Syllabus for EDL-690
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Developing School and Community Partnerships explores the family and community factors that affect teaching and learning. The course examines how school initiatives can enhance family and community supports for children's learning. Students learn how to nurture a sense of "school community," garner public support, increase parental involvement, and engage community agencies as educational partners. Students learn to design school initiatives to strengthen productive ties with families and the community. Ultimately, students will be developing competencies as educational leaders as outlined in the Interstate School Leaders Licensure Consortium (ISLLC 1, 2, 4. 5. 6) and New Jersey Department of Education (NJDOE 1, 2, 4, 5, 6) standards.
Upon successful completion of this course, you should be able to:
The following materials are required to do the work of the course. The Epstein textbook is available from the College's textbook supplier, MBS Direct. Required Texts Epstein, Joyce L. (2011). School, family, and community partnerships: Preparing educators and improving schools (2d ed.). Boulder, CO: Westview Press. Redding, Sam. (n.d.) Parents and learning. In Educational Practices Series-2. Brussels, Belgium: International Academy of Education. Available from http://www.ibe.unesco.org/publications/ Redding, Sam, & Thomas Lori G. (Eds.). (2001). The Community of the school. Lincoln, IL: ADI. Links to assigned chapters will be provided in the appropriate modules in the Course Content area of the Web site. Other Required Readings Lecture notes and links to assigned research articles will be provided as appropriate in the study assignments of modules in the Course Content area of the Web site. Reference Web Sites School Community Journal and the resource search engines at families-schools.org Harvard Family Research Project at http://www.gse.harvard.edu/hfrp Electronic Portfolio Registration
Developing School and Community Partnerships is a three-credit, graduate course, consisting of five modules:
Each module, in turn, includes module learning objectives, a study assignment, an online discussion on the class Discussion Board, a major and/or minor paper or papers, and a self-quiz to be taken before and after each module. For the course's five modules, go to the Course Content area of the course Web site. (See also the course Calendar.)
Each module in the course has an online class discussion forum. All discussion forums take place asynchronously on the class Discussion Board. Online discussions provide an opportunity for you to share your findings on a topic or question with your classmates. You are expected to post a well-reasoned and thoughtful reflection for each item, making reference, as appropriate, to that which you have read. Discussion board interactions promote development of a community of learners, critical thinking, and exploratory learning. Please participate in online discussions as you would in constructive face-to-face discussions. You are expected to post well-reasoned and thoughtful reflections for each item, making reference, as appropriate, to your readings. You are also expected to reply to your classmates' posts in a respectful, professional, and courteous manner. You may, of course, post questions asking for clarification or further elucidation on a topic. Click link for an Evaluation Rubric.
There are three types of written papers that you will submit for this course: 5 minor papers; 3 major papers with designs, including PowerPoint and narrative presentations; and 2 major research papers. These assignments are your opportunity to demonstrate understanding of each module as it relates to the course and to the field of study as a whole. You are encouraged to incorporate any resources you have found and are required to use APA fifth edition format for your work. Minor Written Papers The five (5) minor papers require you to prepare and submit descriptions, explanations, and/or syntheses of a particular topic related to the modules. Length ranges from two to three pages (500-750 words). Please be sure that you address all parts of the question or questions you are being asked to respond to. Be sure to give appropriate credit (in APA style) to any sources of information you consult. Full instructions for completing each minor written paper as well as the link for submitting the assignments are found in the Course Content area of the course within appropriate modules. Evaluation rubrics (click respective links):
Major Papers with Designs Each of the three (3) major papers with designs require that you prepare a 7-page paper in which you complete one or more designs. Your paper should include all the elements of the assignment and demonstrate an understanding of the underlying purpose and concepts. In addition to the paper, you are asked to prepare and submit a five-minute Power Point presentation and accompanying narrative of your paper, in which you demonstrate your understanding of the design topic. Also, you are asked to share with your cohort the PowerPoint and narrative through the class Discussion Board. Directions about these papers and topics as well as the link for submitting the assignments are located in the Course Content area of the course within the appropriate module. Evaluation rubrics (click respective links):
Major Research Papers Each of the two (2) major research papers require that you prepare a 7-page paper in which you synthesize research articles of your choosing on the assigned topic. You will be presented with several topics from which to choose. Full instructions for completing each major research paper as well as the link for submitting the assignments are found in the Course Content area of the course within appropriate modules. Evaluation rubrics (click respective links):
As a supplement to your reading assignments and Web research, you are asked to complete a multiple-choice self-quiz before you begin each module; you are then asked to repeat the quiz after you have completed the module as a way for you to check your comprehension of the concepts of the module. These self-quizzes are ungraded. If you get a question wrong, go back to the relevant reading and study that section until the concepts are clear to you. To access the self-quizzes, go to the Tests & Quizzes area of the course Web site, find the self-quiz you want, and click the appropriate link.
PORTFOLIO ARTIFACTS AND REFLECTIVE NARRATIVE The principal artifacts for this course are the three major papers with designs. Accompanying the artifact is a reflective narrative that describes the process and how the artifact meets specific standards and prepares you for school leadership. Place your artifacts in the Artifacts area of your e-folio. You can also link your artifacts (designated as "Work") to ISLLC standards listed in the Resources area of the e-folio. Keep your work in "draft" or "ready for feedback" status for now.
Your grade in the course will be determined as follows:
To receive credit for the course, you must earn a letter grade of C or higher on the weighted average of all assigned course work (e.g., reflection papers, discussion postings, interview, etc.). You will receive a score of 0 for any work not submitted. (Note: Graduate students must maintain a B average to remain in good academic standing.) Letter grades and their numerical equivalents are as follows:
Thomas Edison State College expects all of its students to approach their education with academic integrity—the pursuit of scholarly activity free from fraud and deception. All mentors and administrative staff members at the College insist on strict standards of academic honesty in all courses. Academic dishonesty undermines this objective. Academic dishonesty takes the following forms:
Academic dishonesty will result in disciplinary action and possible dismissal from the College. Students who submit papers that are found to be plagiarized will receive an F on the plagiarized assignment, may receive a grade of F for the course, and may face dismissal from the College. A student who is charged with academic dishonesty will be given oral or written notice of the charge. If a mentor or College official believes the infraction is serious enough to warrant referral of the case to the academic dean, or if the mentor awards a final grade of F in the course because of the infraction, the student and the mentor will be afforded formal due process. If a student is found cheating or using unauthorized materials on an examination, he or she will automatically receive a grade of F on that examination. Students who believe they have been falsely accused of academic dishonesty should seek redress through informal discussions with the mentor, through the office of the dean, or through an executive officer of Thomas Edison State College. Plagiarism Accidentally copying the words and ideas of another writer does not excuse the charge of plagiarism. It is easy to jot down notes and ideas from many sources and then write your own paper without knowing which words are your own and which are someone else's. It is more difficult to keep track of each and every source. However, the conscientious writer who wishes to avoid plagiarizing never fails to keep careful track of sources. Always be aware that if you write without acknowledging the sources of your ideas, you run the risk of being charged with plagiarism. Clearly, plagiarism, no matter the degree of intent to deceive, defeats the purpose of education. If you plagiarize deliberately, you are not educating yourself, and you are wasting your time on courses meant to improve your skills. If you plagiarize through carelessness, you are deceiving yourself. For examples of unintentional plagiarism and advice on when to quote and when to paraphrase, click the links provided below. Examples of Unintentional Plagiarism
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