EDU365: Curriculum & Methods for Early Childhood Fall 2010

EDU365: Curriculum & Methods for Early Childhood
SMC 104, Monday, 6:00 – 10:00p.m.
Fall 2010
Instructor:
Sharon C. Joplin, (Ph.D. Candidate)
Associate Professor of Education
Office: Dietzman Hall
Office phone: 750-6339, ext. 1339
Office hours: M/W-1-3, Tues & Thurs. p.m.
E-mail: [email protected]
Home: (517)782-1074
Fax: (517)750-6629
Spring Arbor University Concept:
Spring Arbor University and the School of Education are communities of learners distinguished
by our: Life-long involvement in the study and application of the liberal arts, Total commitment
to Jesus Christ as our perspective for learning, and Critical participation in the contemporary
world.
Course Description:
This is a general methods course in early childhood curriculum. It includes a brief study of
characteristics and needs of the child from birth through age eight. We will also examine
different philosophical approaches to teaching and learning, with implications for curriculum
planning. Students will complete a curriculum overview, detailed lesson plans and support
materials for the classroom. Current issues such as readiness testing, whole language approach to
reading/writing, inclusion, parent involvement, cultural diversity, and appropriate programming
for young children (as detailed in NAEYC”s CDA functional areas) will also be integrated into
the class.
Course Objectives and Goals:
By the end of the course, the student will be able to fit his/her learning into six integrated
domains of the Effective Teaching Model as articulated by the Spring Arbor University School of
Education. These domains include:
Effective Teaching Model:
Content Knowledge
Management and Organization
Pedagogy
Collaboration with Stakeholders
Assessment
Diversity
I. COURSE OBJECTIVES
OBJECTIVES
Content knowledge encompasses the
theories, principles, and concepts of a
particular discipline. This includes deep
knowledge of the subject itself as well as
an understanding of how that content is
integrated and best taught across the
curriculum.
Uses knowledge of young children’s
needs to create appropriate learning
opportunities.
ECE Standards: 1.1 (C)
How it will be measured
Through the development of 5 lesson
plans.
Yearly Overview
To examine methods that promotes
positive self concept and self discipline in Finger plays and songs, along with
children.
transition activities.
ECE Standard: 1.3 (C )
To explore ways of including parents in
the education of their children.
ECE standard: 1.5 (C)
To practice interactive book reading to an
individual child and to whole groups.
ECE standard: 1.1 (C)
Pedagogy, or the art and science of
teaching, includes a repertoire of
instructional strategies with learning as
the central focus. Effective teachers have
the ability to adapt learning to individual
student needs through a variety of
teaching methods.
To become aware of methods that
promotes positive functioning of children
in a group and as an individual.
ECE standard: 1.6 (C), 1.7 (C),
To become knowledgeable about
planning a safe, healthy, and childcentered learning environment.
ECE standard: 1.6 (C)
To become acquainted with a variety of
appropriate equipment and activities that
promotes physical development in the
young child.
ECE standard: 4.6 (C), 4.7 (C),
To become knowledgeable about
Through group discussions
Video tape of personal book reading
Large group book reading
Daily schedule plan
Transition activity
Story Book reading
Daily Schedule
5 Lesson Plans
Lesson Plans
Finger plays and songs
In class discussions
activities, experiences and media which
encourage the development of cognitive
skills and creativity.
ECE standard: 1.6 (C), 1.7 (C), 4.6 (C) ,
4.7 (C)
Assessment involves selecting,
developing, and using appropriate
strategies and instruments to measure
achievement of program goals and
instructional objectives. It includes an
understanding of the effective use of
different forms and timing of classroom
assessment as an integral part of learning
and teaching.
To explore the use of observations and
recording of children’s behavior as a
means of assessing development and
planning appropriate curriculum to meet
the needs of individuals.
ECE standards: 3.1.(C), 3.4 (B)
Diversity encourages an understanding
of how students differ in their approaches
to learning and the need to create
instructional opportunities that are
adapted to diverse populations. This
domain recognizes the influence of
culture, language, race, ethnicity, gender,,
religion, and genitive and physical
abilities on student learning; supports the
learning of the exceptional child, and
promotes development of an inclusive
environment.
To understand the importance of valuing
children’s home backgrounds and
community values of the child’s family.
ECE standard: 2.1 (C),
To develop activities that allow for
children’s wide range of abilities and
developmental levels and interests.
ECE standard: 2.3 (C)
To understand the benefits of the
inclusion of children with special needs
in the regular education setting and
methods of instruction appropriate for
various disabilities.
ECE standard: 4.2 (C)
Management and Organization
involves planning to maximize learning;
organizing time, materials, equipment,
Learning Center Evaluation
Center Evaluation
Teacher lesson evaluation
Transitions plan
Philosophy Statement
Field Experience
Family Focus Day-Headstart
1 Thematic Unit
5 Lesson plans with accommodations
Finger plays and songs
Story Book reading
and data to enhance academic
performance; minimizing interruptions
and behavioral problems; and motivating
learners.
To become aware of major issues in
education that directly relate to the
teachers’ methods and curriculum
choices for early childhood education.
ECE standard: 4.2 (C), 4.3 (C), 4.6 (C),
To understand the curriculum goals
within each domain form early childhood
instruction which include: cognitive,
affective, social, physical, aesthetic,
language, and construction.
ECE standard: 4.3 (B), 4.4 (C), 4.5 (C),
4.11 (C), 4.12 (C), 4.13 (C)
Collaboration with Stakeholders
involves building working relationships
and communicating effectively with
stakeholders to enhance learning;
promoting effectiveness; advocating for
change and developing practical
strategies and processes through which
people can effect change, solve problems
and improve practices.
Understanding a value establishing
professional presence through
collaboration and professional practice.
ECE standard: 5.1 (B), 5.5 (B), 6.0 (C)
To understand the value of collaboration
with other professionals.
ECE standard: 6.4 (B)
Thematic Unit
5 lessons Plans
Finger plays and songs
Center Evaluation
Thematic Unit
5 Lesson Plans
Story reading
Teacher Made Instructional Materials
Finger plays and songs
Field Experience (Journal & Eval)
Field Experience (Journal & Eval)
Teacher evaluation
To understand the importance of valuing
the child’s family and home environment.
ECE standard: 4.11 (C),
3 Teacher Made Materials
To become acquainted with materials and
equipment that is compatible with the
developmental level and learning styles
of young children.
ECE standard: 4.11 (C), 4.12 (C), 4.12
(C), 4.14 (C)
Sociodramatic Play Center (Presentation)
Teacher Made Materials
5 Lesson Plans
II. TEXT
Bullard, Julie (2010). Creating environments for learning: Birth to age eight. Upper
Saddle River: New Jersey.
III. PROJECTS AND ASSIGNMENTS
A. Activity Card File: Each student will develop an index file consisting of 25
entries to organize finger plays, songs, etc. 5x7 cards ***not 3x5 or paper
B. Thematic Unit and Lesson Plans: Each student will develop a written plan of
experiences to be offered to preschool age children.
Include in this project are:
1. A yearly overview of themes
2. 1 theme (unit) plan
3. 5 lesson plans of demonstrated activities
4. A daily schedule
C. Instructional Materials:
1. Make a book involving children in dictated writing and illustration of an
original story based on a pattern story.
2. Three teacher-made learning materials or collections will be prepared to
support the unit plan. Make one for each area: math, science, and
language development. Puppets, puppet stages and flannel stories are
encouraged. **These will be embedded in lesson plans during class.
D. Curriculum Presentation:
1. Demonstrate creative and positive methods for gaining the attention of
children for whole group time. Finger plays, song, puppets, etc. are
encouraged.
2. Demonstrate how to effectively transition children from one activity
period to another.
3. Demonstrate effective story book reading or telling to a group of children
using active participation methods- a puppet, flannel figured or other
visual aids. (Video taped with children. Home, school or church settings
are OK) ***Must be copied onto CD – therefore see SAU Tech early for
assistance (this may take a while, start early)
4. Develop a socio-dramatic center to go with one of your themes. Present
the concept and center to the class. Collect or make key materials for the
center. Purchased materials are highly discouraged!
5. Demonstrate a small group activity in a) science, b) math, c) music, d)
sensory, art, construction or health, e) phonemic awareness.
E. Writing Assignments:
1. Write a philosophy statement of early childhood education with parents as
your audience. (Please type.) ONE PAGE
2. Use of D’Nealian handwriting encouraged. A point value will be assigned
to demonstrate use of handwriting wherever it appears on assignments.
3. Students should keep a reflection journal of their experiences and learning.
F. Assessment and Evaluation:
1. Evaluate participation levels in free play activities of one child for two
periods.
2. Evaluate one lesson as presented to children during practicum. *By your
classroom teacher.
IV. STUDENT EVALUATION:
There will be no quizzes or exams in this class. Grading will be based on attendance,
projects, reflection journal, and lesson plans, demonstrated abilities to talk, read, and
coach young children.
V. GRADES:
The maximum number of points that can be obtained on specific projects are as follows:
1) Activity Card File
25
2) Yearly Overview
10
3) Daily Schedule
10
4) 1 Theme plan
50
5) 5 Lesson plans for small groups (to accompany lesson presentation in class)
50
6) Pattern Book
40
7) 3 Teacher Made Instructional Materials of collections 3 x10pts.
30
8) Presentations:
-Transitions -getting and holding attention
25
-Story Book Reading with active participation to group (video taped) 50
-Small Group Activity (These are your lesson plans) –
1) science; 2) math; 3) music, movement; 4) sensory art; 5) phonemic awareness
Socio-dramatic play center
10) Writing Assignments
-philosophy of ECE
-handwriting 10 @ 5 pts. each
11) Assessments and Evaluation
-participation levels of Learning Centers
-evaluation of one lesson with child (BY TEACHER)
12)
Field Experience teaching with supervision at preschool level
(2 hrs per wk or 27-36 hrs total) with a journal entry for each week
10
10
50
20
20
50
For students applying for the ZA Endorsement to an elementary certificate, a 3 week
practicum of 27-36 hours of supervised teaching is required. The site must be approved
by the instructor. The course grade will not be issued until the practicum is completed
and journal covering each day of teaching is turned in.
VI. ATTENDANCE:
From the catalog: “Regular attendance is essential for satisfactory achievement. Students
attempting to internalize the Spring Arbor Concept, which calls for involvement in
serious study, will recognize quickly the importance of consistent class attendance.
Please inform me if you are unable to attend a particular class. Two absences will result
in a lower grade (excused or unexcused)
VII. PROFESSIONAL KNOWLEDGE, SKILLS AND PEDAGOGY
Becoming an Effective Teacher requires many behaviors, skills, and dispositions.
Teacher education institutions are required by the Michigan State Department of
Education and the National Council for Accreditation of Teacher Education to assess the
behaviors, pedagogical skills, and professional dispositions delineated by the institution.
See the School of Education handbook for specific details. You will also be given the
opportunity to do a self-evaluation. The evaluation by the professor will be places in the
TE file.
* Instructor reserves the right to change or amend this syllabus as deemed necessary.
VII.
SCHEDULE OF TOPICS AND ASSIGNMENTS
Date
Class Topic/ Chapter
Focus: Overview of course and expectations
Week 1
Reading: Read ch. 1, The Learning Environment
Theory Applied, Why Philosophy is important
9/14/10
Standards: NAEYC, Michigan GLCE’s
Focus: safe environments. Planning the
Week 2
curriculum
Reading: Ch. 2 & 3, Emotionally Supportive
9/20/10
Environment & Context for Learning
Week 3
Focus: Appropriate Environment Planning
Reading: Ch. 4, 5, 6,
Assignment Due
Due:
5 Finger play or Song cards
Due: Yearly overview &
Weekly Schedule, and
9/27/10
Week 4
10/4/10
Week 5
10/11/10
Week 6
10/18/10
Week 7
10/25/10
Week 8
11/1/10
Week 9
11/8/10
Week 10
11/10/10
Week 11
11/22/10
Week 12
11/29/10
Week 13
12/6/10
Week 14
12/13/10
Focus: It’s All About Literacy!
Planning for Focus Day
Reading: Ch. 7
Focus: Touchy-Feelie things
Reading: Ch. 8 Manipulative and Sensory
Focus: Science
Reading: Ch. 9
Family Focus Day at Jackson Headstart –
Lincoln Center
Transition Activity, Finger play,
or song
Due: Philosophy
Bring a Pattern Book to read in
class
Due: Lesson Plan 1
5 finger play, songs
Due: Science Lesson 2
Learning Center Eval.
Group Planning Project
Focus: Math
Reading: Ch. 10 & 11
Article: Raisin Math
Focus: What About Art
Reading: Ch. 13
Due: Lesson on Math -3
Focus: Reading video time.
Reading:
Due: Reading video and
evaluation
Focus: Social Studies and Anti-bias curriculum
Reading: (Articles)Parent Involvement,
Teaching Parents Through Learning Packets
Due: Social Studies (4)
Focus: Music and Movement
Reading:
Due: Thematic Unit
Focus: Presentations: Socio Dramatic Play
Reading: Ch. 12, Developing dramatic play
Centers
Due: Teacher Evaluation of
lesson taught, Field Experience
form
5 finger plays or songs
Due: Wrap up and return papers
Focus: Make and Take night
Reading:
5 finger plays, songs
Due: Pattern Book
5 finger plays or songs
Web sites:
Michigan Early Childhood Standards for Pre-k
http://www.michigan.gov/documents/Early_Childhood_Standards_of_Quality_160470_7.PDF
GLCE’S
www.michigan.gov/glce - 64k - 2004-10-27
http://www.michigan.gov/mde/0,1607,7-140-28753_33232---,00.html
SCIENCE GLCE
www.michigan.gov/dnr/0,1607,7-153-10369_51120-240037--,00.html - 37k - 2010-07-16
EDU365 – RUBRICS
ACTIVITY FILE CARDS
Excellent
5
Good
Adequate
4
3
Minimal
2
Appropriate number, Typed or neatly printed, readable font size, Clearly Titled,
name and clipped, clear directions
Appropriate number, Typed or neatly printed, readable, Titled, name, directions
Appropriate number, Hand written but not neat, too small font to be readable,
titled, no name, vague directions
Appropriate number, not neat, name, no directions
THEMATIC UNIT- for 4 weeks
LESSON
COMPONENTS
Theme
Excellent 50- 45
Anticipatory Set
Clearly introduces
the theme. Is
auditory and
visual – could be
tactile
5 or more books
to support themeAppropriate age
Children’s
Books
Learning
Outcomes
Support Books
Needs at least 3
Broad based – age
appropriate
Clearly stated
measurable
outcomes; more
than one
More than 3 cited
Very Good
44-41
Broad based
– can be
adapted for
age
Clearly
introduces
the theme. Is
auditory and
visual ,tactile
At least 5
books to
support
themeappropriate
age
Clearly stated
and
measurable
Good 40-37
Early literacy is
addressed. Age
appropriate.
Interesting
Early literacy
is addressed.
Age
appropriate.
Interesting
Socio-Dramatic
Play
Addresses this
area in an inviting
manner
Addresses
this area in an
inviting
manner
Math /Science
4 weeks worth
Creative/Craft
4 weeks worth
Large Motor
4 weeks worth
Music
4 weeks worth
Nutrition/Health
At least 2
Field
Trip/Visitor
*one or two
Addresses this
area
Addresses this
area
Addresses this
area
Addresses this
area
Addresses this
area
Addresses this
area
Below 30 must
redo
Introduces
theme, but
does not
provide
clarity
Introduces theme
but is confusing
Broad based
Introduces
the theme.
5 books,
support
theme. Not
necessarily
age
appropriate
Measurable
Meets
expectation
Language Arts
Minimal
35-30
Early
Literacy is
addressed,
but only
somewhat
inviting.
Area
somewhat
inviting
Less than 5
books – Not
appropriate for
age group
Not clearly
stated -
Does not
meet
expectation
Limited
Early
Literacy
experiences
Area is
addressed
but not
inviting
Not clearly stated
and not
measurable
Very limited
Early Literacy
experiences
Does not address
this area
Does not address
this area
Does not address
this area
Does not address
this area
Does not address
this area
Does not address
this area
Does not address
this area
Various Assignments
Overview,Schedule,SD
play cnter,Phil.,Teacher
made
Excellent
10
Very Good
9
Good
8
Adequate
6
Minimal
5
Must Redo
Below 5
LESSON PLANS
Elements
Description (Math,
science, etc.)
Objectives
Pattern
Book
40
37
35
32
30
Below 30
Book
Submission
To ACSI
25
0
Free time
activity
Transitions
20
18
16
15
12
Below
10
25
23
20
17
15
Below 15
Excellent 10 pts.
Good 8 pts.
Learner language
Clearly stated
Learner language
Clearly stated
Learner Language
Somewhat stated
Materials
Age Appropriate
Age Appropriate
Not age
appropriate
No learner
Language
Unsure of
objectives
Very
inappropriate
Procedure
Identifies key
procedure and
steps
Appropriately
planned to assess
objectives
Addresses what
went well
No Evaluation
or reflection
Evaluation
Adequate 6
Omitted
BOOK READING ACTIVITY
Exceeds the criteria of the assignment. Use of developmentally appropriate practice in
Exemplary
reading (appropriate literature – length and text). Is enthusiastic, looks at children.
(44- 50 points)
Use of props (puppets, flannels, etc.), provides for active participation, if appropriate,
Meets criteria for the assignment. Use of developmentally appropriate practice in
Excellent
reading (appropriate literature – length and text). Somewhat enthusiastic, looks at
(40- 44 points)
children. Use of props (puppets, flannels etc.), , Some active participation, if
appropriate,
Meets most criteria for the assignment. Use of developmentally appropriate practice
Good
in reading (appropriate literature – length and text). Need more enthusiasm, Use of
(36- 39 points)
props (puppets, flannels, etc.), occasionally looks at children, Some active
participation, if appropriate,
Minimally, meets most criteria for the assignment. Use of developmentally
Adequate:
appropriate practice in reading (appropriate literature – length and text). Low
(30 – 35 points)
enthusiasm, Use of props (puppets,flannels, etc.), occasionally looks at children, Low
active participation, if appropriate,
IMPORTANT NOTE TO ALL EDUCATION STUDENTS
(Main Campus and Off-Site Locations)
As a teacher education candidate, you are responsible for being aware of the following
information and acting in a timely manner.
Michigan Basic Skills Test (MBST)
You must pass all 3 sections of the MBST before being accepted in the School of Education
(SOE) and also before being allowed to register for any education classes at the 300 level or
above. There are limitations to the number of times you may attempt to pass the tests.
Check the SOE Student Handbook for clarification. Plan ahead, because these tests are
offered only in January, April, July, October, and November, and scores take
approximately 4-5 weeks to be officially reported. NOTE: SAU must receive official
verification of these test scores directly from the testing agency. Therefore, be sure to denote
SAU as the receiving institution when registering for the MBST. Main campus students
preparing for the tests should avail themselves of student materials and study sessions in
SAU’s Academic Student Connections – open only during the traditional academic year.
Students at the off-site locations are advised to use the study materials available on the
testing agency’s website (www.mttc.nesinc.com) and to check the partner school’s library to
find out whether study materials are available.
SOE Application
After successful completion of EDU 140 and the Professional Skills Lab, a student will be
invited to apply to the School of Education.
Student Teaching Application
Main Campus students: You must declare your intent to student teach two semesters in
advance of the semester you expect your student teaching will take place. Student Teaching
Intent forms are available at the front desk in the School of Education. ALL prospective
student teachers are required to attend a student teaching information meeting two
semesters in advance of the planned student teaching experience. Student teaching
information meetings are held in the months of April and November and specific meeting
dates will be posted via the SAU announcement and SAU List serve. Students who fail to
attend these meetings forfeit the opportunity to have their applications accepted. If you desire to
student teach overseas you must begin the application process one year in advance of the
student teaching experience and should contact Professor John Williams
([email protected]). Students considering student teaching outside the state of Michigan,
but within the U.S., should contact Professor Dale Linton ([email protected]) one year in
advance of their planned student teaching experience.
Students at off-site locations: You must formally apply to student teach VERY EARLY in
the semester prior to when you intend to teach. You are required to attend a student
teaching information meeting at least one semester prior to the planned student teaching
semester. See the Director of Student Teaching at your site for specifics. Students who fail to
attend these meetings forfeit the opportunity to have their applications accepted.
International or out-of-state student teaching: For international student teaching,
applications are due at least one year in advance of the intended student teaching semester.
Interested students should contact Professor John Williams ([email protected]). Students
considering student teaching outside the state of Michigan, but within the U.S. should
contact the Director of Student Teaching at your site for specifics. Make contact with the
Placement Director VERY EARLY.
Main Campus and off-site Students: Students are reminded that they are expected to be
fully aware of all program and student teaching requirements and deadlines, as detailed in
the SAU catalog and the SOE Undergraduate Student Handbook. Failure to complete the
program requirements and deadlines may result in the student teaching placement being
delayed and/or cancelled. For spring student teaching the deadline is September 15 and for
fall student teaching the deadline is February 1. If you are hoping to student teach in any
other time frame, you must formally petition in writing at least 6 months in advance.
Additional information regarding the student teaching experience and application can be
found at www.arbor.edu/stapp.aspx.
Field Experience
One of the requirements that must be met prior to receiving approval to student teach is
completion and proper documentation (on a standardized form available through the SOE)
of at least 120 Field Participation hours. To assist you, a number of classes have required
hours built in. There are certain conditions regarding the types of field experiences that are
required; please see the SOE Undergraduate Student Handbook for details. If you have
already met the minimum 120-hour requirement and you are in a class with required hours
that take you past the 120, these hours are not waived as a requirement for the class.
Liability Insurance
Due to field participation, it is strongly recommended that each education student join one
of the education organizations that provide liability insurance to students. Stop by the SOE
to pick up information on organizations, which provide liability coverage to students, such
as the Student Michigan Education Association (800-292-1934 or www.mea.org). Students
at off-site locations may inquire about these forms through the TESA (Teacher Education
Student Advisor) at the site.
Dispositions
 Becoming an effective teacher requires many behaviors, skills, and dispositions. The
Michigan Department of Education (MDE) require that teacher education
institutions assess behaviors, skills, and dispositions of their teacher education
candidates. Students will be assessed throughout their time at SAU in all education
classes. Certain classes will intentionally assess every student in the course either
with pedagogical and/or professional dispositions. In these particular courses, a
copy of the disposition assessment will be attached to the syllabus. If the sample
copy of the disposition is missing, it will be the responsibility of the student to obtain
a copy from the SOE.

Student dispositions will be assessed in other education classes as the need arises. In
addition, the faculty of the various content areas will be assessing for dispositions
that the particular department deems important.

Dispositions will be taken into consideration when the student’s application for SOE
admission and application for student teaching approval are being reviewed. Poor
ratings in dispositions may result in various actions including, but not limited to,
denial of admission, removal from the teacher education program, probation in the
program, and so forth. Check the SOE Undergraduate Student Handbook for
specifics.

Students who are assessed as having unacceptable dispositions will be counseled and
given a remediation action plan and a time frame within which improvement must
be made.

If the student fails to cooperate in the creation of an acceptable action plan, fails to
follow through on an action plan for improvement, or fails to improve, a student
may be denied entry into or dropped from the School of Education program, denied
acceptance into or dropped from student teaching, or be given special guidelines or
conditions for the student teaching semester.
First Aid/CPR Certification
The Michigan Department of Education requires that each individual has a valid CPR
(Child and Adult) card and First Aid card at the point of recommendation for certification
by Spring Arbor University. The Michigan Department of Education has stated that this
training is only acceptable if completed through one of their approved providers: American
Red Cross; American Heart Association; American Safety and Health Institute; Emergency
Care and Safety institute; NSC Affiliate – Safety Council for Southeast Michigan; Medic
First Aid. If the training is not completed through Spring Arbor University’s student
teaching seminar course, the cards must be signed by the instructor of the course and the
actual cards provided to the Certification Officer (Julie Zeller) on main campus or the
Teacher Education Student Advisor (TESA) at the student’s site. The cards will then be
returned to the individual. Copies will not be accepted. If you have any questions about this
requirement, contact Julie Zeller, Certification Officer by e-mail at [email protected].
Policy for the Return of Physical Copies of Student Final Papers/Projects
For a final exam or paper, a student must attach a self-addressed envelope addressed either
to their campus box or their U.S. Mail address (with proper postage…in most cases two
first class stamps). For a bulky project, the student should clearly mark their name, class
number, and class title on the outside of the project so it is easily seen. These projects will be
kept for only four weeks from the last day of the term, and then will be discarded. For main
campus, the projects will either be held in the professor's office area or at the front desk in
the School of Education Office. For off-site locations, check with the instructor and the
TESA for instructions on picking up work after the course has been completed.
Permission to use Student Work
The faculty and staff of the School of Education often have a need to obtain and show
examples of student work (without names) from education courses. In some cases, we would
show student work to accrediting bodies or advisory councils in order to keep the SAU
education programs in good standing. In other cases, we would show examples of student
work to other students or to prospective students to help them understand what would be
required of them in a particular course. In still other cases, faculty may wish to include
student work as part of a University merit proposal for promotion and tenure. If you are
*not* willing to allow the School to show your work to others, please inform the instructor
of the course in writing or by email.
Academic Integrity
The University catalog addresses SAU’s policy on the “Integrity of Scholarship and
Grades” and “Academic Integrity”. Please refer to that policy in its entirety, found in the
current catalog. The School of Education wishes to highlight some of the ideas and ideals
articulated in the policy. Using our common commitment to Jesus Christ as the perspective
for learning, members of the School of Education acknowledge that truthfulness is essential
in our dealings with one another.
Specifically within the academic areas, “there shall be no cheating, misrepresentation or
plagiarism (borrowing ideas, images, facts, stylistic phrasing or quoted material without
credit) on assignments, tests, lectures, handouts or other written materials.” Violations of
this policy by a student may carry disciplinary consequences such as zero on the assignment
and/or failure of the course and/or suspension from the University.
Incidents of cheating or plagiarism should be reported immediately to the appropriate
professor, department chair, dean, or other University employee. Students are encouraged
to report in writing. Confidentiality will be honored unless specific written permission to
disclose sources is obtained. No one will be disciplined solely on the testimony of one report
without further substantiation.
Anyone not clear about what constitutes plagiarism should review the notes from the ENG
104 or 304 course and confer with the course professor. If ENG 104 or 304 or its equivalent
was not taken at SAU, consult the Academic Student Connections Faculty or the English
Department Faculty.
Use of Technology in the Classroom
Policies outlining technology use (laptops, cell phones, Blackberries, etc.) during class time
are established by the professor. The use of technology during the class time is for the
facilitation of learning as determined by the professor. Therefore, the professor has the
right to suspend classroom use of laptops and other technology at any time.
Disclosure of Criminal Record
In many Spring Arbor University EDU or SED courses, students are required to complete
classroom field participation hours in P-12 schools. It is every student’s responsibility to
complete and submit a Conviction Disclosure form (regarding misdemeanor or felony
convictions) prior to entering P-12 schools for classroom observations or on-site work of
any kind.
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The Conviction Disclosure form is required through participation in SAU’s EDU
140 or the School of Education Orientation Session. Completion of this form will be
met during this class.
Students who do not take EDU 140 need to be aware that it is the student’s
responsibility to complete and submit the Conviction Disclosure form prior to
taking part in any on-site P-12 classroom observation experiences.
If the student plans to participate in observation experiences prior to completing this form
in EDU 140 or an SOE Orientation Session, it is the student’s responsibility to acquire the
Conviction Disclosure form from the School of Education front desk (or from the TESA at
off-site locations). The completed form must be submitted to the School of Education front
desk or the TESA at off-site locations before beginning work toward any field participation
hours.
Methods Classes and Site Visitations
Being placed into a site-based classroom during an EDU course is contingent upon
successful completion of all preparatory assignments prior to the placement. Throughout
the semester, failure to meet these deadlines and/or successfully complete all assignments
may result in the loss of the site-based placement. In addition, the student
must complete all site-based expectations and assignments in order to pass the course.
In the event that a student does not successfully complete the preparatory work or fails to
successfully complete course expectations prior to site-based placement, the student may be
given the choice to immediately withdraw from this course or receive a "U" at the end of
the semester. In the event that a student displays unsatisfactory performance during their
site-based placement, the student may lose their site-based placement and receive a "U" at
the end of the semester.
Unsatisfactory site-based performance may include, but is not limited to, the following
unprofessional behaviors: tardiness, absenteeism, lack of preparation, inappropriate and/or
unprofessional communication with mentor and instructor, lack of content or pedagogical
knowledge, skills and/or refusal to teach at mentor or teacher's request.
Americans with Disabilities Act (ADA)
The Academic Student Connections staff is responsible for working with eligible students
both on campus and at the various SAU sites in determining the academic accommodations as
outlined by the ADA and Section #504 legislation. It is Spring Arbor University’s intention
to be non-discriminatory and attempt to remove as many barriers as possible. If a student
with proper professional documentation requests accommodations at Spring Arbor University,
Academic Student Connections personnel will inform professors prior to or as early as possible
in a semester of the requested accommodations.