor’s recommendation, the student successfully passes (P) EDUC 290 or the student does not pass (NP) 290 and must retake the course. If the instructor’s recommendation does not coincide with the committee member’s recommendation, a second committee member reviews the portfolio. If the portfolio proves “acceptable,” the student will receive a Pass (P) for the EDUC 290 course. If the portfolio proves “not acceptable,” the student has the opportunity resubmit “not acceptable” portfolio entries.
Portfolio Review (resubmitted portfolios): Students whose portfolios are evaluated as “not acceptable” have the opportunity to resubmit “not acceptable” portfolio entries. These entries are reviewed by a committee member who recommends the entry as “acceptable” or “not acceptable.” Students whose resubmitted portfolios prove “acceptable” will receive a Pass (P) for the EDUC 290 course; students whose resubmitted portfolios prove “not acceptable” will receive a No Pass (NP) and must retake the 290 course. The committee’s recommendation is final.