ALABAMA STATE UNIVERSITY



ALABAMA STATE UNIVERSITY

COLLEGE OF EDUCATION

SYLLABUS FOR

INSTRUCTIONAL TECHNOLOGY FOR EDUCATORS

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2 COURSE NAME: EDU 321

COURSE DESCRIPTION: An introductory course that deals with principles, theories, selection, evaluation, and uses of materials for instructional purposes. Student discover how to use current technology in instruction; including selection of equipment and software, strategies and techniques for use, and incorporating instructional technology into the K-12 curriculum. Provided are laboratory experiences in the preparation of instructional materials and in the operations of instructional equipment.

PREREQUISITES: EDU 300 (effective Summer 2012)

CREDIT HOURS: 3 Semester Hours

MATERIALS: TEXT BOOK: Technology Integration for Meaningful Classroom Use: A Standards-Based Approach, Cennamo, Ross, Ertmer 2nd Edition

SUBSCRIPTION: LiveText (if already leased – N/A)

EQUIPMENT: Turning Technologies ResponseCard RF LCD

2 INSTRUCTOR: Sheila Boykin

E-MAIL: sboykin@alasu.edu

TELEPHONE: (334) 229-4485

OFFICE: After class held in Laboratory RAC (Annex) 305

OFFICE HOURS: By Appointment

*Any student requiring alternative formats for testing and/or handouts for this course, or other types of accommodations, due to a handicapping condition, should advise the instructor within the first week of classes.

Prepared by ____________________________________

Shawndra T. Johnson Date

Approved by ____________________________________

Department Chairperson Date

____________________________________

Dean, College of Education Date

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3 PURPOSE: This course, designed for the pre-service teacher (candidates) prior to the professional internship, deals with two basic elements, namely, (1) the use of instructional media, and (2) the use of technologies for learning.

In this course, the candidate learns the use of both traditional instructional media and modern technologies in the classroom for grades K through 12. The appropriate use of several forms of media to augment the curriculum, strategies for instruction with an emphasis on subject matter content as well as a means of teaching, and guidelines for assessment as recommended by the National Research Council in the publication National Science Education Standards and by the Alabama State Department of Education (SDE) in its curriculum guide, Alabama Course of Study Science. Additional guidelines are from the NCATE Program Standards and the International Society for Technology in Education (ISTE).

EXPECTATIONS: As candidates complete each of the assigned projects during the term they will develop an increased understanding of use of media and technology to enhance the educational environment. Each of the projects is designed to provide an introduction to audio and/or visual tools to be incorporated into the instructional process. Collectively, the assignments are designed to build a Unit Plan relative to each candidate’s individual program objective. That is, the candidates’ projects will be oriented to their grade level and subject matter objectives. For example Kindergarten Arithmetic, 3rd Grade Science, Physical Education, Middle School Language Arts, High School Mathematics, etc.

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OUTCOMES: Each pre-service candidate’s outcomes from this course will benefit their teacher training. As an introductory course, basic skills will be demonstrated and practiced in a variety of technology areas with educational application objectives. In addition to projects incorporating media and technology assignments, each candidate will present projects and programs to their peers. Presentations are designed to develop a candidate’s skills in effective communications in a familiar environment with individually developed assignments. Culmination of the course includes the design and creation of individual portfolios using the projects developed during the course.

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4 CONCEPTUAL FRAMEWORK: Based on the College of Education conceptual model, entitled “The Educator As a Decision Maker,” the candidate assignments are designed to challenge individuals. Candidates will expand their knowledge and abilities by designing unit plans, schedules, field trip plans, posters, web pages and incorporating media as tool for their profession. Each task is presented as part of a cyclical process that not only demonstrates the development of projects and programs, but includes individual evaluation and revision for refinement. The concept of continuous evolution and improvement is demonstrated as a valuable model for lifelong learning.

DISPOSITIONS: Each of the assignments and projects leading to the collective three-week unit plan support the central theme of the “Educator as a Decision Maker.” The pre-service candidate will examine the human qualities of their students in the development of a successful learning environment. Candidates will incorporate problem-solving skills and critical thinking through the process of developing lesson plans that incorporate technology and media in the learning process. They will demonstrate professional ethics by becoming a role model for the students that will be in their charge. The candidates will understand that the career of an educator instills the concept of life-long learning for their students and themselves.

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|Professionalism: |All Alabama State University (ASU) students are expected to conform to recognized university |

| |standards of conduct, behave with decency, and dress appropriately while attending on and off |

| |campus functions and in academic settings, social events, extracurricular activities and other |

| |public functions. |

| | |

| |Appropriate Dress: |

| | |

| |No student will be allowed to enter any university building with their pants hanging below the |

| |waist, without a belt, wearing spaghetti straps, or with hats and/or “doo” rags on their heads;|

| |and |

| | |

| |No student will be allowed in any university building with pajamas on, except in the residence |

| |halls and excluding the lobby areas; and |

| | |

| |Students are to refrain from using profanity in any university building or on campus. |

DIVERSITY: In our commitment to the extension of knowledge and fulfilling our educational mission, Alabama State University seeks a campus climate that welcomes, celebrates, and promotes respect for the entire variety of human experiences. In the classroom environment this is reflected from two perspectives in the media and technology programs. First and foremost, the class member’s personal experiences are incorporated into the development of assignments and projects. Team effort is encouraged and designed into many of the tasks, which capitalizes on similarities and differences each candidate brings to the classroom. Additionally, the course includes unit and lesson planning projects that require an analysis of classroom students and their backgrounds. This segment of planning is designed to prepare the pre-service candidates for the multicultural environment of K through 12 education.

Statement regarding the purchase and utilization

of livetext in all COE program coures:

LiveText is a web-based data management system that the College of Education uses to collect data for the purpose of assessment, evaluation, and accreditation. LiveText is an integral part of all courses within the College of Education. Initial and advanced candidates are expected to have an activated LiveText account. Throughout the coursework, practicum, and internship for individual programs, candidates will complete assignments, portfolios and surveys which require an activated account. There are no exceptions to this policy.

COURSE EVALUATION:

To pass an objective candidate must earn 60% of all possible points for that objective. To pass the course a candidate must pass mid-term and final examinations and earn 60% of all possible points for the course.

A grade of “F” will be assigned if fewer than 60% of the total points are achieved.

A grade of “D” will be assigned for achieving 60% to 69% of total points.

A grade of “C” will be assigned for achieving 70% to 79% of total points.

A grade of “B” will be assigned for achieving 80% to 89% of total points.

A grade of “A” will be assigned if greater than 90% of the total points are achieved.

4 Extra Credit Policy

Extra credit is not offered in this course.

UNIVERSITY ATTENDANCE POLICY

Effective Fall Semester 2009

Each student is expected to attend all lectures, seminars, laboratories and field work for each registered class, including the first class session, in order to verify registration with instructors and to complete all work assigned for the course. Failure to observe this policy may seriously jeopardize a student’s academic standing.

If a student does not attend class during the first week (first five instructional days) of the semester and does not give prior notification to the instructor of reasons for absence and intent to attend the class, the student will be dropped from the course.

A student is permitted one (1) unexcused absence for each credit hour generated by the class. For example, two (2) absences are allowed in a two-hour class. Excessive absenteeism, whether excused or unexcused, may result in a student’s course grade being reduced or in assignment of a grade of “F”.

At the beginning of the class, the instructor is responsible for having listed on his or her syllabus the University Attendance Policy. The student will be held responsible for adhering to the University Attendance Policy. Instructors of courses are not obligated to provide makeup opportunities for students who are absent, unless the absences have been officially approved.

An officially approved absence, however, merely give the individual who missed the class an opportunity to make up the work and in no way excuses him or her from the work required.

Official excuses are granted by the Office of Student Affairs for authorized university activities, verified personal illness or illness or death in the immediate family.

Absences will count from the first day of registration for each course. Students receiving veteran’s benefits are required to attend classes according to the regulations of the Veterans Administration in addition to those regulations set by the university for all students. It is the responsibility of the instructor to keep an accurate attendance record of all students enrolled. Students should understand that absences may jeopardize their grades. It is the responsibility of the student to withdraw from the university or drop a course.

Adopted by the ASU Board of Trustees on May, 2009

1 COURSE OBJECTIVES:

Upon the completion of this course, the learner will have become proficient in the following standards:

• SDE-PS, BP – State Department of Education - Professional Studies, Basic Programs

• ISTE – Standards for Initial Endorsement in Educational Computing and Technology Literacy

• NCATE – National Council for Accreditation of Teacher Education

STATE DEPARTMENT OF EDUCATION – Alabama Quality Teaching Standards (AL-AQTS - 2007)

Pursuant to the mission of improving the academic achievement of all students in the public schools of Alabama, teachers will align their practice and professional learning with the following standards:

|290-3-3-.03 Alabama Quality Teaching Standards for Class B | |

|Programs | |

|Standard Number |Standard Description |

|  |Standard 2. Teaching and Learning. |

|(2)(c)2.(v) |Ability to plan and implement equitable and effective student access to available technology and |

| |other resources to enhance student learning. |

|  |Standard 3. Literacy. |

|(3)(a) |Overview. To improve student learning and achievement, teachers use knowledge of effective oral and|

| |written communications, reading, mathematics, and technology to facilitate and support direct |

| |instruction, active inquiry, collaboration, and positive interaction. |

|(3)(b) |Rationale. Research clearly indicates that one of the strongest correlates to effective teaching is|

| |a high level of literacy. Not only do effective teachers demonstrate effective use of the spoken |

| |and written language, reading, mathematics, and technology, they also model and actively teach their|

| |students the fundamentals of reading, writing, and oral communications across all content |

| |areas. Additionally, in a culture where technology is ubiquitous, teachers demonstrate |

| |mastery of appropriate instructional technology and integrate technology into instruction of their |

| |subject areas. |

|(3)(c)4. |Technology |

|(3)(c)4.(i) |Knowledge of available and emerging technologies that support the learning of all students. |

|(3)(c)4.(ii) |Knowledge of the wide range of technologies that support and enhance instruction, including |

| |classroom and school resources as well as distance learning and online learning opportunities. |

|(3)(c)4.(iii) |Ability to integrate technology into the teaching of all content areas that one teaches. |

|NCATE 1.B | |

|(3)(c)4.(iv) |Ability to facilitate students’ individual and collaborative use of technology, including classroom |

| |resources as well as distance and online learning opportunities when available and appropriate. |

|(3)(c)4.(v) |Ability to use technology to assess student progress and manage records. |

|(3)(c)4.(vi) |Ability to evaluate students’ technology proficiency and students’ technology-based products within |

| |content areas. |

|  |Standard 5. Professionalism. |

|(5)(c)3.(i) |Knowledge of current and emerging state initiatives and programs including, but not limited to, the |

| |Alabama Reading Initiative (ARI); the Alabama Math, Science, and Technology Initiative (AMSTI); |

| |Alabama Learning Exchange (ALEX); and Alabama Connecting Classrooms, Educators and Students |

| |Statewide (ACCESS) and their relationship to student achievement. |

|(5)(c)5.(iv) |Ability to practice safe, responsible, legal, and ethical use of technology and comply with school |

| |and district acceptable-use policies including fair-use and copyright guidelines and Internet-user |

| |protection policies. |

INTERNATIONAL SOCIETY FOR TECHNOLOGY IN EDUCATION – National Educational Technology Standards for Teachers (ISTE-NETS-T - 2008)

Effective teachers model and apply the National Educational Technology Standards for Students (NETS•S) as they design, implement, and assess learning experiences to engage students and improve learning; enrich professional practice; and provide positive models for students, colleagues, and the community. All teachers should meet the following standards and performance indicators.

|National Educational Technology Standards for Teachers |

|1. Facilitate and Inspire Student Learning and Creativity |

|Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance |

|student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers: |

|promote, support, and model creative and innovative thinking and inventiveness. |

|engage students in exploring real-world issues and solving authentic problems using digital tools and resources. |

|promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, |

|planning, and creative processes. |

|model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and |

|virtual environments. |

|2. Design and Develop Digital-Age Learning Experiences and Assessments |

|Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources|

|to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers: |

|design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and |

|creativity. |

|develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active|

|participants in setting their own educational goals, managing their own learning, and assessing their own progress. |

|customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using|

|digital tools and resources. |

|provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use|

|resulting data to inform learning and teaching. |

|3. Model Digital-Age Work and Learning |

|Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital |

|society. Teachers: |

|demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations. |

|collaborate with students, peers, parents, and community members using digital tools and resources to support student success and |

|innovation. |

|communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and |

|formats. |

|model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information |

|resources to support research and learning. |

|4. Promote and Model Digital Citizenship and Responsibility |

|Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and |

|ethical behavior in their professional practices. Teachers: |

|advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, |

|intellectual property, and the appropriate documentation of sources. |

|address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital |

|tools and resources. |

|promote and model digital etiquette and responsible social interactions related to the use of technology and information. |

|develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using |

|digital-age communication and collaboration tools. |

|5. Engage in Professional Growth and Leadership |

|Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and |

|professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers: |

|participate in local and global learning communities to explore creative applications of technology to improve student learning. |

|exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community |

|building, and developing the leadership and technology skills of others. |

|evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and |

|emerging digital tools and resources in support of student learning. |

|contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community. |

ALABAMA STATE UNIVERSITY CONCEPTUAL FRAMEWORK

The conceptual framework for the College of Education (COE) describes the shared vision which provides coherence for both the initial and advanced programs for the preparation of teachers and other professional school personnel. Focusing on the theme “Educator as Decision Maker,” the unit seeks to prepare professional educators who will be capable of applying knowledge and skills, reflecting on and refining practices, and identifying and solving problems in an increasingly diverse, complex, and dynamic technological society.

|Outcome 1: Reflective Practitioners |

|Reflective Practitioners must demonstrate: |

|Content Knowledge |

|1.1 Knowledge of the structure, important facts, central concepts, tools of inquiry, and theories associated with the teaching |

|discipline or professional field as delineated in professional, state, and institutional standards. |

|1.2 Knowledge of the interaction of subject matter and effective teaching strategies to make learning understandable and meaningful|

|to all students at particular instructional levels. (pedagogical content knowledge) |

|1.3 Knowledge of how to explain and present content in multiple ways that motivate and challenge all students. (pedagogical content|

|knowledge) |

|1.4 Understanding of subject content and standards through inquiry, analysis, and synthesis. |

|1.5 Ability to use knowledge and reflection to select content and design instruction which meets the needs of individual learners |

|and addresses the scope and sequence of the curriculum. |

|Knowledge of Teaching and Learning |

|1.6 Knowledge of the foundations of education, of how children learn and develop, and of how families and communities impact |

|student learning. |

|1.7 Knowledge of ways to develop meaningful learning experiences and manage student-centered learning environments that encourage |

|critical thinking, problem solving, and effectively facilitate learning for all students. |

|1.8 Knowledge of ways to design and use formal, informal, and research-based assessment strategies that maximize the learning of |

|all students. |

|1.9 Ability to use continuous reflection to examine, adjust, and refine instructional practices and decisions to enhance student |

|learning. |

|1.10 Knowledge of how student differences impact learning and academic performance--differences in culture, ethnicity, social and |

|economic background, special needs, second language learning, exceptionalities, gender, and learning styles (diversity). |

|1.11 Ability to create learning communities that encourage respect for students' individual differences and promote awareness, |

|acceptance, and appreciation of the broad range of diversity in the classroom (diversity). |

|1.12 Ability to create interdisciplinary or cross-curricular learning activities that address students' prior knowledge and |

|experience and that connect content to other subjects and to the real-world. |

|Skills in Communications, Mathematics, Technology |

|1.13 Ability to use effective oral and written communications, reading, and mathematics to foster supportive interaction and |

|promote critical thinking, active inquiry, and problem solving in the learning experiences of each individual learner. |

|1.14 Ability to use and to teach the fundamentals of reading, writing, and oral communications across all content areas. |

|1.15 Ability to integrate appropriate instructional technology into the teaching of subject content to facilitate optimal learning |

|for all students. |

|1.16 Ability to use technology for classroom management and research to support and enhance student learning. |

|1.17 Ability to use communication, mathematics, and technology skills to collect, analyze, and summarize data related to their |

|work, reflect on and use the results to enhance learning for all students. |

|Outcome 2: Change Agents |

|Change Agents must demonstrate: |

|Collaboration for Improvement in Education |

|2.1 Collaboration with students (and parents/guardians if necessary), following assessment formal and informal and analysis of |

|their learning, to adjust strategies and monitor performance in an effort to bring about positive change in learning as needed. |

|2.2 Continuous collaboration with colleagues, other professionals, parents, guardians, and community persons to create and maintain|

|learning environments that assure academic development, that are safe and caring and that advocate justice and wellness for all |

|students. |

|2.3 Continuous collaboration with colleagues to create and adopt research-based best practices to achieve ongoing classroom and |

|school improvement. |

|2.4 Ability to engage productively in a variety of teamwork scenarios to support and improve education for all students. |

|2.5 Commitment to educational reform through the use of research-based strategies and data-driven program evaluation to support and|

|influence educational change. |

|2.6 Ability to recognize when their dispositions may need adjusting and to make appropriate changes in their attitude and behavior.|

|Outcome 3: Lifelong Learners |

|Lifelong Learners must demonstrate: |

|Professionalism |

|3.1 Active involvement in continuous professional research, learning, and self-improvement at all stages of their careers. |

|3.2 Appropriate professional dispositions as delineated in professional, state, and institutional standards while working with |

|students, colleagues, families, and communities. |

|3.3 Knowledge of and adherence to the roles and responsibilities of the profession, to the Alabama Educator Code of Ethics, to |

|federal, state, and local laws and policies, and to professional ethics in general. |

|3.4 Knowledge and use of the current theories, resources, and emerging technologies in their field and in education generally. |

|3.5 Knowledge of the roles and responsibilities of the profession, of general legal and policy issues, of national and |

|Alabama-specific initiatives for improving education. |

GRADING – Discussion Board

|Performance |Evaluation Criteria |

|Level IV |Responses are on topic, original, and contribute to the quality of the discussion. |

|Exemplary |Responses make frequent, informed references to course material. |

|90-100% |Responses are clearly written with almost no mechanical or stylistic errors. |

| |Substantial original answers to the questions that furthers the work of the class. Typically in the 200 or more|

| |word range. |

| |Two or more thoughtful responses per discussion question to classmates that advance the discussion. |

|Level III |Responses are on topic, largely original, and contribute to the quality of the discussion. |

|Proficient |Responses make some informed references to course material. |

|80-89% |Responses are generally well written with only a few mechanical or stylistic errors. |

| |Significant original answers to the questions that furthers the work of the class. Typically in the 125-200 |

| |word range. |

| |One response per discussion question to a classmate that is thoughtful and advances the discussion. |

|Level II |Responses are on topic, but lack originality, and lack a significant contribution to the quality of the |

|Basic |discussion. |

|70-79% |Responses make vague or summary references to course material. |

| |Responses are comprehensible, but have several mechanical or stylistic errors. |

| |Short posting. Normally in the 75-125 word range. |

| |Only one response to one classmate which does not advance the discussion. |

|Level I |Responses are off topic, lack originality, and fail to advance the discussion. |

|Unacceptable |Responses make little or no references to course material. |

|0-69% |Responses are unclear and have numerous mechanical or stylistic errors. |

| |Minimal posting. Normally in the fewer than 75 words. |

| |Response is abusive or inappropriate. |

| |Response is plagiarized. |

| |No responses to classmates. |

Posting to Discussion Boards

Regular and active participation is an essential, unmistakably important aspect of any learning environment. Therefore, active participation in the discussion forums is expected for successful completion of this course. The expectation is that participants will log on at least once each week and to contribute at least two substantive discussion messages—this would consist of new ideas, your perspective, pointed follow-up questions, responses to classmates, etc.

It is understandable that situations may arise that prevent you from participating within a given week. Please try to catch up as quickly as possible. You’ll find it’s much more beneficial to you and your classmates if you are logging in and participating in the discussions regularly. Please note that both quantity and quality are important considerations when it comes to participation in discussions. Responses should reflect critical thought and clearly address the issues being discussed. A message, which says simply “I agree”, for example, would not add anything of substance to the discussion. Whenever possible, please try to relate your responses to the material being studied as well as real-world applications from your work experiences.

Responses should be well written. A helpful tip is to compose responses in an offline program like Microsoft Word (which also allows you to check spelling and grammar) and then copy and paste it to the appropriate forum location. Discussions are expected to be lively and courteous and conducted using proper etiquette. As educators one of our goals is to help create safe, learning environments where all ideas may be discussed and examined.

2 Discussion Guidelines

• To respond to a forum question, be sure to start by clicking "Reply."

• The subject line is a valuable tool. When starting a new thread, make sure to create a subject line that both clues in the reader and catches the eye of your audience.

• When replying to a note, leave the "re:" portion of the subject line, but edit the subject line to express how you are extending the conversation. This way everyone can get a quick glance at the direction of the conversation within a thread without actually opening each posting.

• Feel free to reply to as many postings as you would like. The content provided in the material provides scaffolding for learning. The goal is to honor and advance the knowledge that comes from all participants. There is tremendous knowledge and experience in our group, and we need to tap into it.

• Post early and post often; the most productive discussions are those in which everyone reads and posts messages regularly.

• Make your posting clear and easy to follow by dividing longer messages into paragraphs.

• Feel free to pose new questions to your classmates within your own message.

• Use correct spelling, capitalization, grammar, syntax, and punctuation.

• It is a good idea to type your response in Word or Notepad, then copy and paste it into the discussion area. This way you'll always have a record of your communication if for some reason you lose your connection to the course.

3 Sample Discussion Question and Answers

The following are some examples of acceptable and unacceptable responses to Discussion Questions:

Sample Question: "The author claims that the Internet has changed teaching. How would you respond to this assertion?"

Unacceptable: "I agree."

Unacceptable: "I think the author is off her rocker on this point. I can't stand it when techies try to write about education."

Acceptable: "I agree with beckyw's basic point--that is, I think she's right that the advent of the Internet means dramatic changes in how we teach. But I think she's so concerned with whether technology is going to replace teachers that she misses an essential point. Teachers must change themselves to use the Internet effectively. The Internet will never replace teachers and it will never be a successful tool unless teachers make it one."

Acceptable: "I disagree with beckyw. The Internet has not changed teaching any more than the printing press changed teaching, or modern instructional design has changed teaching. New ideas about teaching and new technologies help us deliver good teaching more effectively. They may help us understand more fully what we're delivering. They may help us reach more students. But the essence of good teaching remains the same."

4 A Few Rules of Thumb for Online DiscussionS AND Comments

• Be respectful and treat everyone as you would want to be treated yourself.

• Wait to respond to a message that upsets you and be careful of what you say and how you say it.

• Be considerate. Rude or threatening language, inflammatory assertions personal attacks, and other inappropriate communication will not be tolerated.

• Never post a message that is in all capital letters -- it comes across to the reader as SHOUTING!

• Use boldface and italics sparingly, as they can denote sarcasm.

• Always practice good grammar, punctuation, and composition. This shows that you've taken the time to craft your response and that you respect your classmates' work.

• Use spell check!

Course Policies REGARDING ASSIGNMENTS:

• File Formats: All work submitted for course assignments must be saved in the following formats unless otherwise specified. If the instructor is unable to open the file for grading, students will be given 24 hours to correct the problem or receive a grade of zero.

|Word Processing |Rich Text Format (.rtf) or Word 2000-2003 (.doc) |

|Spreadsheet |Comma Delimited (.cvs) or Excel 2000-2003 (.xls) |

|Presentation |PowerPoint Presentation 2000-2003 (.ppt) |

|Database |Access 2000-2003 (.mdb) |

• Labeling Assignments: For each assignment that you must submit for grading, please use the following naming system.   Assignment #, Project Name, followed by “Your First Initial and Last Name”; and “Class Section" (i.e. MW1). 

• EXAMPLE: 01-philosophy-sjohnson-TR2

•

• Late Assignments: Assignments are due by the date in the assignment schedule. Late assignments will be penalized with a 10% grade deduction for each day late unless you have made prior arrangements with me. If you know you will be offline the day an assignment is due, please make sure to post it early. Any time you feel you might be falling behind in the course, it’s best to contact me immediately to discuss your situation. Please note no assignments will be accepted after the final day of class.

• Extenuating Circumstances: If you have extenuating circumstances that prevent you from completing projects, quizzes or participating in the class, please contact the instructor to make alternative arrangements. The possibility of alternative arrangements is at the discretion of the instructor. Active communication is the key to overcoming any hurdles you may encounter during the term. If you are unable to contact your instructor, contact your academic advisor.

GRADING – Individual Assignments

|Performance |Content, Focus, Use of |Analysis and Critical |Writing Style, Grammar, APA|Aesthetics, Graphic Design,|

| |Research, Requirements |Thinking |Format |Layout |

|Weight |50% |20% |20% |10% |

|Level IV |Submission successfully |Submission exhibits strong |Sentences are clear, |Makes excellent use of |

|Exemplary |answers/addresses the |higher-order critical |concise, and direct; tone |font, color, graphics, |

|90-100% |assignment |thinking and analysis |is appropriate. Grammatical|effects, etc. to enhance |

| |question(s)/task(s); |(e.g., evaluation); |skills are strong with |the purpose and meaning; |

| |thoroughly uses the text |reflects a deep |almost no errors per page. |layout and design reflect a|

| |and other literature; all |understanding of the |Correct use of APA format |exceptional degree of |

| |requirements have been |content with relevant terms|when assigned. |student creativity. |

| |satisfied and exceeded. |and detailed examples. | | |

|Level III |Submission |Submission generally |Sentences are generally |Makes good use of font, |

|Proficient |answers/addresses the |exhibits higher-order |clear, concise, and direct;|color, graphics, effects, |

|80-89% |assignment |critical thinking and |tone is appropriate. |etc. to enhance to the |

| |question(s)/task(s) with |analysis (e.g. true |Grammatical skills are |purpose and meaning; layout|

| |only minor digressions; |analysis); reflects a |competent with very few |and design reflect some |

| |sufficiently uses the text |proficient understanding of|errors per page. Correct |student creativity. |

| |and other literature; most |the content with related |use of APA format when | |

| |requirements have been |terms and examples. |assigned. | |

| |satisfied. | | | |

|Level II |Submission |Submission exhibits |Sentences are occasionally |Makes use of font, color, |

|Basic |answers/addresses the |simplistic or limited |wordy or ambiguous; tone is|graphics, effects, etc. but|

|70-79% |assignment |higher-order critical |too informal. Grammatical |occasionally these detract |

| |question(s)/task(s) with |thinking and analysis (e.g.|skills are adequate with |from the purpose and |

| |some digression; |application of |few errors per page. |meaning; layout and design |

| |sufficiently uses the text |information); reflects a |Adequate use of APA format |are based on the designs or|

| |and other literature; some |basic understanding of the |when assigned. |ideas of others. |

| |requirements have been |content with terms and | | |

| |satisfied. |examples. | | |

|Level I |Submission insufficiently |Submission exhibits |Sentences unclear enough to|Either lacks the use of |

|Unacceptable |answers/addresses the |simplistic or reductive |impair meaning; tone is |font, color, graphics, |

|0-69% |assignment |thinking and analysis and |inappropriate and/or |effects etc. or when used, |

| |question(s)/task(s); |demonstrates limited |inconsistent. Grammatical |these often distract from |

| |insufficiently uses the |knowledge on the subject |skills are inadequate for |the purpose and meaning; no|

| |text and other literature; |matter; reflects a |college level. |graphic elements or design |

| |few requirements have been |fundamental |Unacceptable use of APA |made by the student are |

| |satisfied. |misunderstanding of the |format when assigned. |included. |

| | |content. | | |

5 Paper Submissions

APA style dictates how your paper should appear on the page. The papers you produce for most classes will be final manuscripts. Unlike copy manuscripts, final manuscripts do not, unless specifically required by an instructor, require an abstract. They do include:

• A title page

• The paper itself (the "discussion")

• A references page

A title page contains three items: a running head (a short version of the title), the paper's title, and the author's name. Traditionally, the author's affiliation (the university he or she attends or works for) appears below the author's name; however, put the course and section number in this place (since we all know which institution we are at). The running title appears in the top right corner of every page, including the title page, right before the page number. The title, the author's name, and the author's affiliation (or course and section number) appear in the center of the title page.

Formatting the body of the paper is also quite straightforward. APA style papers are generally double-spaced. As mentioned above, the running head appears in the top right corner of each page, right before the page number. The full title also appears, but only on the first page. For subsequent pages, the running head is the only "title" present.

New paragraphs should be indented (which is the default setting for the Tab key) and there should not be an extra blank line between paragraphs.

The last thing required is the references page. This page, like the others, has the running head and page number in the upper-right hand corner. Sources should be alphabetized by the author's last name (or, for sources without authors, by the first letter in the title) and the second line of each source should be indented a half inch (the first line is not indented).

Here are a few additional formatting standards to keep in mind:

• Use standard margins: 1" on all sides.

• Use standard 12-point font size.

• Use standard double-spacing: average of 22 lines per page, and between 20 and 24 lines per page.

• Use left-aligned text. Do not right-justify.

• There should be no subtitles or spaces between paragraphs within the paper.

• When citing a quote of more than four lines, you should indent the entire quoted passage 10 spaces from the left margin. It is not necessary to indent these block quotes from the right margin. Continue with the usual double-spacing, and give the usual acknowledgements at the end of the quote. Block quotes do not require quotation marks.

More information about writing conventions and style guidelines is available at:

• Guide to Grammar and Writing:

• Purdue Online Writing Lab:

• Writer's Web:

6 Plagiarism

Alabama State University considers academic honesty to be one of its highest values. Students are expected to be the sole authors of their work. Use of another person's work or ideas must be accompanied by specific citations and references. Though not a comprehensive or exhaustive list, the following are some examples of dishonesty or unethical and unprofessional behavior:

• Using another person's words, ideas, or results without giving proper credit to that person; giving the impression that it is the student's own work.

• Any form of cheating on examinations.

• Altering academic or clinical records.

• Falsifying information for any assignments.

• Submitting an assignment(s) that was partially or wholly completed by another student.

• Copying work or written text from a student, the Internet, or any document without giving due credit to the source of the information.

• Submitting an assignment(s) for more than one class without enhancing and refining the assignment, and without first receiving instructor permission.

• Assisting another student with reasonable knowledge that the other student intends to commit any act of academic dishonesty. This offense would include, but would not be limited to providing an assignment to another student to submit as his/her own work or allowing another student to copy answers to any test, examination or assignment.

In essence, plagiarism is the theft of someone else's ideas and work. Whether a student copies verbatim or simply rephrases the ideas of another without properly acknowledging the source, it is still plagiarism. In the preparation of work submitted to meet course requirements, whether a draft or a final version of a paper or project, students must take great care to distinguish their own ideas and language from information derived from other sources. Sources include published primary and secondary materials, electronic media, and information and opinions gathered directly from other people.

A discussion thread, lesson plan, PowerPoint presentation, and other similar work produced to satisfy a course requirement are, like a paper, expected to be the original work of the student submitting it. Copying documentation from another student or from any other source without proper citation is a form of academic dishonesty, as is producing work substantially from the work of another. Students must assume that collaboration in the completion of written assignments is prohibited unless explicitly permitted by the instructor. Students must acknowledge any collaboration and its extent in all submitted coursework. Students are subject to disciplinary action if they submit as their own work a paper purchased from a term paper company or downloaded from the Internet.

Alabama State University subscribes to a third-party plagiarism detection service, called SafeAssign, and reserves the right to check all student work to verify that it meets the guidelines of this policy.

Academic dishonesty is a serious offense and may result in the following sanctions:

• Failure of the assignment in which the action occurred.

• Failure of the class in which the action occurred.

• Referral to the University for academic dishonesty.

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