Highlights

CFEST  Grants Programs for 2014-2015 are now available.

Faculty Orientation 

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Contacts

Grants Administration
Co-Directors (CFESTGrants@ship.edu): Lea Adams (x.1115) and Paul Taylor (x1705)

Campus Support
Director: Ashley Seibert, x.1203, acseibert@ship.edu

New Faculty Mentorship
Director: Lynn Baynum, x1102, lfbayn@ship.edu 

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Designing a Comprehensive Syllabus

Dr. Lynn Baynum
Teacher Education
209 Shippen Hall
LFBayn@ship.edu 
477-1102

Common Components of a Syllabus

  1. Course Title, Section, Semester
  2. Professor Contact Information
  3. Course Description (Philosophy)
  4. College Requirements (Conceptual Framework)
  5. Professor’s Expectations
  6. Course Policies: Attendance, Electronic Devises, Plagiarism, Class Participation
  7. Resources/Textbooks
  8. Grading Scale
  9. Course Goals, Objectives, Institutional Standards, Assessment Procedures and Rubrics
  10. Curriculum Map of Lecture Topics and Assignment Dates

Professor’s Expectations

  1. The following statements are believed to be true:
    1. Students have an experiential background that will facilitate informed discussions.
    2. Students are able to demonstrate written communication skills that are appropriate for the course assignments.
    3. Students are prompt and prepared for class with completed assignments, written reflections, and course requirements.
    4. Students are able to critically evaluate literature.
  2. Note:  The following conventions give some writers difficulty; therefore, if you find these types of errors in your writing, seek a proof reader or help from the Learning Assistance Center staff.  Additional points will be deducted for these types of errors. 
  3. Use first or third person, DO NOT: YOU 
  4. Use subject pronoun agreement, DO NOT: the child said that they like ice cream 
  5. Use subject and verb agreement, DO NOT: the integration are relevant 
  6. Use interesting vocabulary, DO NOT: considering the good job he did in school….when he was done with college…. 
  7. Use a variety of sentence structures, DO NOT: I think that reading is important because everyone needs to read. 
  8. Preach about faith, DO NOT: because I am a Christian… 

Course Policies: Electronic Devises

  1. Absolutely no use of cel-phones or texting is permitted during class.  No personal use of the internet on personal laptops during course time.  If a student is noticed or expected of using a devise for personal use, at least 20 points will be deducted from the final grade.  Class time is important and participation is necessary to show interest in the course content and literature.  If a student has an emergency and requires a cel-phone to be available during class, see Dr. Baynum before class. 

Course Policies: Plagiarism

All assignments are expected to be of high quality work and original for each student.  Identification of sources is necessary when information or documents are from a published source.  Failure to provide authentic work will result in failure of the course.  Please be advised that teachers (and pre-service teachers) share information, but they do not duplicate assignments without proper recognition.  Please refer to the University’s plagiarism policy.

Managing Students’ Concerns:

The 72 Hour Rule 

Realizing that there are many projects due during the professional semester, faculty make every effort to provide pro-sem students with adequate time to complete their projects.  Therefore, in an effort of encouraging pro-sem students to be proactive, please note that faculty will be more than happy to answer questions about projects, clarify expectations, provide guidance on requirements from the date the assignment is given up to 72 hours prior to the assignment’s due date. 

NOTE: Dr. Baynum does not check e-mail messages on weekends. If you have concerns, please call 477-8920.  

Preparing Professionals: Memberships

Organizing Expectations:

                This assignment is intended to assess students’ ability to integrate children’s literature with authentic, constructed responses to literature, particularly highlighting literary elements, vocabulary, comprehension and fluency.

                Using weekly children’s literature readings, identify and present literary elements, vocabulary, comprehension and fluency constructed responses to peers.

                IRA 1.2, 1.3, INTASC 1, 2, 7 PDE: 1.A, 1.C SUCOE-CF 2 and 3

Children’s literature, Literacy Lessons, and 50 Strategies texts

  1. Read assigned children’s literature during the week it is assigned.
  2. Be prepared with a handout or notes.
  3. Follow the curriculum map and homework checklist for specific homework expectations.
  4. In a three ring folder (labeled with name and section), collect all homework assignments.
  5. For each book read, the following should be included in each folder (see sample Homework Map):
  6. Completed the process throughout the semester and posted on BB. 

Rubrics and Feedback: Provided Detailed Samples of Evaluations to be Used