WINTER 2012 Master in Teaching Program Syllabus

MIT 2010-2012

 

Additional information and resources for this program are available for enrolled students at the program website (Moodle) which can be accessed from: http://academic.evergreen.edu

This syllabus is subject to change. Please check regularly for updates on Moodle.

 

Faculty Team

Heather Bandeen, Ph.D. bandeenh            867 – 6046            SEM 2A 2106

Scott Coleman, Ph.D.            colemans              867 – 6130            LAB 1 3010

Anita Lenges, Ph.D.            lengesa            867 – 6150            SEM 2A 3108

Sherry Walton, Ph.D.     waltonsl         867-6753            Sem 2E 3137

 

Office Hours: by appointment

 

Regular Weekly Schedule

 

Day	Time	Location	Topics
Monday	9:00 – 12:00	LC 1007A (Longhouse)	Developmental Psychology and other topics
Monday	1:00 – 3:00	Seminar 2 E 1107	Special Education
Tuesday	9:00 – 12:00	Anita’s group: Seminar 2A 2105Heather’s group: Seminar 2D 3107Scott’s group:  Seminar 2D 3105	Master’s Project Writing Workshop
Tuesday	1:00 – 3:00	Anita’s groups: Seminar 2A 2105Heather’s groups: Seminar 2D 3107Scott’s groups:  Seminar 2D 3105	Seminar
Wednesday	9:00 – 12:00	Seminar 2A 3105	Classroom Management and Assessment Workshops
Wednesday	1:00 – 3:00	Seminar 2 E 1105 (most weeks)	Professional Workshops with Loren
Wednesday, Thursdays and Friday Special Events	several events for the quarter	Mock Interviews in Library basement (Thursday February 16);Job Fair in the Longhouse (Wednesday February 29th ) at the normal 1-3 time.Synthesis Project technical orientation and recording in the CCAM (see dates and timesà)	1. Mock Interviews Thursday February 16 – you will be assigned specific time for your interview2. Synthesis Project technical orientation in CCAM, either:Wed. 2/8 3-5 PM orThu 2/9 9-11 AM3. CCAM recording: Fri 2/10  1-5 PM or Thu 2/16 1-5 PM or Fri 2/17 1-5 PM or Thu 2/23  9 AM – 1 PM or Fri 2/24  9 AM – 1 PM

Winter Quarter Required Books

Common Seminar Book for Week 1

• The New Teacher Book: Finding Purpose, Balance and Hope During Your First Years in the Classroom; Rethinking Schools, Terry Burant, Linda Christensen, Kelley Dawson Salas, Stephanie Walters

Other Seminar Books and Articles

Each of the seminar groups has selected its own reading. The seminar groups are:

Elementary Methodology Seminar

Arts Methods Seminar

Achievement Motivation and Engaging the Eagerly Disengaged Seminar

Literature in Context Seminar

Gifted Students Seminar

Social Studies Curriculum Seminar

ELL Science Seminar

Discourse and Questioning Seminar

Educational Technology Seminar

Democratic Classrooms Seminar

Differentiation Seminar

 

See Moodle for details about each group’s readings and activities

 

Wednesday Assessment and Classroom Management Books

• Discipline with Dignity: New challenges, New solutions, 3rd edition; Richard Curwin, Allen Mendler , Brian Mendler
• Art of Classroom Management, 2nd edition; Barbara McEwan Landau,
• Classroom Assessment for Student Learning: Doing It Right–Using It Well; Richard Stiggins, Judith Arter, Jan Chappuis, Stephen Chappuis

Special Education Books

• Teaching Students Who are Exceptional, Diverse, and at Risk in the General Education Classroom; Sharon R Vaughn, Candace S. Bos, Jeanne Shay S. Schumm
note:
• Leading and Managing a Differentiated Classroom; Carol Ann Tomlinson & Marcia B. Imbeau

 

CHANGES: The plan outlined in this syllabus may change in response to the needs of our learning community. Please check on Moodle for new updates in the weekly assignments lists. When you miss class, it is your responsibility to inquire about changes and check our Moodle program page.

 

DISABILITY/HEALTH CONCERNS: The faculty wish to fully engage all persons within our program’s learning processes. If you have a mental health, or health condition, or disability and require accommodation to fully participate in this program, please contact the Office of Access Services. We cannot provide accommodations until we receive the necessary paperwork from Access Services.  Phone:  (360) 867-6348 – Tdd/Tty: (360) 867-6834 – Fax: (360) 867-6360.

Major Assignments

Further details about some of these assignments will be available in separate documents, accessible on Moodle.

 

1. Weekly Seminar Preparation Papers
For week 1, you need only write notes, in any format you wish, to prepare for seminar.

For weeks 2-9, you must do a posting to Moodle around your group’s reading for that week, due at 11:00 PM the Sunday preceding the seminar. In that posting, you must address one or more of your group’s guiding questions. You might choose to write your postings in the form of a letter to yourself.

 

2. Master’s Project
During this quarter, you will write a review of the professional literature on a topic of your choice and present your completed paper to your peers and faculty in a format that simulates a professional conference. Your paper will follow the conventions of an academic paper. The body of your paper will be approximately 20 pages and include an abstract and introduction, discussion and critique of the research you have selected to review, and a conclusion. The papers from our cohort will be collected into an electronic “conference proceedings” book, which will be available as a PDF by the start of the conference presentations week 10.

 

3. Classroom Management and Assessment Assignments

You will develop a comprehensive classroom management plan, and a modification to that plan in response to school-wide discipline programs that will be due week 5, Wednesday at 9:00 am.

You will develop a series of 3 assessments, each reflecting a different type of assessment.  Final drafts will be due weeks 7, 8 and 9 on Wednesdays at 9:00 am.

 

4. Developmental Psychology Assignments

For each of our five workshops you will have some brief readings on Moodle due before those workshops. Following each of the first four workshops you will have the task of doing approximately one hour of follow-up reading about one of the developmental theories discussed in class (this can be web-based reading) and then coming to the next class prepared to discuss what you have read (i.e., bring some notes). Following our final workshop during week 6 you will have a week to write a paper discussing what you have learned during this segment (details to be provided later, due Wednesday February 22, to be submitted along with your notes from your four follow up readings).

 

5. Special Education Culminating Assignments

You will be writing a small number of final lesson plans showing your ability to differentiate for a variety of students and to accommodate students with special needs, due at the start of week 10.

You will complete a multiple choice assessment on important terms and concepts, to be taken on Moodle (and retaken until you earn a passing score), also by Monday of week 10.

 

6. Synthesis Project

You will be completing a brief video-based project that synthesizes some of your most important and valued learning from the Master in Teaching program thus far. In an interview format you will respond to a small number of questions while the viewer moves between seeing you dialog with your peer interviewer, footage from student teaching, and other stills or clips that you choose. This project gives you the opportunity to synthesize the learning you have done in completing your major projects throughout the program, including your learning theory paper and aims of education visual from last fall, your multicultural project and video work from last winter, your advancement to student teaching reflections from last spring, and your student teaching experiences and reflections from last quarter – as well as all your readings, reflections, and technology work.

 

The final product will debut as the introduction to your Master’s Project presentation during week 10. This project requires that you attend a two hour technical orientation meeting either February 8 or 9 and a four hour video session (where you complete your project as well as support 6 others complete theirs) either February 10, 16, 17, 23, or 24.

 

Some suggested questions are:

Considering the reading and reflecting you have done in this program, what have you learned that stands out as being particularly meaningful? (perhaps accompanied with a visual of some books or writers or your peers)

In a nutshell, how do you think students learn best?
Having observed many teachers and completed a student teaching experience, what is unique about your teaching style? (perhaps accompanied with a video clip from your student teaching)
What do you most hope to accomplish in your teaching? (this might also be
What do you think it is most important that students learn?
Given your own particular strengths and background, what might you uniquely offer your students as their teacher?
What do you find most inspiring as a teacher?

7. Professional Growth Plan

During week 9 you will complete a professional growth plan, based upon a systematic review of your own skills and knowledge in light of Washington State professional standards for teachers.

 

8. End of Quarter Evaluation

You will be submitting your work to your faculty throughout the quarter. For your evaluation conference you will need to complete and bring a self-evaluation (to be given to the Registrar for your permanent transcript) and a faculty evaluation for your Master’s Project faculty.

 

Reminder: Keeping Your Work

Protect your computer-based work by always backing it up (storing it in at least two places). Your printed and hand written needs to be kept through at least the end of the quarter.

Daily Schedules and Topics   Subject to change; check Moodle for weekly updates

Week 1: January 9-13

		Topics / Events	Notes (see Moodle for details on required readings and other assignments)
Mon

Jan 99:00Developmental Psychology Workshop:

Introduction to Developmental Psychology; Erik Erikson, Ken Wilber; do Moodle readings and follow-up research and reading 1:00Special EducationAssessing your needs regarding teaching students with special needsTues

Jan 109:00Master’s Project Writing WorkshopAnnotations of research articles due 1:00Seminar: The New Teacher BookComplete your reading of this book; bring informal notes to support your participation in seminar – optional Moodle postingWed

Jan 119:00 -12:00Classroom Management and Assessment Workshop

Introduction to Management:
Conceptual Frameworks & Connecting to the Classroom; Read Landau Chapters 1-3
Read Curwin, Mendler, & Mendler Chapter 1

12:00-1:00Meet informally with your week 2-5 seminar group to finalize your overall 4 week plan and specific plans for next week  1:00 -3:00Wednesday Professional WorkshopsResume Writing and Placement Files; Maggie and Loren

 

Week 2: January 16-20

		Topics / Events	Notes (see Moodle for details on required readings and other assignments)
Mon

Jan 17 No class: MLK Day

For this week and subsequent weeks, submit your seminar postings to Moodle by Sunday night to give others the opportunity to read it before the Tuesday seminar  Preview one of the TPA handbooks on Moodle under week 2Do this before TuesdayTues

Jan 189:00Master’s Project Writing WorkshopDue: first complete draft of your introduction 1:00Seminar Wed

Jan 199:00 – 12:00Classroom Management and Assessment Workshop

Prevention Component & Classroom Rules

1:00 – 3:00Wednesday Professional WorkshopsClover Park Schools: What is the Teacher Selection Interview?

 

Week 3: January 23-27

		Topics / Events	Notes
Mon

Jan 239:00Developmental Psychology Workshop:

Integration Project Overview

Piaget and theories of cognitive development 1:00Special Education Tues

Jan 249:00Master’s Project Writing WorkshopDue: revised introduction and 3 page start of your integrative review, derived from your annotations 1:00Seminar: Wed

Jan 259:00 – 12:00Classroom Management and Assessment Workshop

Action Component &
Review School-wide Discipline Programs

1:00 – 3:00Wednesday Professional WorkshopsSchool Librarians: Sarah Applegate, Steve Coker and Wayne Osborne

What the librarian can do to help first-year teachers and student teachers.

Week 4: January 30 – February 3:

		Topics / Events	Notes
Mon

Jan 309:00Developmental Psychology Workshop:

 

Gardner and the theory of multiple intelligences 1:00Special Education Tues

Jan 319:00Master’s Project Writing WorkshopDue: Complete first draft of your Integrative Review of the Literature 1:00Seminar: Wed

Feb 19:00 – 12:00Classroom Management and Assessment Workshop

Resolution Component & Reenacting Classroom Scenarios

1:00 – 3:00Wednesday Professional WorkshopsSmart Board Training 1; Allison Ragasa and Bryan Arnold

Week 5: February 6-10

		Topics / Events	Notes
Mon

Feb 69:00Developmental Psychology Workshop:

 

Psychodynamic theories of development; Moral development; Carl Jung and Lawrence Kohlberg 1:00Special Education Tues

Feb 79:00Master’s Project Writing WorkshopDue: a revised draft of your Integrative Review of the Literature 1:00Seminar: Wed

Feb 89:00 – 12:00Classroom Management and Assessment Workshop

Introduction to Assessment:
Conceptual Framework & Connecting to the Classroom; Final Management Projects are due

1:00 – 3:00Wednesday Professional WorkshopsSmart Board Training 2 Allison Ragasa and Bryan Arnold 3:00 – 5:00Integration Project Technical Preparation, Groups 1,2,3 Thurs Feb 99:00 – 11:00Integration Project Technical Preparation, Groups 4,5 Fri Feb 101:00 – 5:00Integration Project Recording: Group 1

Week 6: February 13-17

		Topics / Events	Notes
Mon

Feb 139:00Developmental Psychology Workshop:

 

Attachment theory; the brain and development; John Bowlby and Daniel Siegel 1:00Special Education Tues

Feb 149:00Master’s Project Writing WorkshopDue: revised version of your Integrative Review of the Literature and an outline/graphic organizer of your conclusions and recommendations 1:00Seminar:new groups for weeks 6-9 begin this weekWed

Feb 159:00 – 12:00Classroom Management and Assessment Workshop

Selected Response & Written Response Assessments

1:00 – 3:00Wednesday Professional WorkshopsTumwater School District: Keeping Employees SafeThurs Feb 161:00-5:00Integration Project Recording: Group 2

by appt.Mock Interviews with Principals, Human Resource Directors, Teachers and Community Members (9:00 to 3:00) Fri Feb 171:00-5:00Integration Project Recording: Group 3

Week 7: February 20-24

		Topics / Events	Notes
Mon

Feb 20 No class: Presidents’ Day

 

Tues

Feb 219:00Master’s Project Writing WorkshopDue: a completed draft of your conclusion and an example of an abstract that may be a good model for your own abstract

1:00Seminar: Wed

Feb 229:00 – 12:00Classroom Management and Assessment Workshop

Performance Assessments & Rubrics; Bring final copy of Assessment Assignment #1

Note: your developmental psychology final paper is due today at 9:00 AM

Bring dev psych paper to class at 9:00 1:00 – 3:00Wednesday Professional WorkshopsNorth Thurston Schools: Student Teaching, Hiring and Teacher DevelopmentThurs Feb 239:00 – 1:00Integration Project Recording: Group 4

Fri Feb 249:00 – 1:00Integration Project Recording: Group 5

Week 8: February 27-March 2

		Topics / Events	Notes
Mon

Feb 279:00Families Workshop (Heather)  1:00Special Education Tues

Feb 289:00Master’s Project Writing WorkshopDue: your abstract for your and a draft of your full paper, sections 1,2, and 3 1:00Seminar: Wed

Feb 299:00 – 12:00Classroom Management and Assessment Workshop

Personal Communication as Classroom Assessment; Bring final copy of Assessment Assignment #2

1:00 – 3:00Wednesday Professional WorkshopsMaster in Teaching Program Job Fair: ESD 113, North Thurston, Tacoma, Clover Park, Puyallup, Sumner, Shel- ton, Tumwater, Highline Federal Way

Week 9: March 5-9:

		Topics / Events	Notes
Mon

Mar 59:00Certification in Washington State (Maggie)

Professional Growth Planning

Preparing for your Master’s Paper Presentation

 

Complete in-class first draft of professional growth plan; formulate your strategy for presenting your Master’s paper next week 1:00Special Education Tues

Mar 69:00Master’s Project Writing WorkshopDue: hard copy of completed paper that includes (a) cover page, (b) abstract, (c) 20 pages of text, and (d) reference pages 1:00Seminar: Wed

Mar 7by 9:00 AMEmail an electronic copy sent as a Word attachment of your full completed paper to your Masters project faculty (and copied to Scott if he is not your MP faculty)Final deadline for completing your Master’s paper submission 9:00 – 12:00Classroom Management and Assessment Workshop

Grading & Recording Systems; Bring final copy of Assessment Assignment #3

1:00 – 3:00Time to prepare for your Master’s presentation next week

Week 10: March 12-16

		Topics / Events	Notes
Mon

Mar 129:00- 12:00Master’s Presentations

 

1:00Special EducationBring final lesson plans to class and submit electronic copy to your Master’s project faculty by today; complete and retake if necessary the special education assessment on Moodle by todayTues

Mar 139:00 – 12:00Master’s Presentations  1:00- 3:00Master’s Presentations Wed

Mar 149:00 – 12:00Master’s Presentations

1:00 – 3:00Master’s Presentations

 

Evaluation Week: March 19-23

Individual evaluation conferences will be held Monday and Tuesday. On Wednesday morning, tentatively from 9-12, we will meet as an entire cohort to prepare for spring student teaching, and, in particular, to get fully acquainted with the forms you will be using for the new Washington State Teacher Performance Assessment. Thursday, March 22 is the Washington Educator Career Fair, which you may want to attend.

Student Teaching Begins March 26 (Note: You will take your Spring Break at the same time as the teachers and students at your spring student teaching site.)

 

Master’s Project Weekly Tasks

Unless otherwise stated, the items below are due at 9:00 AM on Tuesday of the indicated week. Your Masters Project faculty advisor will provide additional details about these weekly tasks, including specifics each week about whether you should bring printed versions of your work to the Tuesday writer’s workshops or submit them by email to your advisor.

Week 1:

1. On Tuesday bring your completed 10 annotations, one for each of 10 peer-reviewed research articles you have selected for your Masters project. Use the same seven part annotation style we used last year during fall and winter quarters (with some minor adaptations for this project):

a. The full APA- style reference citation for the article

b. A concise statement of the main research question(s) addressed in this study

c. A concise description of the participants (sample) & setting of this study

d. A concise description of the methodology used in this study (in this section be sure to indicate if the research is based on, for example, observation, an experiment, interviews, a survey or questionnaire)

e. A list of the key findings/conclusions, with an emphasis on those relevant to your own research question

f. A brief critique that includes your concerns (i.e., reasons to question the findings/threats to validity) and comments on the strengths of the study. In this section consider such things as the sample, setting, methodological issues (in design and in practice), how well the results are supported with the data / results

g. Complete a statement describing how this research article supports your exploration of your Masters Project research question

2. copies of each of your 10 peer-reviewed research articles

 

Week 2

Provide on Tuesday:

1. an APA-style cover page that includes a tentative title for your paper

2. a completed draft of Section 1, “Introduction” (a statement of the research question & rationale)

 

Week 3

Provide on Tuesday:

1. a revision of Section 1 based on feedback from Week 2

2. an “author’s note” that clearly explains what you worked on given the feedback you received

3. an approximately 3 page document that integrates information from several (at least 3) of your annotations, to serve as a start of your Integrative Review of the Literature. Specifically indicate the source (which annotation(s)) for each paragraph.

 

Week 4

Provide on Tuesday a complete first draft of your Integrative Review of the Literature (section 2)

 

Week 5

Provide on Tuesday:

1. a revised draft of Integrative Review of the Literature (section 2)

2. an “author’s note” that clearly explains what you worked on given the feedback you received from the first draft of your Integrative Review of the Literature

 

Week 6

Provide on Tuesday:

1. another revised version of your Integrative Review of the Literature

2. an author’s note describing the work you have done on your latest Review of the Literature

3. an outline or graphic organizer that shows how your literature review (section 2) informs:

a. the conclusions you are drawing and

b. the recommendations you are making

 

Week 7

Provide on Tuesday:

1. a completed draft of your Conclusion (section 3)

2. an example of an abstract from one of your studies that you found helpful and that may be a good model for your own abstract

 

Week 8

Provide on Tuesday:

1. an abstract for your paper

2. your full paper, sections 1,2, and 3. This version should be one that you believe is fully completed (except for the abstract which may need major revisions for the second submission week 9).

3.  an author’s note that clearly explains what you worked on given the feedback you received on your conclusion and describes revision you have made on any the other sections of your paper.

 

Week 9

On Tuesday provide a completed paper that includes (a) cover page, (b) abstract, (c) 20 pages of text, and (d) reference pages in both a hard copy and an electronic copy emailed as a Word attachment

 

The absolute final deadline to submit your paper for publication (with any changes based on feedback from Tuesday of this week) will be at 9:00 AM Wednesday.

 

On Monday of this week we will talk about the process of presenting your paper during week 10 and give you the opportunity to sign up for a day and time, and you will have blocked out time on Wednesday from 1-3 for you to do some preparation for that presentation.

 

Week 10

Conference presentations (note earlier start times this week)

Monday 9:00-12:00

Tuesday 9:00-3:00

Wednesday 9:00-3:00

 

 

Criteria/Rubric for the Master’s Project

 

Productively Engages Writing Process

Meets expectation:

□            Meets all weekly due dates

□            Punctual and prepared for scheduled writer’s workshops

□            Provides peers productive feedback in writer’s workshops

□            Uses peer and faculty feedback to revise paper

□            Independently seeks assistance from other sources (librarians, other faculty, etc)

Does not meet expectation:

□            Misses due date(s)

□            Late and/or not fully prepared for writer’s workshops

□            Does not incorporate peer and/or faculty feedback in paper revisions

□            Not proactive in seeking assistance from others

 

Section 1: Introduction

 

A.  Statement of the Research Question:

 

(1) Scope and focus of the question

Meets expectation:

□            Research question allows exploration of issues and provides manageable focus for this master’s paper.

Does not meet expectation:

□            Question either allows for exploration OR provides focus but not both.

□            Question neither allows for exploration nor provides focus.

 

(2) Relevance/importance of the question

Meets expectation:

□            The question directly relates to classroom practice. The answer matters in the lives of children who attend public schools.

Does not meet expectation:

□            The question is not related to classroom practice

□            The question insufficiently addresses the needs of the children who attend public schools

 

B.  Rationale

 

(1) Importance of the question to author and educational community

Meets expectation:

□            A succinct explanation is given of the importance of the question to the author

□            In discussing the question a balanced overview (not skewed towards one point-of-view) is given of the importance of the question to the educational community

 

Does not meet expectation:

□            The rationale for the author doing this project is missing, vague, or unclearly stated

□            The rationale indicates the author’s strong preconceptions and close-mindedness

 

 (2) Description of issues and points of disagreement

Meets expectation:

□            In the introduction, an overview is given of main issues and points of disagreement that the paper will to address

Does not meet expectation:

□            a partially developed description of issues and points of disagreement or a skewed presentation of the current status of the problem is given

□            little or no reference is made to existing of issues and points of disagreement

 

(3) Anchored in the professional literature

Meets expectation:

□            the introduction is based on information available in the professional literature

Does not meet expectation:

□            a discussion of the relevance to educators is based solely on your opinion, not the professional literature

□            there is an incomplete or uneven balance between personal opinion and a literature-based discussion of the importance of the problem to educators

 

(4) Statement of limits of your study

Meets expectation:

□            clear definition of terms and statement of limits regarding your literature selection

Does not meet expectation:

□            missing or unclear definition of key terms

□            no statement of the limits of your literature search

 

Section 2: Integrative Review of the Literature

 

A. Sources

Meets expectation:

□            Includes a minimum of 10 relevant empirical research studies –quantitative and/or qualitative – that have been peer-reviewed

□            Studies include those from the major points of view or “schools of thought ” on your topic/question, as revealed in your search of the professional literature

Does not meet expectation:

□            Less than 10 peer-reviewed empirical research studies that are quantitative and/or qualitative

□            Not all research studies relevant to research topic/question

□            Gaps in selecting studies from some major points of view on your question

 

B.  Organization

Meets expectation:

□            This section provides some context and follows a logical organization for discussing the research studies

Does not meet expectation:

□            Lack of context makes this section difficult to understand

□            This  section is poorly organized and difficult to follow

□            Organization of research studies does not support a synthesis/integration that draws attention to themes

□            an incomplete discussion of what the research and professional literature reveal about your topic/question

 

 

C. Analysis

Meets expectation:

□            A critical analysis and thoughtful discussion of research on the question is presented

Does not meet expectation:

□            A descriptive summary of specific studies but with little or no critical assessment/analysis of their strengths or weaknesses

□ The review includes lists of suggestions/strategies drawn from the literature with little or no critical assessment of the research upon which these recommendations are based.

□            The material in this section is based almost exclusively on personal opinion or on opinions of others with few or no citations or references to research

 

Section 3: Conclusion

 

A. Summary and Recommendations

Meets expectation:

□            a clear summary is provided of how the findings in the current research relate to your research question and rationale

□            a concise statement is given regarding how findings overall inform pedagogical practices

□            some recommendations are given for classroom strategies that are clearly linked to the research you have identified in your previous chapter

Does not meet expectation:

□            no clear discussion of how the findings relate to the rationale for your study

□            lacks concise statement of how findings overall inform pedagogical practices

□            presentation of the implications of current research for the classroom practices you recommend, but without the support of a critical review of the literature

□            an incomplete or uneven balance between personal opinion and a literature-based discussion of recommended classroom strategies

□            The conclusions are based almost exclusively on personal opinion with little or no reference to the literature or to existing conflicts and controversies revealed in your review of research on the topic

 

C. Statement of unanswered questions/ Areas for future research

Meets expectation:

□            identification of aspects of your question/topic that are still unanswered or unclear in the research, and that suggest areas for future research.

Does not meet expectation:

□            a missing or incomplete discussion of aspects of your question/topic that are still unanswered or unclear in the research and that suggest a need for future research.

 

 

 

 

Other Paper Components

A. Abstract

Meets expectation:

□            Located on a separate unnumbered page that follows the cover page and is before the text of the paper

□            Follows APA expectations for an abstract

Does not meet expectation:

□            Not on a separate page and/or misplaced within paper

□            Not based on APA expectations

 

B. Cover page

Meets expectation:

□            Follows APA expectations for a cover page

Does not meet expectation:

□            Not based on APA expectations

 

C. Citation and Paper Formatting Conventions

Meets expectation:

□            Uses correct APA documentation for both in-text citations and the reference list

□            Formats paper according to APA style and as directed by the faculty

Does not meet expectation:

□            Incorrectly uses APA citations or does not specifically cite references from professional literature

□            Incorrectly uses APA formatting in body of paper or does not follow other style requirements

 

Conference Presentation

Meets expectation:

□            Presentation is introduced by your integration project video

□            Presentation highlights key aspects of your study, including recommendations for practice

□            Uses technology, such as an electronic slide show, effectively

□            Presentation is 15-20 minutes in length

Does not meet expectation:

□            Integration project video not shown

□            Oral presentation is disorganized.

□            Oral presentation overly focuses on details but misses key aspects of your study.

□            Presentation software display distracts rather than supports presentation

□            Presentation had to be interrupted to make time for questions because 20 minute time allotment expired.