Curriculum+Syllabus

**Felician/Franciscan Values ** || **Value **  ||  **Description **  ||
 * EDU 690 Current Issues/Trends in Curriculum Development **
 * **Semester: ** Fall 2017
 * **Instructor: ** Dr. J. Pedersen
 * **Office telephone: ** 732-713-4508
 * **Room: ** Sammartino Hall, Room 35
 * **Email address: ** jamesmpedersen1@gmail.com  or pedersenj@felician.edu
 * **<span style="font-family: Calibri,sans-serif;">Office Hours **<span style="font-family: Calibri,sans-serif;">: By appointment
 * **<span style="font-family: Calibri,sans-serif;">Website **<span style="font-family: Calibri,sans-serif;">: <span style="font-family: Calibri,sans-serif;">https://feliciancollege.wikispaces.com/Curriculum+Syllabus
 * **<span style="font-family: Calibri,sans-serif;">College **<span style="font-family: Calibri,sans-serif;"> **Mission Statement:** Felician is an independent co-educational Catholic/Franciscan College founded and sponsored by the Felician Sisters to educate a diverse population of students within the framework of a liberal arts tradition. Its mission is to provide a full complement of learning experiences, reinforced with strong academic and student development programs designed to bring students to their highest potential and prepare them to meet the challenges of the new century with informed minds and understanding hearts. The enduring purpose of Felician College is to promote a love for learning, a desire for God, self-knowledge, service to others, and respect for all creation.
 * **<span style="font-family: Calibri,sans-serif;">Respect for Human Dignity ** || <span style="font-family: Calibri,sans-serif;">Our reverence for and commitment to promoting and protecting the dignity of all persons. ||
 * **<span style="font-family: Calibri,sans-serif;">Solidarity with the Poor ** || <span style="font-family: Calibri,sans-serif;">Ensuring the needs of the poor and vulnerable are met through advocacy and action. ||
 * **<span style="font-family: Calibri,sans-serif;">Justice and Peace ** || <span style="font-family: Calibri,sans-serif;">Forging right relationships, re-creating a sustainable environment, and promoting the common good in the pursuit of peace. ||
 * **<span style="font-family: Calibri,sans-serif;">Compassion ** || <span style="font-family: Calibri,sans-serif;">An empathetic consciousness of others expressed in caring service. ||
 * **<span style="font-family: Calibri,sans-serif;">Transformation ** || <span style="font-family: Calibri,sans-serif;">Encourages an open mind and heart, leading to continuous improvement of the person and ministry. ||


 * <span style="font-family: Calibri,sans-serif;">School of Education Mission Statement **<span style="font-family: Calibri,sans-serif;">- The School of Education at Felician College, in accordance with the Franciscan tradition, fosters competent, caring, and compassionate educators to serve a diverse population by promoting a collaborative spirit, encouraging self-reflection, and emphasizing life-long learning.

<span style="font-family: Calibri,sans-serif; font-size: 11pt;">The Teacher Education Accreditation Council (TEAC) is dedicated to helping educator preparation programs improve and be accountable for their quality. The following claims are made in regard to the Graduates of Felician College School of Education Leadership Program.
 * <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Teacher Education Accreditation Council (TEAC) Leadership Claims **


 * <span style="font-family: Calibri,sans-serif; font-size: 11pt;">TEAC Leadership #1 **<span style="font-family: Calibri,sans-serif; font-size: 11pt;">: Our leadership candidates understand how to advance the success of all students and staff by developing, articulating, and implementing a vision of learning that is shared by the school community.
 * <span style="font-family: Calibri,sans-serif; font-size: 11pt;">TEAC Leadership #2 **<span style="font-family: Calibri,sans-serif; font-size: 11pt;">: Our leadership candidates will implement strategies to promote the success of all students and staff through the articulation of a support for a school culture and instructional program conducive to learning and faculty development.


 * <span style="font-family: Calibri,sans-serif; font-size: 11pt;">TEAC Leadership #3 **<span style="font-family: Calibri,sans-serif; font-size: 11pt;">: Our leadership candidates will champion the success of all students and staff as professionals who demonstrate integrity, fairness, and a willingness to actively collaborate with all organizational stakeholders.

|| <span style="font-family: Calibri,sans-serif;">This course is designed to examine current issues and trends in curriculum that are brought about by political, social and educational forces. Students will consider the significance of these for curriculum development. As future leaders in education, insights into the controversial nature of current programs and practices will empower the curriculum developer to make decisions based on knowledge of the strengths or lack of merit of the various programs. The course will focus on six major areas that influence the field of curriculum: philosophy, teaching, learning, instruction, supervision, and policy. Students will be presented with and encouraged to examine and debate popularly held traditional beliefs versus more controversial viewpoints.
 * **<span style="font-family: Calibri,sans-serif;">Course Number, Name, Description: EDU690 MSEL Current Trends and Issues in Curriculum **

<span style="font-family: Calibri,sans-serif;">Number of Credits: 3

<span style="font-family: Calibri,sans-serif;">Prerequisites: EDU 540MS ||

||
 * **Course Objectives**

<span style="font-family: Calibri,sans-serif;">The demands on today’s citizen are vastly different from those ten or fifteen years ago. With the rapid pace of change, schools are finding it necessary to meet new competencies for their students. As a result, this course will emphasize the tools to prepare learners for a world in constant flux.

<span style="font-family: Calibri,sans-serif;">The topics to be covered are: the influence of philosophy on curriculum; the extent to which personal beliefs and society are reflected in the curriculum; the conception of curriculum and its impact on learning; the methods of teaching a diverse population; the role of caring in education; the art and science of teaching; various methods of teaching; pedagogy and the processes of pedagogical reasoning; parental involvement; qualities of good teachers; the connection between learning and the curriculum; the processes of learning; the role of assessment; methods of instruction; teacher accountability; standards-based education; the role/impact of technology; and school leadership. The course will also probe further into thematic and interdisciplinary units. Further, students will gain a deeper understanding of methods used to raise students' level of thinking in such areas as reading, science, writing, creativity, historical inquiry and problem solving. The teacher will walk away with the knowledge and skills required to achieve a curriculum leadership role.

<span style="font-family: Calibri,sans-serif;">At the completion of this course, each student will be able to demonstrate, through the artifacts within his/her portfolio, the acquisition of the following goals and objectives.

<span style="font-family: Calibri,sans-serif;">All goals and objectives are aligned with the New Jersey Professional Teaching Standards (NJPTS), New Jersey Professional Standards for School Leaders (NJPSSL), New Jersey Core Curriculum Content Standards, and the Interstate New Teacher Assessment and Support Consortium (INTASC).

//<span style="font-family: Calibri,sans-serif;">Goal 1: Students will be gain an appreciation for the impact of various philosophies (personal, societal, institutional, and national) on the development and delivery of the curriculum. // <span style="font-family: Calibri,sans-serif;">Objective 1: Students will be able to explain the four major educational philosophies and how they differ. Based on this understanding, the learner will recognize the relationship between the design and delivery of curriculum and one’s beliefs and values. <span style="font-family: Calibri,sans-serif;"> NJPTS: 2, 4, 5, 10 NJPSSL: 1, 5 INTASC: 1, 2, 3, 5, 9 <span style="font-family: Calibri,sans-serif;">Objective 2: Students will develop goals and objectives reflective of their philosophy of curriculum and be able to compare and contrast these to the New Jersey Core Curriculum Content Standards. <span style="font-family: Calibri,sans-serif;"> NJPTS: 4 NJPSSL: 1,2 NJCCCS (all) INTASC: 1, 2, 3, 5, 9 <span style="font-family: Calibri,sans-serif;">Objective 3: Students will gain insight into a variety of curricular conceptions and designs. Based on their personal philosophy, they will be able to identify and use the design(s) most relevant to their students. <span style="font-family: Calibri,sans-serif;"> NJPTS: 4 NJPSSL: 1, 2, 3, 4, 5, 6 INTASC: 2, 3, 5, 9 <span style="font-family: Calibri,sans-serif;">Objective 4: Students will understand the importance of encounters with the arts and the achievement of the goals of education. <span style="font-family: Calibri,sans-serif;"> NJPTS: 1, 2, 3, 7, 10 NJPSSL: 1, 2, 5, 6 NJCCCS (All) INTASC: 2, 3, 5, 9 <span style="font-family: Calibri,sans-serif;">Objective 5: Students will be able to articulate the responsibilities of other institutions in the content of student learning (television, movies, video games, music videos, and written forms of publication). <span style="font-family: Calibri,sans-serif;"> NJPTS: 2, 4, 8, 9, 10 NJPSSL: 2, 3, 4, 5, 6 INTASC: 2, 3, 5, 9

//<span style="font-family: Calibri,sans-serif;">Goal 2: Students will understand and recognize the connection between learner success and teacher decisions on a // //<span style="font-family: Calibri,sans-serif;"> variety of levels. //

<span style="font-family: Calibri,sans-serif;">Objective 1: Students will be able to speak to themes of caring and whether or not this is a legitimate responsibility of schools. Consideration will be given to interdisciplinary and multicultural education as vehicles for implementing themes of care into the curriculum. <span style="font-family: Calibri,sans-serif;"> NJPTS: 2, 3, 6, 7, 8, 9 NJPSSL: 1, 2, 3, 4, 5, 6 INTASC: 1, 3, 4, 5, 6, 9, 10 <span style="font-family: Calibri,sans-serif;">Objective 2: Students will be able to articulate the qualities of a good teacher and why excellence in teaching is a vocation and not simply an occupation. <span style="font-family: Calibri,sans-serif;"> NJPTS: 10 INTASC: 9 NJPSSL: 1, 2, 3,4, 5, 6 <span style="font-family: Calibri,sans-serif;">Objective 3: Students will understand the duality of teaching – art and science. They will be able to incorporate both criteria into the curriculum and its subsequent delivery. <span style="font-family: Calibri,sans-serif;"> NJPTS: 4, 5 INTASC: 9 NJPSSL: 1, 2 <span style="font-family: Calibri,sans-serif;">Objective 4: Students will acquire experience in determining the merit of various methods of teaching in order to determine the most productive practices. <span style="font-family: Calibri,sans-serif;"> NJPTS: 4, 5 INTASC: 9 NJPSSL: 1, 2

<span style="font-family: Calibri,sans-serif;">Objective 5: Students will weigh the importance of strong parent-teacher partnership when considering curriculum and instruction. <span style="font-family: Calibri,sans-serif;"> NJPTS: 10 INTASC: 9, 10 NJPSSL: 1, 4, 6

//<span style="font-family: Calibri,sans-serif;">Goal 3: Students will be able to articulate the relationship between teaching, learning and the curriculum. // <span style="font-family: Calibri,sans-serif;">Objective 1: Students will develop an appreciation for active participation in schools by learners through depth of thought and grappling with subject matter and/or challenging ideas. The tension between standardized tests and inquisitiveness, skepticism, and imagination will be probed. Students will be expected to reflect on this tension in light of their philosophy of education.

<span style="font-family: Calibri,sans-serif;"> NJPTS: 4, 5 NJPSSL: 1, 2 INTASC: 2, 4, 9 <span style="font-family: Calibri,sans-serif;">Objective 2: Students will gain a deeper appreciation for critical and creative thinking skills and the processes of learning and how to incorporate these into the curriculum through their instructional objectives. <span style="font-family: Calibri,sans-serif;"> NJPTS: 4, 5 NJPSSL: 1, 2 NJCCCS INTASC: 2, 4, 9 <span style="font-family: Calibri,sans-serif;">Objective 3: Students will consider the role of moral education within the curriculum and how living in a complex and diverse society impacts on the norms of school cultures and children’s moral development. <span style="font-family: Calibri,sans-serif;"> NJPTS: 4, 5 INTASC: 2, 4, 9 NJPSSL: 1, 2 <span style="font-family: Calibri,sans-serif;">Objective 4: Students will understand the fundamental limitations to character education and the how programs might be enhanced through teaching students the art of reflection. <span style="font-family: Calibri,sans-serif;"> NJPTS: 2, 3, 6 NJPSSL: 4, 5 NJCCCS INTASC: 2, 4, 9 <span style="font-family: Calibri,sans-serif;">Objective 5: Students will articulate the proper relationship between learning and assessment; the contributions assessment makes to teaching and learning; and the link between student confidence, resulting from appropriate assessment of learning, and school improvement. <span style="font-family: Calibri,sans-serif;"> NJPTS: 2, 3, 5, 7 INTASC: 2, 4, 8, 9, 10 NJPSSL: 1, 2

//<span style="font-family: Calibri,sans-serif;">Goal 4: Students will consider how curriculum and instruction influence each other; which instructional strategies are most effective for learners; and the appropriate role of standards in education. //

<span style="font-family: Calibri,sans-serif;">Objective 1: Students will weigh the effectiveness of conventional instruction, mastery learning and tutoring. The deliberations will take into consideration when and under what conditions each might be the preferred instructional modality. <span style="font-family: Calibri,sans-serif;"> NJPTS: 4 INTASC: 1, 2, 3, 4, 7 NJPSSL: 2 <span style="font-family: Calibri,sans-serif;">Objective 2: Students will reflect on recent educational reforms and consider whether or not the quality of education has been improved as direct result of these initiatives. Consideration will be given to the emphasis on test scores, one’s belief about the primary purpose of education, and how closely connected education should be to “real” life. <span style="font-family: Calibri,sans-serif;"> NJPTS: 10 INTASC: 9 NJPSSL: 1, 2, 3, 6, 7 <span style="font-family: Calibri,sans-serif;">Objective 3: Students will consider the differences and commonalities between evaluating teachers and evaluating teaching and the impact each has on the effectiveness of learning. <span style="font-family: Calibri,sans-serif;"> NJPSSL: 1, 2 INTASC: 9 <span style="font-family: Calibri,sans-serif;">Objective 4: Students will review the various New Jersey Standards relating to education: New Jersey Core Curriculum Content Standards, New Jersey Professional Teaching Standards, New Jersey Professional Standards for School Leaders. These will be considered as to their alignment with the Standards Based Education Movement – its merits and its weaknesses. <span style="font-family: Calibri,sans-serif;"> NJPTS: ALL INTASC: ALL NJPSSL: ALL NJCCCS: ALL <span style="font-family: Calibri,sans-serif;">Objective 5: Students will consider, in light of their philosophy of education, whether the standards unreasonably restrict teachers or raise expectations. <span style="font-family: Calibri,sans-serif;"> NJPTS: 10 NJPSSL: 5 INTASC: 1, 9 <span style="font-family: Calibri,sans-serif;">Objective 6: Students will consider learning styles and multiple intelligences as they formulate an opinion on whether or not interactive technology is the best way to teach all students. <span style="font-family: Calibri,sans-serif;"> NJPTS: 4 NJPSSL: 1, 2 INTASC: 1, 9

//<span style="font-family: Calibri,sans-serif;">Goal 5: Students will be able to discuss the new conceptions of leadership and supervision in light of their influence on curriculum and teacher practice, preparation and on-going professional development. //

<span style="font-family: Calibri,sans-serif;">Objective 1: Students will understand the importance of a deep knowledge of the subject matter while recognizing the need to use interactive technology for up-to-date information and to engage in on-going professional development. <span style="font-family: Calibri,sans-serif;"> NJPTS: 1, 10 NJPSSL: 2 INTASC: 1, 9 <span style="font-family: Calibri,sans-serif;">Objective 2: Students will be able to staff development program for their colleagues that supports adult learning theory. <span style="font-family: Calibri,sans-serif;"> NJPTS: 1, 10 NJPSSL: 2 INTASC: 1, 2, 3, 4, 5, 6, 7, 10 <span style="font-family: Calibri,sans-serif;">Objective 3: Students will understand the merits of peer coaching, clinical supervision, and psychological functions and there impact on school renewal/curriculum implementation efforts. <span style="font-family: Calibri,sans-serif;"> NJPTS: 10 NJPSSL: 2 INTASC: 9, 10 <span style="font-family: Calibri,sans-serif;">Objective 4: Students will understand the components of the change process and how to facilitate change through pragmatic adaptations to specific contexts thus ensuring ongoing professional growth and improved professional practice. <span style="font-family: Calibri,sans-serif;"> NJPTS: 10 NJPSSL: 2 INTASC: 9, 10

//<span style="font-family: Calibri,sans-serif;">Goal 6: Students will consider the relationship between curriculum and policy. Such trends as demographics, homosexuality, diversity, educational equity, alternative schooling, bilingual education, censorship, gender inequity, and health education will be considered. //

<span style="font-family: Calibri,sans-serif;">Objective 1: Students will be able to articulate the changes in curriculum and instruction brought about by changing demographics. <span style="font-family: Calibri,sans-serif;"> NJPTS: 2, 3, 7, 9 NJPSSL: 1, 2, 3, 4, 5, 6 INTASC: 3, 5, 8, 9, 10 <span style="font-family: Calibri,sans-serif;">Objective 2: Students will internalize the importance of strong school, family, partnerships and be able to suggest recommendations for developing positive partnerships. <span style="font-family: Calibri,sans-serif;"> NJPTS: 8, 9 NJPSSL: 1, 2, 3, 4, 5, 6 INTASC: 9, 10 <span style="font-family: Calibri,sans-serif;">Objective 3: Students will become sensitized to the changing nature of the American family and how these changes subsequently impact on gender development, social development, and success in the traditional classroom. <span style="font-family: Calibri,sans-serif;"> NJPTS: 2, 3, 7, 9 NJPSSL: 1, 2, 3, 44, 5, 6 INTASC: 9, 10 <span style="font-family: Calibri,sans-serif;">Objective 4: Students will consider whether “tracking” is a fair educational practice and be able to defend their position through knowledge of educational research. <span style="font-family: Calibri,sans-serif;"> NJPTS: 4, 5 NJPSSL: 5 INTASC: 1, 5, 9, 10 <span style="font-family: Calibri,sans-serif;">Objective 5: Students will reflect on the essential knowledge and skills required of an educated person in a democracy. They will further consider whether, in their opinion, the NJCCCS are aligned with their deliberations on essential knowledge and skills. <span style="font-family: Calibri,sans-serif;"> NJPTS: 10 NJPSSL: 5 NJCCCS: ALL INTASC: 9 ||

|| <span style="font-family: Calibri,sans-serif;">Contemporary Issues in Curriculum, 5th ed. Boston: Allen and Bacon, 2011.
 * <span style="font-family: Calibri,sans-serif;">Textbook(s): **
 * <span style="font-family: Calibri,sans-serif;">Textbook(s): **

<span style="color: #002060; font-family: Calibri,sans-serif;">Author: <span style="font-family: Calibri,sans-serif;">Allen C. Ornstein, Edward F. Pajak, and Stacey B. Ornstein <span style="font-family: Calibri,sans-serif;">Recommended Textbooks: <span style="font-family: Calibri,sans-serif;">APA 6th edition manual //Summer Vs. School: The possibilities of year-round education.// Rowman and Littlefield Publications, 2015. ||

||
 * **Course Requirements**|| **Assignment**  ||  **Description**  ||  **Due Date**  ||  **Percentage**  ||
 * **Research Paper** || 5-7 Page paper researching a topic related to the subject of curriculum that could include instructional strategies, curriculum development or curriculum research. || || **20%**  ||
 * **Reflective Paper** || A brief 2-3 page paper reflecting on teacher practices in the area of curriculum and its impact on learners in the classroom. || || **15%**  ||
 * **Position Paper** || The student will create a 4-5 page paper articulating their philosophy of curriculum development and implementation using researchers and theorists from the text and other sources. || || **15%**  ||
 * **Presentation** || A brief 10-15 minute presentation based on Position Paper the engages the other students in the class. || || **20%**  ||
 * **Chapter Assignments** || Students will be assigned chapters from the text and assigned the dates to present to class. The presentations should be brief but must contain a summary of the chapter including major themes and ideas, discussion topics to engage the rest of the class and suggestions and recommendations**.** || || **10%**  ||
 * **Midterm** ||  || ||  **10%**  ||
 * **Final** ||  || ||  **10%**  ||
 * **Midterm** ||  || ||  **10%**  ||
 * **Final** ||  || ||  **10%**  ||


 * Grading Policies & Rubrics**

**<span style="font-family: Calibri,sans-serif;">Research Paper Assessment Rubric ** //<span style="font-family: Calibri,sans-serif;">1 // ||  **//<span style="font-family: Calibri,sans-serif;">Approaches Expectations //** **//<span style="font-family: Calibri,sans-serif;">2 //** ||  **//<span style="font-family: Calibri,sans-serif;">Meets Expectations //** **//<span style="font-family: Calibri,sans-serif;">3 //** ||  **//<span style="font-family: Calibri,sans-serif;">Exceeds Expectations //** **//<span style="font-family: Calibri,sans-serif;">4 //** ||
 * Grading Policies:**
 * || //<span style="font-family: Calibri,sans-serif;">Does Not Meet Expectations //
 * **<span style="font-family: Calibri,sans-serif;">THESIS **
 * <span style="font-family: Calibri,sans-serif;">DEVELOPMENT **
 * <span style="font-family: Calibri,sans-serif;">& ORGANIZATION **

<span style="font-family: Calibri,sans-serif;">Claim #1 – Understand Central Concepts || <span style="font-family: Calibri,sans-serif;">Ideas are not logically arranged lack a research base. Purpose and focus is unclear. Line of reasoning is underdeveloped. || <span style="font-family: Calibri,sans-serif;">Ideas are logically arranged but flow is awkward. Minimal development of purpose and focus. Some research base is evident. || <span style="font-family: Calibri,sans-serif;">Ideas are arranged logically. The problem or question is stated. Flow from sentence is generally smooth. The reader can follow the line of reasoning. || <span style="font-family: Calibri,sans-serif;">Writing is clear. Development of thesis statement is excellent. Ideas are arranged logically, flow smoothly from one to the other and are clearly linked. The reader can easily follow the line of reasoning. ||
 * **<span style="font-family: Calibri,sans-serif;">RESEARCH SOURCES **

<span style="font-family: Calibri,sans-serif;">Claim #1 – Tools of Inquiry || <span style="font-family: Calibri,sans-serif;">Work is plagiarized, evidence is not cited, literature review is cursory, and/or references have no relationship to the topic. Current APA format not followed. || <span style="font-family: Calibri,sans-serif;">An effort has been made to do a write a research paper and most references are acceptable. References are cited with errors and do not conform to APA guidelines. || <span style="font-family: Calibri,sans-serif;">The research is thorough, and references are cited throughout, but may have some errors. All work conforms to current APA style. || <span style="font-family: Calibri,sans-serif;">The resources are relevant and all evidence is clearly cited and referenced throughout. All work conforms to current APA style. <span style="font-family: Calibri,sans-serif;">Compelling evidence given to support claims with references that are all peer-reviewed journals, scholarly books or approved university documents || <span style="font-family: Calibri,sans-serif;">Claim #1 – Structure of Subject Area || <span style="font-family: Calibri,sans-serif;">Tone is not evident. <span style="font-family: Calibri,sans-serif;">Writing is unclear with many spelling and grammar errors. References are not provided or are too cursory to be useful. || <span style="font-family: Calibri,sans-serif;">Inappropriate tone. Sentence fluency and/or structural errors detract from research. The readability of work is interrupted by errors in fluency, structure, grammar and/or spelling. || <span style="font-family: Calibri,sans-serif;">Tone is appropriate. Complete sentences are used. Writing flows, but some minor errors in grammar, word choice, and/or spelling. || <span style="font-family: Calibri,sans-serif;">Tone is evident and correct. . Sentences are complete, well-structured with correct punctuation and spelling. Sentence fluency, grammatical structure, word choice, and voice support the research paper ||
 * **<span style="font-family: Calibri,sans-serif;">STRUCTURE **
 * <span style="font-family: Calibri,sans-serif;">GRAMMAR & **
 * <span style="font-family: Calibri,sans-serif;">SPELLING **
 * **<span style="font-family: Calibri,sans-serif;">DOCUMENTATION GUIDELINES **

<span style="font-family: Calibri,sans-serif;">Claim 3 – Reflective Educator || <span style="font-family: Calibri,sans-serif;">Assignment guidelines have not been followed. No citations or documentation to support research. || <span style="font-family: Calibri,sans-serif;">Some guidelines have been followed. Writing relies too heavily on paraphrased or quoted material. Documentation is correct but little evidence of original thought is present. || <span style="font-family: Calibri,sans-serif;">Most guidelines have been followed. Writing follows conventions through the use of primary and secondary sources Reference journals and periodicals should not be older than five years old. || <span style="font-family: Calibri,sans-serif;">All guidelines have been followed. Appropriate use of primary and secondary sources both in text and references are evident. Text book is not acceptable for references. Reference journals and periodicals should not be older than five years old. || **<span style="font-family: Calibri,sans-serif;">Reflective Writing Rubric ** **<span style="font-family: Calibri,sans-serif;">4 ** ||  **<span style="font-family: Calibri,sans-serif;">Meets Expectations ** **<span style="font-family: Calibri,sans-serif;">3 ** ||||||  **<span style="font-family: Calibri,sans-serif;">Does Not Meet Expectations **  || <span style="font-family: Calibri,sans-serif;">Response Relationship || <span style="font-family: Calibri,sans-serif;">Demonstrates a conscious and thorough understanding of the writing prompt and the subject matter. || <span style="font-family: Calibri,sans-serif;">Demonstrates a thoughtful understanding of the writing prompt and the subject matter. || <span style="font-family: Calibri,sans-serif;">Demonstrates a basic understanding of the writing prompt and the subject matter. || <span style="font-family: Calibri,sans-serif;">Demonstrates a limited understanding of the writing prompt and the subject matter. || <span style="font-family: Calibri,sans-serif;">Demonstrates little or no understanding of the writing prompt and the subject matter. ||
 * <span style="font-family: Calibri,sans-serif;">Criteria  ||  **<span style="font-family: Calibri,sans-serif;">Exceeds Expectations **
 * ^  ||^   ||^   ||  **<span style="font-family: Calibri,sans-serif;">2 **  ||  **<span style="font-family: Calibri,sans-serif;">1 **  ||  **<span style="font-family: Calibri,sans-serif;">0 **  ||
 * <span style="font-family: Calibri,sans-serif;">Prompt/
 * <span style="font-family: Calibri,sans-serif;">Depth of Reflection || <span style="font-family: Calibri,sans-serif;">Response is deeply thoughtful.

<span style="font-family: Calibri,sans-serif;">It shows obvious personal awareness and a heightened appreciation for personal reflection. || <span style="font-family: Calibri,sans-serif;">Response is thoughtful.

<span style="font-family: Calibri,sans-serif;">It shows personal awareness and a appreciation for personal reflection. || <span style="font-family: Calibri,sans-serif;">Response is thoughtful and reflective. || <span style="font-family: Calibri,sans-serif;">Response shows some depth of thought and reflection. || <span style="font-family: Calibri,sans-serif;">Response is very shallow without obvious depth of thought. ||
 * <span style="font-family: Calibri,sans-serif;">Mechanics || <span style="font-family: Calibri,sans-serif;">No errors in punctuation, spelling, grammar, or capitalization. || <span style="font-family: Calibri,sans-serif;">A few errors in punctuation, spelling, grammar, or capitalization, but they do not detract from the overall meaning and effectiveness of the essay. || <span style="font-family: Calibri,sans-serif;">A few errors in punctuation, spelling, grammar, or capitalization that, while distracting, the meaning and intent of the essay can still be discerned. || <span style="font-family: Calibri,sans-serif;">Several errors in punctuation, spelling, grammar, or capitalization that, while quite distracting, the meaning and intent of the essay can still be discerned. || <span style="font-family: Calibri,sans-serif;">Major errors in punctuation, spelling, grammar, or capitalization. The writing is unacceptable at the graduate level. ||
 * <span style="font-family: Calibri,sans-serif;">Sentence/ Paragraph Flow || <span style="font-family: Calibri,sans-serif;">Writing is smooth, skillful and coherent.

<span style="font-family: Calibri,sans-serif;">Sentences are strong and expressive with varied structure.

<span style="font-family: Calibri,sans-serif;">Consistent and appropriate tone and word choice is used throughout the essay.

<span style="font-family: Calibri,sans-serif;">Transitions are appropriate and add to the effectiveness of the essay. || <span style="font-family: Calibri,sans-serif;">Writing is clear and sentences have varied structure.

<span style="font-family: Calibri,sans-serif;">There is consistent tone and word choice is appropriate with fairly good use of transitions to guide the reader. || <span style="font-family: Calibri,sans-serif;">Writing is clear and sentences have varied structure.

<span style="font-family: Calibri,sans-serif;">There is consistent tone and word choice is appropriate.

<span style="font-family: Calibri,sans-serif;">While transitions are present they do not add to the overall effectiveness of the essay. || <span style="font-family: Calibri,sans-serif;">Writing is clear but sentences lack variety.

<span style="font-family: Calibri,sans-serif;">The tone is inconsistent and word choice, while adequate, could be better.

<span style="font-family: Calibri,sans-serif;">Transitions are inappropriate. || <span style="font-family: Calibri,sans-serif;">Writing is confusing and hard to follow.

<span style="font-family: Calibri,sans-serif;">It contains fragments and/or run-on sentences.

<span style="font-family: Calibri,sans-serif;">The tone and purpose is inconsistent and difficult to determine.

<span style="font-family: Calibri,sans-serif;">Transitions are missing. ||
 * <span style="font-family: Calibri,sans-serif;">Conclusion || <span style="font-family: Calibri,sans-serif;">The concluding paragraph effectively unifies the essay around the subjects and the point used for comparison and contrast.

<span style="font-family: Calibri,sans-serif;">It contains an engaging and interesting point about the comparison or contrast of the subjects. || <span style="font-family: Calibri,sans-serif;">The concluding paragraph unifies the essay around the subjects and the point used for comparison or contrast, but it is not very engaging or interesting. || <span style="font-family: Calibri,sans-serif;">The concluding paragraph makes a point about the subjects for comparison or contrast, but it does not unify or "wrap up" the essay effectively. || <span style="font-family: Calibri,sans-serif;">The concluding paragraph is not related to the remainder of the essay. || <span style="font-family: Calibri,sans-serif;">There is no conclusion evident in the essay. ||

**<span style="font-family: Calibri,sans-serif;">Position Paper Rubric ** **<span style="font-family: Calibri,sans-serif;">4 ** ||  **<span style="font-family: Calibri,sans-serif;">Meets Expectations ** **<span style="font-family: Calibri,sans-serif;">3 ** ||  **<span style="font-family: Calibri,sans-serif;">Does Not Meet Expectations ** **<span style="font-family: Calibri,sans-serif;">2 - 1 ** || **<span style="font-family: Calibri,sans-serif;">Overall: ** || <span style="font-family: Calibri,sans-serif;"> Major points are clearly stated and are well supported. <span style="font-family: Calibri,sans-serif;"> Responses are excellent, timely and fully address assignment including course concepts. <span style="font-family: Calibri,sans-serif;"> Makes necessary distinctions and employs terminology introduced in course <span style="font-family: Calibri,sans-serif;"> Content and purpose of the writing are clear. || <span style="font-family: Calibri,sans-serif;"> Paragraph transitions are logical and maintain the flow of thought throughout the paper. <span style="font-family: Calibri,sans-serif;"> Conclusion is logical and flows from the body of the paper. || <span style="font-family: Calibri,sans-serif;"> Paper is the appropriate length as described in the assignment. <span style="font-family: Calibri,sans-serif;"> Format enhances readability of the paper. <span style="font-family: Calibri,sans-serif;"> Employs quotation and citations appropriately || <span style="font-family: Calibri,sans-serif;"> Spelling is correct. <span style="font-family: Calibri,sans-serif;"> Language is clear and precise; <span style="font-family: Calibri,sans-serif;"> Sentences display consistently strong, varied structure. ||
 * **<span style="font-family: Calibri,sans-serif;">Content & Development ** || **<span style="font-family: Calibri,sans-serif;">Exceeds Expectations **
 * <span style="font-family: Calibri,sans-serif;"> Content is comprehensive, accurate, and persuasive.
 * **<span style="font-family: Calibri,sans-serif;">Comments: ** ||
 * **<span style="font-family: Calibri,sans-serif;">Organization and Structure ** || **<span style="font-family: Calibri,sans-serif;">Exceeds Expectations **
 * <span style="font-family: Calibri,sans-serif;">4 ** || **<span style="font-family: Calibri,sans-serif;">Meets Expectations **
 * <span style="font-family: Calibri,sans-serif;">3 ** || **<span style="font-family: Calibri,sans-serif;">Does Not Meet Expectations **
 * <span style="font-family: Calibri,sans-serif;">2 - 1 ** || **<span style="font-family: Calibri,sans-serif;">Overall: ** ||
 * <span style="font-family: Calibri,sans-serif;"> Structure of the paper is precise, clear and easy to follow.
 * **<span style="font-family: Calibri,sans-serif;">Comments: ** ||
 * **<span style="font-family: Calibri,sans-serif;">Format ** || **<span style="font-family: Calibri,sans-serif;">Exceeds Expectations **
 * <span style="font-family: Calibri,sans-serif;">4 ** || **<span style="font-family: Calibri,sans-serif;">Meets Expectations **
 * <span style="font-family: Calibri,sans-serif;">3 ** || **<span style="font-family: Calibri,sans-serif;">Does Not Meet Expectations **
 * <span style="font-family: Calibri,sans-serif;">2 - 1 ** || **<span style="font-family: Calibri,sans-serif;">Overall: ** ||
 * <span style="font-family: Calibri,sans-serif;"> Paper follows all designated guidelines.
 * **<span style="font-family: Calibri,sans-serif;">Comments: ** ||
 * **<span style="font-family: Calibri,sans-serif;">Grammar, Punctuation & Spelling ** || **<span style="font-family: Calibri,sans-serif;">Exceeds Expectations **
 * <span style="font-family: Calibri,sans-serif;">4 ** || **<span style="font-family: Calibri,sans-serif;">Meets Expectations **
 * <span style="font-family: Calibri,sans-serif;">3 ** || **<span style="font-family: Calibri,sans-serif;">Does Not Meet Expectations **
 * <span style="font-family: Calibri,sans-serif;">2 - 1 ** || **<span style="font-family: Calibri,sans-serif;">Overall: ** ||
 * <span style="font-family: Calibri,sans-serif;"> Rules of grammar, usage, and punctuation are followed;
 * **<span style="font-family: Calibri,sans-serif;">Comments: ** ||

**<span style="font-family: Calibri,sans-serif;">Power-Point Assessment Rubric ** **<span style="font-family: Calibri,sans-serif;">4 ** ||  **<span style="font-family: Calibri,sans-serif;">Meets Expectations ** **<span style="font-family: Calibri,sans-serif;">3 ** ||||||  **<span style="font-family: Calibri,sans-serif;">Does Not Meet Expectations **  || <span style="font-family: Calibri,sans-serif;">Ideas are creative and inventive. || <span style="font-family: Calibri,sans-serif;">Product shows some original thought. <span style="font-family: Calibri,sans-serif;">Work shows some new ideas and insights. || <span style="font-family: Calibri,sans-serif;">Uses other people's ideas (giving them credit), but there is some evidence of original thinking. || <span style="font-family: Calibri,sans-serif;">Uses other people's ideas (giving them credit), but there is no evidence of original thinking. || <span style="font-family: Calibri,sans-serif;">Uses other people's ideas but does not give them credit. || <span style="font-family: Calibri,sans-serif;">One or two key elements are missing. || <span style="font-family: Calibri,sans-serif;">Project is missing more than 2 key elements. || <span style="font-family: Calibri,sans-serif;">Project is missing several key elements and contains inaccuracies. || <span style="font-family: Calibri,sans-serif;">Project did not cover the topic satisfactorily and has several inaccuracies. || <span style="font-family: Calibri,sans-serif;">It is easy to anticipate the content of the next slide. || <span style="font-family: Calibri,sans-serif;">Most information is organized in a clear and logical way. <span style="font-family: Calibri,sans-serif;">One or two items of information seem out of place. || <span style="font-family: Calibri,sans-serif;">Some information is logically sequenced. <span style="font-family: Calibri,sans-serif;">There are sections where information is not clear and concise. || <span style="font-family: Calibri,sans-serif;">Many areas lack logically sequencing and the information is not clear and concise. || <span style="font-family: Calibri,sans-serif;">There is no clear plan for the organization of information. || <span style="font-family: Calibri,sans-serif;">There are no factual errors. || <span style="font-family: Calibri,sans-serif;">Most of the content throughout the presentation is accurate. <span style="font-family: Calibri,sans-serif;">One piece of information might be inaccurate. || <span style="font-family: Calibri,sans-serif;">The content is generally accurate, but some pieces of information are clearly flawed or inaccurate. || <span style="font-family: Calibri,sans-serif;">The content has several inaccuracies with the information clearly flawed. || <span style="font-family: Calibri,sans-serif;">Content is typically confusing and contains several factual errors. || <span style="font-family: Calibri,sans-serif;">Good eye contact and flow. || <span style="font-family: Calibri,sans-serif;">Presenter was prepared but had to check notes occasionally. <span style="font-family: Calibri,sans-serif;">Was above average in presentation skills. || <span style="font-family: Calibri,sans-serif;">Presenter was prepared but had to check notes frequently. <span style="font-family: Calibri,sans-serif;">Was average in presentation skills. || <span style="font-family: Calibri,sans-serif;">Presenter was not prepared. <span style="font-family: Calibri,sans-serif;">Read from notes and the slides with little eye contact with the audience. || <span style="font-family: Calibri,sans-serif;">Presenter did not know the material. <span style="font-family: Calibri,sans-serif;">Read from notes and the slides with no eye contact with the audience. || <span style="font-family: Calibri,sans-serif;"> College Grading System: <span style="font-family: Calibri,sans-serif;"> 95%-100% = A <span style="font-family: Calibri,sans-serif;"> 90%-94%= A- <span style="font-family: Calibri,sans-serif;"> 87%-89% = B+ <span style="font-family: Calibri,sans-serif;"> 83%-86% = B <span style="font-family: Calibri,sans-serif;"> 80%-82% = B- <span style="font-family: Calibri,sans-serif;"> 77%-79% = C+ <span style="font-family: Calibri,sans-serif;"> 70%-75% = C <span style="font-family: Calibri,sans-serif;"> 65%-69% = D <span style="font-family: Calibri,sans-serif;"> 64% or below = F <span style="font-family: Calibri,sans-serif;"> FA = failure due to attendance
 * <span style="font-family: Calibri,sans-serif;">Category  ||  **<span style="font-family: Calibri,sans-serif;">Exceeds Expectations **
 * ^  ||^   ||^   ||  **<span style="font-family: Calibri,sans-serif;">2 **  ||  **<span style="font-family: Calibri,sans-serif;">1 **  ||  **<span style="font-family: Calibri,sans-serif;">0 **  ||
 * <span style="font-family: Calibri,sans-serif;">Originality  || <span style="font-family: Calibri,sans-serif;">Product shows a large amount of original thought.
 * <span style="font-family: Calibri,sans-serif;">Effectiveness  || <span style="font-family: Calibri,sans-serif;">Project includes all material needed to gain a comfortable understanding of the topic. || <span style="font-family: Calibri,sans-serif;">Project includes most material needed to gain a comfortable understanding of the topic.
 * <span style="font-family: Calibri,sans-serif;">Sequencing of Information  || <span style="font-family: Calibri,sans-serif;">Information is organized in a clear, logical way.
 * <span style="font-family: Calibri,sans-serif;">Content- Accuracy  || <span style="font-family: Calibri,sans-serif;">All content throughout the presentation is accurate.
 * <span style="font-family: Calibri,sans-serif;">Requirements  || <span style="font-family: Calibri,sans-serif;">All requirements were met and exceeded expectations. || <span style="font-family: Calibri,sans-serif;">All requirements were met with excellence. || <span style="font-family: Calibri,sans-serif;">All requirements were met. || <span style="font-family: Calibri,sans-serif;">One requirement was not met. || <span style="font-family: Calibri,sans-serif;">More than one requirement was not completely met. ||
 * <span style="font-family: Calibri,sans-serif;">Organization  || <span style="font-family: Calibri,sans-serif;">Content is well organized using headings or bulleted lists to group related material. || <span style="font-family: Calibri,sans-serif;">Content is somewhat organized using headings or bulleted lists to group related material. || <span style="font-family: Calibri,sans-serif;">The use of headings or bulleted lists provides for organization, but the overall approach to the topic appears flawed. || <span style="font-family: Calibri,sans-serif;">Content is logically organized for the most part. || <span style="font-family: Calibri,sans-serif;">There was no clear or logical organizational structure, just lots of facts. ||
 * <span style="font-family: Calibri,sans-serif;">Execution  || <span style="font-family: Calibri,sans-serif;">Presenter was fully prepared and had an excellent working knowledge of the material.

||
 * **<span style="font-family: Calibri,sans-serif;">Course Policies & Procedures: **
 * <span style="font-family: Calibri,sans-serif;">Note Well **<span style="font-family: Calibri,sans-serif;">: A syllabus is subject to change according to the needs of the class as deemed appropriate by the instructor. Students will be notified.
 * <span style="font-family: Calibri,sans-serif;">Auditing **<span style="font-family: Calibri,sans-serif;"> - Auditing of online courses is not permitted.
 * <span style="font-family: Calibri,sans-serif;">Cancellation of Courses **<span style="font-family: Calibri,sans-serif;"> - Insufficient enrollment for a course or any other substantial reason deemed necessary by the Vice President for Academic Affairs may bring about the cancelation of courses from the semester schedule.
 * <span style="font-family: Calibri,sans-serif;">Course Orientation **<span style="font-family: Calibri,sans-serif;"> - All NEW online students must take the self-paced eCollege Student Online Orientation Tutorial prior to the start of the semester.
 * <span style="font-family: Calibri,sans-serif;">Deadlines. **<span style="font-family: Calibri,sans-serif;"> Odd things happen in cyberspace—computers crash, email get lost, servers disconnect temporarily, and logins fail. Do not wait for the last minute to do your work. Allow time to meet deadlines. Have backup computer access should your computer.
 * <span style="font-family: Calibri,sans-serif;">General Email **<span style="font-family: Calibri,sans-serif;">. Only Felician email accounts may be used
 * <span style="font-family: Calibri,sans-serif;">General Email **<span style="font-family: Calibri,sans-serif;">. Only Felician email accounts may be used

<span style="font-family: Calibri,sans-serif;"> **Incomplete Course Policy** - Please review Incomplete Course Policy in the Felician College Catalog and/or Felician Student Handbook.

<span style="font-family: Calibri,sans-serif;"> **Student Support** - Students requiring assistance with the mechanics of the online course such as technical requirements, navigation, e-mailing, file attachment, etc. should consult the Help Function on the eCollege page and/or return to the eCollege tutorial. If you are unable to resolve your question through these means, contact the eCollege Help Desk via IM, email or phone. Students requiring assistance with course content should contact the professor either through the Virtual Prof's Office or office telephone.
 * <span style="font-family: Calibri,sans-serif;">Tuition Refund Policy **<span style="font-family: Calibri,sans-serif;"> - Withdrawal requires an email request and follows the refund policy found in the College Catalog. Student fees are not refundable.

<span style="font-family: Calibri,sans-serif;"> **Unacceptable Conduct** - As a Catholic College in the Franciscan tradition, Felician College values scholarship and truth as integral parts of its academic identity. All students are governed by the regulations and provisions printed in the College catalog, Student Handbook, and Honor Code. Cheating, plagiarizing, or otherwise falsifying study results are prohibited. Unacceptable online conduct includes, but is not limited to, postings that are racist, derogatory, inflammatory, condescending, rude or in any way offensive and will result in a student being denied further access to the course. <span style="color: windowtext; font-family: Calibri,sans-serif;">The Core Rules of Netiqu <span style="font-family: Calibri,sans-serif;">ette must be followed. <span style="font-family: Calibri,sans-serif;">The following are forms of academic dishonesty. Violations will be filed with the Honor's Council.
 * <span style="font-family: Calibri,sans-serif;">Plagiarism: Plagiarism consists of using another author's words without proper identification and documentation of that author. Plagiarism takes the form of direct quotation without the use of quotation marks and/or documentation, or paraphrasing without proper identification and documentation. The fabrication of sources, or the act, deliberately or unconsciously, of passing another author's work off as your own are also considered to be plagiarism.
 * <span style="font-family: Calibri,sans-serif;">Falsification: Falsification consists of deliberately changing results, statistics, or any other kind of factual information to make it suit your needs. It also consists of deliberately changing a source's intent by misquoting or taking out of context.
 * <span style="font-family: Calibri,sans-serif;">Multiple submissions: If you wish to turn in the same work or use the same research, in whole or in part, for more than one course, you must obtain permission to do so from all professors involved. Failure to obtain this permission constitutes academic dishonesty. This course is a chance for you to explore your own creativity.
 * <span style="font-family: Calibri,sans-serif;">Collaboration with others on exams or projects unless directed to do so by the professor.
 * <span style="font-family: Calibri,sans-serif;">Duplicity, having someone else do your work or logon as you.
 * <span style="font-family: Calibri,sans-serif;">Weekly Participation and Attendance **<span style="font-family: Calibri,sans-serif;"> - Attendance and participation are measured by meeting assignment deadlines, actively participating in online discussions with meaningful comments, questions, ideas. As Internet access is worldwide travel for work or pleasure does not constitute a justification for asking for special consideration and/or not meeting deadlines. If illness, an emergency, or some other serious situation prevents a student from any of the stated activities, the professor must be notified immediately by voice mail or e-mail

<span style="font-family: Calibri,sans-serif;"> ** A student who does not participate for a week without contacting the professor will be considered an unofficial withdrawal and will not be allowed to continue in the course. **
 * <span style="font-family: Calibri,sans-serif;">Withdrawal **<span style="font-family: Calibri,sans-serif;"> - The professor must be notified via email immediately as tuition refunds are based on the date of the email. The Registrar's Office must be notified and drop forms, withdrawal forms, or leave of absence forms must be requested. If this procedure is not followed, the student will receive a grade of "F". ||