graduate education mission - wilkes.edu€¦ · web viewschool of education. master of science in...

Graduate Education MissionThe mission of the Graduate Education Department at Wilkes University is to provide the educational community with opportunities to become leaders in classroom instruction and in the administration of schools. As such, the Graduate Education Department seeks to promote the highest levels of intellectual growth and career development through a collaborative environment that supports teaching in a diverse learning environment, while valuing commitment to the educational communities it serves.

Course NumberEDIM 500

Course TitleFoundations for Future Ready Students

Section/Semester Location Meeting Times

Instructor Contact Information

Instructor Name Office Hours (if applicable)

Phone Number E-mail Best time(s) to be contacted

Course Description from Graduate Bulletin

This course will introduce students to the ISTE Standards for Students and guide them through experiences that will allow them to create pedagogical connections between the standards and their own educational experiences. Topics will include digital literacy, creating learners, networked learning, use multimedia to communicate effectively, and fostering innovation in students.

Required Textbook(s) & Readings

Furman, L. R. (2017). The Future Ready Challenge: Improve Student Outcomes in 18 Weeks. Portland, Oregon: ISTE.

United States Department of Education, Office of Educational Technology (2015). Characteristics of Future Ready Leadership: A Research Synthesis. Retrieved from https://tech.ed.gov/files/2015/12/Characteristics-of-Future-Ready-Leadership.pdf

ISTE Standards for Students. Retrieved from www.iste.org/for-students.

Recommended Reading List or Resources

American Psychological Association (2009). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.

Wilkes University page -1- of 16Course Syllabus TemplateRevised 10-3-17

School of EducationMaster of Science in Education

Course Syllabus

Student Learning Objectives & Evidence of Student Learning

The students will attain the listed learning objectives by completing the key instructional assignments, activities, or assessments as evidence of learning in this course.

Institutional Student Learning Outcomes (ISLO)Students will develop and demonstrate through coursework, learning experiences, co-curricular and extracurricular activities:

1. the knowledge, skills, and scholarship that are appropriate to their general and major field areas of study.

2. effective written and oral communication skills and information literacy using an array of media and modalities.

3. practical, critical, analytical, and quantitative reasoning skills.4. actions reflecting ethical reasoning, civic responsibility, environmental stewardship, and

respect for diversity.5. interpersonal skills and knowledge of self as a learner that contribute to effective team

work, mentoring, and life-long learning.

School of Education Learning Outcomes (SELO)Education students will develop and demonstrate the following learning outcomes as appropriate to their selected level and field:

1. the knowledge, skills, and scholarship appropriate in their chosen field of study;2. effective written and oral communication skills;3. information literacy that fosters intelligent and active participation in the educational

community;4. technical competence and pedagogical skill to infuse technology in support of the

teaching and learning process; 5. practical, critical, and analytical thinking strategies;6. the ability to make informed decisions based on accurate and relevant data; 7. actions reflecting integrity, self-respect, moral courage, personal responsibility, and the

ability to understand individual differences in order to meet the needs of the students and communities served

8. collaborative skills that promote teamwork.

Graduate Education Student Program Outcomes (GEPO)1. The student will develop the knowledge, skills, and scholarship that are appropriate to the

educational program.2. The student will demonstrate effective written and oral language skills appropriate to

knowledge acquisition and professional responsibilities of the discipline.3. The student will demonstrate data driven decision-making skills.4. The student will demonstrate an understanding of diversity by applying differentiation to

the educational process.5. The student will understand the critical role of collaboration in creating an effective

educational process.


Course Requirements & Assessments

Student Learning Objectives

The students will:

Evidence of Learning~ Key Instructional Assignments, Activities, or

Assessments ~

1. Research empowered learning and write a paper that demonstrates how to cultivate it in existing classrooms

Empowered Learning Research Paper

2. In small groups, work through the Design Thinking process to create a ‘future ready’ classroom

a. Use online tools to conduct interviews from educators from at least 3 countries

b. Use online tools to conduct online research regarding educators beliefs about what ‘future ready’ classrooms mean

c. Use a collaborative project space to organize, structure and conduct group work

Future Ready Classroom Design Project

3. Use visual coding and Microbit to create a device that solves a concrete real world need

Coding/Mircrobit Project and Presentation

4. Perform a critical analysis of a news article to identify bias, spin, and separate fact from inference.

Article Analysis Paper

5. Conduct a self-assessment of one’s digital identity, including (but not limited to) FB data, Google profile data and Google search data.

Digital Identify Self Assessment Reflection Paper

6. Participate in a virtual field trip or live webcast. Virtual Field Trip Presentation

7. Review global collaborative projects and social action movements. Identify one to join in the future.

Global Collaborative Project/Social Action Plan


Major Course Requirements and Assessments

Requirement/Assessment (Enter major course assignments with description and point value) Description

Empower learning research paper (40 pts)

What does empowered learning mean and how are teachers cultivating it in classrooms today? Include at least three specific examples. What can current teachers do to shift their classrooms to support empowered learning?

Design a ‘future ready’ classroom (40 pts)

With 3-4 classmates, work through the design thinking process to create a ‘future ready’ classroom. This project will take 4 weeks.

Present your findings (25 pts) Create a standalone multimedia presentation that demonstrates the results of your group project.

Coding/Mircobit Project and Presentation (25 pts)

Using the course resources provided, create a 3-6 page coding/Microbit Project which you will then present to the class during our scheduled face to face session via video conference using the LIVE virtual classroom.

Article Analysis Paper (40 pts) Select one of the articles listed under course resources related to future-ready classrooms and submit a 3-5 page analysis paper to assignment drop box.

Digital Self-Assessment Reflection Paper (40 pts)

Complete the digital-self assessment using the link provided in the online course. Upon completion of this assessment, submit a 2-5 page reflection paper on this experience and what you learned about yourself through this process.


Virtual Field Trip Project and Presentation (25 pts)

Using the resources provided in the online course, create a virtual field trip that you would use with your current students. You will then present this field trip to the class during our scheduled video conference session.

Global Collaborative Project/Social Action Plan (35 pts)

Using the resources provided as well as those identified in your research, create a global collaborative project/social action plan with the members of your assigned group. This plan is the course capstone and will be assessed using the Social Action Plan Rubric.

Formal Writing Assignment RubricContent (20pts)Point Values:

Advanced20

Proficient15

Basic10

Below Basic5

No Submission

0Content Provides

substantial,specific, and/orrelevant research-based contentdemonstratingsophisticated ideas and development. All expectedassignment components arepresent.

Providesspecific and/orrelevant research-based content demonstrating effective ideas and development. All expected assignment components are present.

Providesspecific and/orrelevant research-based content demonstrating adequate ideas and development. Most expectedassignment components are present.

Does not provide specific and/or relevant research-based content and/or demonstrates inadequate ideas and development. Few expected assignment components are present.

Does not submit an assignment

Written Communication

(20pts.) 4 3 2 1 0

Organization Presents sophisticated arrangement of content with evident transitions. All required sections are clearly identified

Presents effective arrangement of content with evident transitions. All required sections are clearly identified

Presents adequate arrangement of content without clear transitions and/or required sections are not clearly identified

Does not demonstrate arrangement of content and/or required sections are not clearly identified


Focus Provides distinct and coherent points made about a specific topic with awareness of task

Provides coherent points made about a specific topic with awareness of task

Provides coherent points without consistent focus on the specific topic but

Does not provide coherent points and/or lacks awareness of task



demonstrates awareness of task

Voice and Tone Uses sophisticated language that conveys professional voice and tone

Uses effective language that conveys professional voice and tone

Uses adequate language that conveys professional voice and tone

Does not use language that conveys professional voice and/or tone


Conventions Demonstrates sophisticated control of grammar, mechanics, spelling, word usage and sentence formation

Demonstrates control of effective grammar, mechanics, spelling, usage and sentence formation

Demonstrates adequate control of grammar, mechanics, spelling, usage and sentence formation

Does not demonstrate control of grammar, mechanics, spelling, usage and sentence formation


APA Format Follows APA guidelines for format

Follows APA guidelines for format with minimal errors

Follows APA guidelines for format with multiple errors

Does not follow APA guidelines for format


Discussion RubricAdvanced

4

Proficient

3

Basic

2

Below Basic

1

No Submission

0Initial Post: Knowledge and Understanding of Content

Provides a substantive and well-supported post by citing and referencing information and concepts presented with insightful information that indicates depth and engagement in the topic

Provides a well-supported post by citing and referencing information and concepts presented with insightful information that indicates engagement in the topic

Provides a limited and/or insufficiently supported post that may be based primarily on professional experiences and/or lacks information or citation of concepts

Provides a very limited and/or unsound post based primarily on professional experiences without support and/or citation of concepts

Does not provide an initial post

Replies: Contribution to the Online Learning Community

Responds appropriately to two or more students with insightful information that enriches discussion and demonstrates strong

Responds appropriately to at least two students with information that adds to the discussion and engages peers

Responds appropriately to two students with information but lacks sufficient insight to engage peers

Does not respond appropriately, and/or provides a superficial response that does not engage peers and/or

Does not reply to peers


engagement with peers

responds to only to one student

Linking Content to Reflective Professional Practice

Establishes strong reflective connections that link content to research-based professional practice

Establishes reflective connections that link content to professional practice

Makes reflective comments that do not clearly link content to professional practice

Makes limited or no reflective comments and/or does not link content to professional practice

Does not post to discussion

Writing Conventions and Adherence to APA format

Demonstrates strong control of grammar, mechanics, spelling, usage and sentence formation; citations are included following APA guidelines

Demonstrates sufficient control of grammar, mechanics, spelling, usage, and sentence formation with minimal errors, and/or citations are included that may or may not follow APA guidelines

Demonstrates limited control of grammar, mechanics, spelling, usage and sentence formation with multiple errors, and /or citations may be included but do not adhere to APA guidelines

Does not demonstrate control of grammar, mechanics, spelling, usage and sentence formation, and/or citations are not included or do not adhere to APA guidelines


2 1 0Timeliness Submits initial

post on time and provides responses on time

Does not submit initial post on time and/or does not provide responses on time


Social Action Plan Rubric

Criteria Exceeds Standards

Meets Standards Needs Substantial

Improvement to Meet Standards


Abstract 4 Points

• Concise summary of the key points of author’s action plan• Clearly conveys research topic, research questions, participants, methods, and conclusions• Abstract is between 150-250 words

3 Points

• Concise summary of the key points of author’s action plan• Clearly conveys research topic, research questions, participants, methods, OR conclusions• Abstract is < 150 words

1 Points

• Does not articulate key points of author’s action plan• Does not convey research topic, research questions, participants, methods, OR conclusions• Abstract is < 150 words

Introduction 4 Points

The majority of Introduction section is background literature on the topic• Clearly articulates theoretical or empirical basis for the research.• Provides reader with clear information on the topic to conclude that the research is important and that hypotheses are reasonable.• Last section of the Introduction clearly states the purpose of the research.• Hypotheses are included at the end of the Introduction section.

3 Points

Limited amount of background literature on the topic.• Theoretical or empirical basis for the research is vague.• Provides reader with inadequate information on the topic to conclude that the research is important and that hypotheses are reasonable.• Last section of the Introduction does not clearly states the purpose of the research.• Hypotheses are not clear at the end of the Introduction section.

1 PointBackground literature on the topic is nonexistent.• Theoretical or empirical basis for the research is unidentifiable.• Absence of information on the topic to conclude that the research is important and that hypotheses are reasonable.• Last section of the Introduction does not include the purpose of the research.• Hypotheses are not indicated at the end of the Introduction section.


Method: Participants, Research Design, Measures & Procedures

4 Points

Clearly contains four main subsections, including: participants, research design, measures, and procedure.• Participants Subsection: clearly describes the individuals who will participate in the action plan. Include the number of participants, percentage of female and male participants, the mean age, AND their ethnicity.• Research Subsection: Clearly describes the design of the study, including both independent and dependent variables.• Measures Subsection: describe tests or instruments used to collect data.• Procedure Subsection: describes in detail the data-collection procedures. Describes how participants were recruited, whether they participated alone or in groups, how informed consent was obtained, what they were asked to do

3 Points

Contains four main subsections, including: participants, research design, measures, and procedure.• Participants Subsection: Describes the individuals who will participate in the action plan. Include the # of participants, % of female and male participants, the mean age, OR their ethnicity.• Research Subsection: Vaguely describes the design of the study, including both independent and dependent variables.• Measures Subsection: does not fully describe tests or instruments used to collect data.• Procedure Subsection: lack of detail in the data-collection procedures. Could articulate more how participants were recruited, whether they participated alone or in groups, how informed consent was obtained, what they were asked to do, etc

1 Point

Does not contain four main subsections, including: participants, research design, measures, & procedure.


Conclusion 4 Points

· States limitations of the study.• Describes generalization of significant findings beyond the current study sample.• Identifies recommendations for future studies based upon results of study.• Links findings to educational importance.

3 Points

o Limitations of study are not stated clearly.

• Describes generalization of significant findings just within the current study sample.

• Vaguely identifies recommendations for future studies based upon results of study.

• Links findings to educational importance are unclear

1 Point

o Does not state limitations of study.

• Does not describe generalization of significant findings beyond current study sample.

• Recommendations for future studies based upon results of study are unidentifiable.

• Does not link findings to educational importance.

1-Point Each1-Point Teach


APA 11 Points

Proper formatting is used throughout, including all relevant sections:Title Page, Abstract, Introduction, Method, Conclusion, Reference Page(s)• Proper formatting is used throughout.• Each reference has a matching citation.• Citations are correctly formatted.• One-inch margins are used.• Page number and header are inserted at the top of each page.• Double-spacing is used between all lines.• There is only one double space betweensentences.• Paragraphs are indented 1/2 ”• Appropriate APA level headings are used.• No headings are left alone at the bottom of a page.

Overall Score Level 325 or more

Level 215 or more

Level 10 or more


Oral Presentation Rubric

Criteria Advanced (5pts)

Proficient(3 pts)

Basic(2 pts)

Below Basic(1 pts)

No Credit(0 pts)

Organization

well-structured; material focused and ordered to make a unified point or effect

adequately structured; material ordered to make a general point or effect

somewhat structured; material is thematic, but point unclear

lacks structure; speaker provides little or no focus or order to the material

assignment not submitted

Flow/impromptu responses to questions

addresses questions carefully and thoroughly, integrating evidence and additional information in responses

adequately addresses questions

somewhat able to appropriately address questions

limited ability to appropriately address questions


Delivery voice, facial expression, body movements effectively and consistently engage listeners and supports important points of presentation

voice, facial expression, body movements engage listeners and supports important points most of the time

voice, facial expression, body movements sometimes engage listeners or supports important points

Voice, facial expression, body movements ineffective in engaging listeners or supporting important points



Language word choices clearly demonstrate an awareness of the listeners; language is deliberately chosen to aid the listener's’ understanding and is appropriate for age, education, and background knowledge of the listeners

word choices demonstrate an awareness of the listeners; language is consistent and seems generally appropriate to the listener’s understanding of the subject

word choices indicate an awareness of the listeners; although the vocabulary is appropriate, the language seems chosen more for the speakers convenience than the listeners’ understanding

word choices fail to reflect an awareness of the listeners, because either the vocabulary of the reference to the listeners is inconsistent or inappropriate.


Audio Visual Materials

audio /visual materials are polished; substantially supporting and enhancing presentation content

audio/visual materials how attempt at polish; adequately support presentation content

audio /visual materials basic; somewhat support presentation content

audio/visual materials lack polish; do not support presentation content


Overall Score

Level 5 22 or more

Level 416 or more

Level 312 or more

Level 27 or more

Level 10 or more

EDIM 500 Grading & Point Values

Discussions 10 points X 7 submissions

70 points

Empower Learning Research Paper

40 points 40 points


Future Ready Classroom Design Project

40 points 40 points

Future Ready Classroom Design Presentation

25 points 25 points

Coding/Mircrobit Project and Presentation

25 points 25 points

Article Analysis Paper 40 points 40 points

Digital Self-Assessment Reflection Paper

40 points 40 points

Virtual Field Trip Project and Presentation

25 points 25 points

Global Collaborative Project/Social Action Plan

35 Points 35 points

Total Possible Points 340 points

Grading Scale

4.0 A 94-100% Academic achievement of superior


quality

3.5 B+

87-93% Academic achievement of good quality

3.0 B 80-86% Academic achievement of acceptable quality in meeting graduation requirements

2.5 C+

75-79% Academic achievement of adequate quality but below the average required for graduation

2.0 C 70-74% Academic achievement below the average required for graduation

0.0 F Below 70% Failure. No graduate course credit

A grade of "X" indicates assigned work yet to be completed in a given course. Except in thesis work, grades of "X" will be given only in exceptional circumstances. Grades of "X" must be removed through satisfactory completion of all course work no later than four weeks after the end of the final examination period of the semester in which the "X" grade was recorded. Failure to complete required work within this time period will result in the conversion of the grade to 0. An extension of the time allowed for the completion of work should be endorsed by the instructor in the form of a written statement and submitted to the Registrar.

Course Technology Integration

Technology Integration: This course will take place in an online environment. The students will be responsible to communicate synchronously and asynchronously with colleagues and faculty as specified by the instructor. It is the student’s responsibility to correspond with the instructor if he/she is experiencing difficulty with a technical component of the coursework. All communication should be sent via the Wilkes learning management system and Wilkes email.

Required Hardware: To access e-learning courses, a multimedia-class computer with Internet connectivity is required. To find about more specific


requirements (for PCs and Macs) review Wilkes University’s eLearning Technical Support Pages.

Required Software: Please consult Wilkes University’s eLearning Technical Support Pages for information about specific Internet browsers. If you are unsure what Internet browser version you are running and which plug-ins or ancillary players are currently installed on your computer, visit the Browser Tester. The following software applications are necessary for this course: Word, Excel, PowerPoint, access to either Windows Media Player or QuickTime.

Help Desk: For technical assistance, contact the Wilkes University Help Desk at 1-866-264-1462. Help Desk accepts calls 24 hours a day, 7 days a week.

Course Schedule

Unit Topic(s) & Readings

1Readings: Chapters 1, 2 & 3 Characteristics of Future Ready Leadership (USDOE) ISTE Standards for Students (2016)Discussion One: IntroductionsDiscussion Two: Implementing Soft Skills into Classroom Lesson PlansAssignment: Empowered Learning Research Paper

2 Readings: Chapters 4, 5 & 6Discussion: The Importance of Networking in EducationAssignment: Future Ready Classroom Design Project

3 Readings: Chapters 7, 8, & 9Discussion: Teaching in a Future-Ready ClassroomAssignment: Coding/Microbit Project and Presentation

4 Readings: Chapter 10, 11 & 12Discussion: What does the research tell us?Assignment: Article Analysis Paper

5 Readings: Chapters 13, 14 & 15Discussion: Digital Citizenship and Student VoiceAssignment: Digital Self-Assessment Reflection Paper

6 Readings: Chapter 16Discussion: Student ScholarshipAssignment: Virtual Field Trip Project and Presentation

7 Reading: Chapter 17Discussion: Assessment in a Future-Ready ClassroomAssignment: Global Collaborative Project/Social Action Plan


graduate education mission - wilkes.edu€¦ · web viewschool of education. master of science in...

Documents