HMS Home, School, and Community Relations Maymester 2011

Transcription

1 HMS Home, School, and Community Relations Maymester 2011 Professor: Tara Newman, EdD, CFLE Office: COE Annex (former ECHL) 120 Course Time & Location: Online Office Hours: TBD Phone: Office: (936) HMS Office: (936) For course related issues, please use the feature in Blackboard Learning System in MyCourses I. Course Description: This course examines the inter-relationships among the young child, the home, the school, and the community, with a particular emphasis on parent involvement in schools. II. Intended Learning Outcomes/Goals/Objectives: The mission of the College of Education is to prepare competent, successful, caring, and enthusiastic professionals dedicated to responsible service, leadership and continued professional and intellectual development. In the College of Education at Stephen F. Austin State University, we value and are committed to: Academic excellence through critical, reflective and creative thinking Life-long learning Collaboration and shared decision making Openness to new ideas, culturally diverse people and innovation and change Integrity, responsibility, diligence, and ethical behavior, and Service that enriches the community This course enhances student learning in the area of child development and serves as one of the foundation courses in the Child and Family Development Program in the School of Human Sciences. It also aligns with the standards of the National Council on Family Relations and the National Association for the Education of Young Children to promote learning and understanding of child development and family relationships Program Learning Outcomes The student will display the professional dispositions (academic excellence, life-long learning, collaboration, openness, integrity, and service) relative to the field of Human Sciences. The student will exhibit the professional behavior (strong communication skills, a professional image, a good work ethic and adequate preparation for employment in his/her specific discipline) expected in the field of Human Sciences. The student will demonstrate competence in his/her specific discipline using oral and written forms. The student will analyze the cognitive and physical development of children and adolescents. The student will explain the impact adults have on the social/emotional development of children and adolescents. Student Learning Outcomes Upon successful completion of the course, the student will: Explain the impact adults have on the social/emotional development of children and adolescents. 1

2 Articulate the role of parent involvement in schools and the community. Define family and explain the diversity of family forms as related to the school environment. Develop resources for working with families in school and community settings. Discuss research issues related to parenting and/or parent education. Articulate strategies for involving parents in their child's education. Participate in field experiences related to family, school, and community involvement. Family Life Educator Certification Family Life Content Area I: Families and individuals in societal contexts - an understanding of families and their relationships to other institutions, such as the educational, governmental, religious, and occupational institutions in society. Family Life Content Area V: Interpersonal relationships - an understanding of the development and maintenance of interpersonal relationships. Family Life Content Area VII: Parent education and guidance - an understanding of how parents teach, Course content in HMS 242 emphasizes the following guide, and influence children and adolescents. four of the ten Family Life Content Areas identified by Family Life Content Area IX: Professional ethics and the National Council of Family Relations (NCFR). practice - an understanding of the character and quality of human social conduct, and the ability to critically examine ethical questions and issues. The notes from this class should be retained to use for review purposes for the CFLE exam. Course content in HMS 242 provides information related to the following standards for the professional qualifying exam (TExES) for students certifying to teach EC-4. Teacher Certification 2 NAEYC Standard II: Candidates know about, understand, and value the importance and complex characteristics of children, families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their children's development and learning. The notes from this class should be retained to use for review purposes for the TexES III. Course Assignments, Activities, Instructional Strategies, use of Technology: Course Assignments/ Activities: In-class/out-of-class assignments and quizzes (may be announced or unannounced), project/presentation, and family letter. Instructional strategies may include: lectures, class discussion, group participation, guest speakers, and videos. Use of Technology may include: Blackboard (MyCourses), internet assignments/activities/research, and word processing. 1. HMS 242 is an online course. Information notices will be posted on the course home page, announcement section, and via . The homepage includes icons for class assignments, discussion board questions, and grades. Students are strongly encouraged to contact the professor and/or other students via the homepage mail icon, chats, and/or discussion postings. 2. Course content is delivered via learning modules which include discussions, assigned readings, assignments, and discussion board questions directly relevant to the course content. Students should

3 3 Revised 4/13/11 check the homepage on a daily basis for notices, mail, and assignments. Neglecting to check the homepage is NOT a valid excuse for missing an assignment due date. 3. Students should check their grade points daily. Any discrepancies in points must be resolved within two days after assignment grades have been posted otherwise the posted grade points are considered final and will not be reviewed at a later date. 4. Assignments that are posted on the Blackboard Learning Management System are predominately saved in the Word 2007 format. Students should make arrangements to secure the patch that will enable them to open these documents in advance, if they do not currently have or anticipate having access to the Word 2007 software. It would be virtually impossible for the professor to save work in multiple formats to accommodate for all individual software available. A link to this is posted within the course, under the Web Links tab. IV. Evaluation and Assessments (Grading): The course is graded on a letter grade basis (A-F). Final grade will be determined by a percentage of total required points for the course. (total of 386 points). A=90-100% of required points; B=80-89%; C=70-79%; D=60-69%; F=0-59%. (Final points may vary slightly due to pop quizzes and/or in class participation). Course Points are earned through: 1. Discussion board points. Students must post discussion question responses directly to the discussion board by the closing date/time for credit. Do not discussion board responses to the professor. No credit will be given for responses. To receive full credit, responses must be informative, answer all parts of the discussion, and students must DISCUSS with their learning team. A discussion entails engaging in dialogue with other members of your learning team within the discussion board area. In order to ensure that all students have the opportunity to engage in meaningful discussions, early postings are strongly encouraged particularly in the summer session, which moves very quickly. To receive full credit for discussions a student must post at least 3 times (the original post and 2 responses/questions to others posts). A. There are a total of 8 Discussions in the course (total of 96 points). 2. Class assignments. Assignments cannot be made up if missed, unless prearrangements have been made with the professor. Students are responsible for all course assignments and notices posted on the course home page, and all messages sent to students via . Assignments are due on designated Mondays throughout the semester. A. Assignments include: (total of 130 points) 1. Theory IRA 40 points After reading about various theories, each student will develop an IRA (Insight, Resource, Application) about ONE theory. 2. Introductory Letter 40 points The final version of the introductory letter will be a resource that you develop in this course for your own work with families. You will articulate strategies to parents concerning ways and reasons why they can be involved in your work with their children. 3. A Conflict of Interest Case Study 50 points You will analyze a scenario and apply what you have learned in relation to professionalfamily interactions. B. Assignment format: All posted assignments must be typed in 12 point, Times New Roman font. Handwritten assignments in any part are non-acceptable. Having problems with the

4 computer and/or printer, not stapling pages together, or failing to view the assignment are unacceptable reasons for failing to complete an assignment on the due date. Do not request to turn in an assignment late for any of these reasons. Students may not turn in an assignment after the professor has collected the assignment without a late penalty. C. Course Timeline: Students can locate the Course Timeline, which outlines the due dates for all coursework, on the course homepage in the Getting Started folder. It is advisable to print this timeline and post it in a prominent place that will be easily accessed throughout the semester. All students will be held accountable for the due dates as outlined in the Course Timeline. 3. Quizzes. Quizzes are offered on designated Fridays throughout the semester, unless otherwise posted. A. There are a total of 6 quizzes in the course, each comprising of 20 points (120 points total) 4. Extra-Credit Options. Opportunities to earn extra-credit may be given during the semester. These assignments may not be announced ahead of time and cannot be made up if missed. 4

5 V. Tentative and Approximate Schedule Overview (See Course Timeline for specifics) TOPIC Learning Module Chapter Content Thinking Mindfully about Parent Involvement Module 1 Introduction and Chapter 1 Theories and Research on Parenting Module 2 Chapter 2 and 3 Understanding Parents Module 3 Chapter 4 and 5 Building Caring Relationships Module 4 Chapter 6 Common Concerns of Parents and Professionals Module 5 Chapter 7 Providing Developmental Opportunities Module 6 Chapter 8 Preparing the Next Generation of Parents Module 7 Chapter 9 VI. Readings (required) McDermott, D. (2008). Developing caring relationships among parents, children, schools, and communities. Los Angeles: Sage Publications. American Psychological Association. (2010). Publication manual of the American Psychological Association (6 th ed.). Washington, DC: Author. Various professional journals and publications available in the SFA Library and/or internet VII. Course Evaluations Your professor is committed to excellence in teaching and continued professional improvement. Therefore, students are encouraged to provide feedback periodically. Although the professor will be able to view the names of students who complete the survey all ratings and comments are confidential and anonymous. Five extra-credit points will be awarded for each of the surveys completed by the specified date (that s a total of 15 extra credit points!). There are 3 opportunities to provide ANONYMOUS feedback in this course: 1. After the midterm exam, a brief survey will be available (called the Mid-Semester Evaluation, in the Assessment tab). This survey is for your professor s use to determine how well the course is meeting the needs of learners in a given semester. Because the evaluation is provided during the semester, your professor has time to adjust elements of the course to meet the needs of specific classes, while you are still enrolled in the course. 2. Near the conclusion of each semester, students in the College of Education electronically evaluate courses taken within the COE. Evaluation data is used for a variety of important purposes such as course and program improvement, planning, and accreditation, and instruction evaluation purposes. As you evaluate this course, please be thoughtful, thorough, and accurate in completing the evaluation. This survey is provided by the College of Education, and is therefore, not located within the course. The end-of-course evaluation process has been simplified and is completed electronically through MySFA. Students will receive s from the university indicating when the evaluation is available. The results of this survey are also anonymous and will not be available to the professor until after final grades are posted. 5

6 These surveys play a critical role in your professor s development as a teacher and, while optional, participation is appreciated. Again, students will receive 5 points on their final point total for EACH of these evaluations. Informal comments are also welcome throughout the course via and/or personal visits. VIII. Student Ethics and Other Policy Information Attendance: Class attendance is vital to success in this course and is expected from all students. In an online course, it is imperative that students log on frequently and be self-disciplined in monitoring their own progress. This is especially important in a summer course. Daily log in is required in this class. The professor should be notified immediately if an extended illness occurs. Documentation of an extended illness is mandatory for special consideration. Class participation: Class participation promotes a valuable learning environment, and is therefore encouraged and expected. Participation includes asking questions (for clarification or better understanding), discussing current or controversial issues related to course content, exploring applications of ideas or concepts, problem solving, and other exchanges of ideas. It is the student's responsibility (and to his/her benefit) to read the material assigned in the class schedule prior to the assignment to be able to participate effectively in discussion postings and/or activities. Students are encouraged to collaborate with others in the class when studying and/or reviewing material via chat, student-created discussion board postings, in person, or other methods by which they will be successful. Acceptable Student Behavior: Classroom behavior should not interfere with the professor s ability to conduct the class or the ability of other students to learn from the instructional program (see the Student Conduct Code, policy D-34.1). Unacceptable or disruptive behavior will not be tolerated. Students who disrupt the learning environment may be asked to leave class and may be subject to judicial, academic or other penalties. This prohibition applies to all instructional forums, including electronic, classroom, labs, discussion groups, field trips, etc. The professor shall have full discretion over what behavior is appropriate/inappropriate in the classroom. Students who do not attend class regularly (as indicated by frequency of online interaction) or who perform poorly on class projects/exams may be referred to the Early Alert Program. This program provides students with recommendations for resources or other assistance that is available to help SFA students succeed. Final Exams: Final exam date and time is established by the university, and is not to be changed by the faculty. Please do not ask to change the final exam date or time. Students with Disabilities: To obtain disability related accommodations and/or auxiliary aids, students with disabilities must contact the Office of Disability Services (ODS), Human Services Building, Room 325, (936) / (936) (TDD) as early as possible in the semester. Once verified, ODS will notify the course instructor and outline the accommodation and/or auxiliary aids to be provided. Academic Integrity: Academic integrity is a responsibility of all university faculty and students. Faculty members promote academic integrity in multiple ways including instruction on the components of academic honesty, as well as abiding by university policy on penalties for cheating and plagiarism. Definition of Academic Dishonesty 6

7 Academic dishonesty includes both cheating and plagiarism. Cheating includes but is not limited to (1) using or attempting to use unauthorized materials to aid in achieving a better grade on a component of a class; (2) the falsification or invention of any information, including citations, on an assigned exercise; and/or (3) helping or attempting to help another in an act of cheating or plagiarism. Plagiarism is presenting the words or ideas of another person as if they were your own. Examples of plagiarism are (1) submitting an assignment as if it were one s own work that has been purchased or otherwise obtained from an Internet source or another source; and (2) incorporating the words or ideas of an author into one s paper without giving the author due credit. Please read the complete policy at Stephen F. Austin State University considers academic dishonesty a completely unacceptable mode of conduct and, therefore, it will not be tolerated in any form. Students involved in academic dishonesty will receive a zero on the first assignment discovered to be falsified in any way, and a record of the incident will be placed in the student s permanent records at SFA. If an additional instance of cheating in any form is discovered, the student has chosen to receive an F in the course. Additional discipline may include suspension or expulsion from the University. (see Academic Integrity A-9.1) Withheld Grades Semester Grades Policy (A-54): Ordinarily, at the discretion of the instructor of record and with the approval of the academic chair/director, a grade of WH will be assigned only if the student cannot complete the course work because of unavoidable circumstances. Students must complete the work within one calendar year from the end of the semester in which they receive a WH, or the grade automatically becomes and F. If students register for the same course in future terms the WH will automatically become an F and will be counted as a repeated course for the purpose of computing the grade point average. Instructor Conferences: All students are encouraged to take time to meet individually with the professor during the semester. Every effort will be made to respond to individual needs. If at any time a student feels that s/he is having problems related to the course, s/he is advised to contact the professor as soon as possible. Likewise, the professor may request a meeting with a student outside of class time if necessary. Many problems can be resolved easily if promptly addressed. While the professor does hold regular office hours, it is strongly recommended that students make an appointment if they have a serious matter to discuss, to avoid unforeseeable conflicts. Of course, drop in visits are always welcome. Additionally, your professor is prepared to use a variety of modalities to communicate with you, including web conferencing, chat, , face to face office hours, and telephone conversations. A handy tool to use is the instant chat feature, in MyCourses. To use this feature, simply click on Who s Online in the menu bar (on the left hand side). See if the professor is available. If so, select the professor, and click Invite to Chat. If your professor is near her computer, she will respond quickly to your attempt at communication. This is very often the quickest way to get a question resolved! (you can also use this feature to talk with other class members.) 7