COLLEGE OF EDUCATION · Web viewYour preparation for and participation in class, out of class, and online are important aspects of your involvement in this course. Your contributions

EDE 4504:Creating & Differentiating the LearningEnvironments in Elementary SchoolsCollege of EducationDepartment of Teaching and Learning

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CAREThe Conceptual Framework of the College of Education

The College of Education is dedicated to the ideals ofCollaboration, Academic Excellence, Research, and Ethical Practice.

These are key tenets in the Conceptual Framework of the College of Education. Competence in these ideals will provide candidates in educator preparation programs with skills, knowledge, and dispositions to be successful in the schools of today and tomorrow. For more information

on the College’s Conceptual Framework, visit: www.coedu.usf.edu/main/qualityassurance/ncate_visit_info_materials.html

COURSE PREFIX AND NUMBER: EDE 4504 CREDIT HOURS: 3 credits

COURSE TITLE: Creating and Differentiating Learning Environments in Elementary Schools

COURSE INSTRUCTOR: COURSE LEAD:Ms. Vanessa Casciola Dr. Rebecca West Burns4202 East Fowler Ave. EDU 202T 4202 East Fowler Ave. EDU 202D Tampa, FL 33620 Tampa, FL 33620 [email protected] [email protected]

813-974-7078

COURSE PREREQUISITIES : None

COURSE DESCRIPTION: This course examines various approaches to managing the elementary instructional environment and specific strategies for maintaining a safe, positive classroom climate. An inquiry lens is used throughout to explore the key question: How does classroom management inform teaching and learning in diverse K-6 classrooms? This is an ESOL infused course with an emphasis on instructional resources for English Language Learners (3 undergraduate credits).

FIELD-BASED COURSE: This course is a clinically-rich course in teacher preparation and is taken in tandem with a field experience. As such, it requires students to draw upon their experiences in schools with children to make sense of theoretical constructs and it requires them to apply their learning to their field-based setting. If you intend to withdraw from your field experience after the drop/add date, you should inform your instructor as it may affect your ability to successfully complete this course.

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COURSE OBJECTIVES:1. Explore alternative strategies and models for classroom management. 2. Understand the role of high expectations and maintaining a climate of openness, inquiry,

fairness and support that is respectful of learner differences (e.g. cultural, familial, linguistic, and ability).

3. Understand the importance of clear, acceptable oral and written communication. 4. Explore the integration of technological resources in planning and management. 5. Understand approaches communicating with students’ parents and caregivers.6. Learn how inquiry can facilitate exploration of questions related to classroom

management and differentiated instruction. 9. Understands the role of ethical practices in planning instruction and managing student behavior

COURSE HOURS/TIMES: Fridays 11:00-1:45

COURSE GOALS (STUDENT LEARNING OUTCOMES):

1. Compare alternative strategies and models for classroom management and maintains a management system that promotes a supportive, safe, organized, and efficient student-centered learning environment.

2. Create high expectations and maintains a climate of openness, inquiry, fairness and support that is respectful of learner differences (e.g. cultural, familial, linguistic, and ability).

3. The Undergraduate Teacher Candidate will use and model clear, acceptable oral and written communication.

4. Integrate technological resources, current information, and communication technologies to support teaching and learning for diverse learners.

5. Apply the principles of differentiated instruction and use a variety of materials and strategies to differentiate the learning environment, instruction, and assessment to accommodate the diversities of learners.

6. Identify strategies for communicating instructional, behavioral, and assessment data with students’ parents and caregivers.

7. Engage in inquiry to explore questions related to classroom management and implement knowledge learned in their teaching.

8. Demonstrate understanding of ethical practices in planning instruction and managing student behavior and adheres to the Code of Ethics and the Principles of Professional Conduct of the Education Profession of Florida, pursuant to State Board of Education Rules 6B-1.001 and 6B-1.006, F.A.C., and fulfills the expected obligations to students, the public, and the education profession.

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COURSE SCHEDULE/CONTENT OUTCOMES:

Date Course Content Readings Due Assignments DueWeek 1 Morning Meeting

Course IntroductionObservations and Non-Observations

Everyone:Kriete Introduction and Chapter 1

Week 2 Philosophical Approach: Understanding the Role of Culture

Organize (Student Led) Morning Meetings for Remainder of Semester

Everyone:Rothstein-Fisch & Trumball Chapters 1 & 2

Complete Seating Chart Observation Tool

Reading Reflection Response Blog Post (to Web Site)

Week 3 Building CommunityEstablishing Relationships with and among Students and Parents

Everyone:Rothstein-Fisch & Trumball Chapter 3

Reading Groups:(1) Weinstein Ch. 3:(2) Levin & Nolan Ch. 7


Week 4 Classroom Organization: The Physical Environment Part 1

Clayton & Fortonpp. 5-20

Read sections of Clayton & Forton based on ages of kids.

Bring a Deck of Cards to Today’s Class

Bring completed birthday cluster exercise on p. 18 of Clayton & Forton.


Week 5 Classroom Organization: The Physical Environment Part 2

Everyone:Clayton & Fortonpp. 61-99

Reading Groups:(1) Weinstein Ch. 2(2) Levin & Nolan Ch. 6

Bring Completed Physical Environment


Week 6 Setting Expectations and Establishing Norms

Everyone:DeVries, & Zan (2003).

Reading Reflection Response Blog Post

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When children make rules. Educational Leadership, 61(1), pp. 64-67.


(to Web Site)

Week 7 Knowing Your Students & Understanding Student Behavior

Everyone:Rothstein-Fisch & Trumball Ch. 4


Bring Completed Social Interaction Observation Tool


Week 8 Philosophical Approaches to Management: Understanding the Role of Power

Everyone:Rothstein-Fisch & Trumball Ch. 5

Levin & Nolan Ch. 4: Philosophical Approaches to Classroom Management.


Week 9 Philosophical Approaches to Management: Assertive Discipline & Cooperative Discipline

Ch. 4 Assertive Discipline from C. H. Wolfgang

Ch. 5 Linda Albert’s Cooperative Discipline


Week 10 Philosophical Approaches to Management: Beyond DisciplineComparing Philosophies

Ch. 12 Alfie Kohn’s Beyond Discipline pp. 189-204.


Week 11 Classroom Orchestration and the Management of Instruction Part I(Maximizing Time and Responding Effectively to Problem Behaviors)


Week 12 Classroom Orchestration and the Management of Instruction Part II

Jigsaw:(1) Weinstein Ch. 9(2) Weinstein Ch. 10(3) Weinstein Ch. 11


Week 13 Classroom Orchestration and the Management of Instruction Part

Rothstein-Fisch & Trumball Ch. 6 & 7

Reading Reflection Response Blog Post

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IIIReading Groups:

(1) Weinstein Ch. 8(2) Levin & Nolan Ch. 8

(to Web Site)

Week 14 Responding Effectively to Problem Behaviors

Reading Groups:(1) Weinstein Ch. 12(2) Levin & Nolan Ch.

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Week 15 Dealing with Chronic Behavior Problems – Ethical Dilemmas and Seeking Help

Reading Groups:(1) Weinstein Ch. 13(2) Levin & Nolan Ch.

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EVALUATION OF STUDENT OUTCOMES

OVERVIEW OF ASSIGNMENTS:

Assignment POINTS Assessment MethodDeveloping Professional Identity through Participation

100 Daily ChecklistSelf AssessmentOnline ParticipationFace-to-Face ParticipationWeb Space MaintenancePerformance of a Morning Meeting

Connecting Theory and Practice through Reflection

100 RubricSelf Assessment

Inquiry into Student Learning 200 PerformanceDocumentationRubricSelf AssessmentC&W

Total 400

COURSE ASSIGNMENTS:

(1) Developing Professional Identity through Participation (Total 100 points)

Be Prepared and Actively Participate

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Your preparation for and participation in class, out of class, and online are important aspects of your involvement in this course. Your contributions to the quality of classroom learning activities influence your own learning as well as that of your colleagues. It is expected that you will attend all classes, will come to each class having read the assigned readings carefully, and will participate actively in all learning activities including online discussions and activities. You must be responsive to deadlines your peers and your instructor set for out of class and online work. Building a supportive, respectful classroom community where all feel safe and encouraged to share their ideas and their experiences is the goal, and your active participation contributes to that desire. By sharing, we stimulate the thinking and learning of others and ourselves. Your participation grade will be assessed based on your performance. You can set yourself up for success by being well prepared, by participating both verbally and non-verbally in small and large group class activities, and by participating regularly and thoughtfully in online activities.

Lead a Morning MeetingThroughout the semester, you will work with your peers to plan for, lead, and implement at least one morning meeting. You should be prepared by having planned with your peers, by having discussed your plan with your instructor, and by bringing any appropriate supplies and materials to class to successfully implement your morning meeting. Your successful demonstration of a morning meeting with contribute to you overall participation grade.

Maintain a Professional Web Space You also will be required to compose and maintain a professional web space, and you will be expected to contribute thoughts and ideas to others’ blog posts and other social media interactions. Proper maintenance also includes your ability to properly use the tagging function of your blog space. Your web space should be organized and professional in appearance and in content.

Please remember that the blog and other social sites are public spaces. Therefore, you need to use your professional judgment regarding what is suitable to be published to the public. No student faces or names including names of teachers, administrators, peers, and faculty should ever be used. Pseudonyms should be used if you feel the desire to use a name. If ever you determine that the content is too sensitive to post, please send your reflection in an email to your instructor. Please use your professional judgment and discretion. It is your professional and ethical responsibility to preserve the confidentiality of others, especially of children.

(2) Connecting Theory and Practice through Reflection (Total 100 points)

The Reflect and Connect Blogs Expanding your pedagogical content knowledge is critical for becoming a teacher. The expectation that you come prepared to class by having not only read the material but also written a reflection in the form of a blog entry. Your weekly reflect and connect blog entry needs to

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include a thorough summary of the readings and a thoughtful and thorough description of connections that you can make from the course readings to your practice as a preservice teacher in a clinically-rich teacher preparation program. Skillful reflective practitioners will not only include connections to this course’s content, but they will also include connections to other concurrent and previous coursework. Your entries need to be tagged with EDE 4504. You also should tag them using the appropriate FEAPs and FEAP indicators to which they are connected and any additional FEAPs and FEAP indicators that are appropriate (ex. FEAP 2c).

Please remember that the blog is a public space. Therefore, you need to use your professional judgment regarding what is suitable to be published to the public. No student faces or names including names of teachers, administrators, peers, and faculty should ever be used. Pseudonyms should be used if you feel the desire to use a name. If ever you determine that the content is too sensitive to post, please send your reflection in an email to your instructor. Please use your professional judgment and discretion.

(3) Inquiry into Student Learning within the Content Areas – Spotlight on Management (CRITICAL TASK) (Total 200 points – (100 of these points are allocated to the management tasks)This assignment is directly connected to and integrated with your inquiry in your field experience. As part of your inquiry, you will be collecting data in a data notebook. You will use that data to address questions related to creating and differentiating the learning environment for students. Weekly you will be required to capture and reflect upon your growth and development as a teacher, with a focus on management. These weekly posts to your blog will serve as evidence for the final Critical Task where you must show observable evidence that you have met the Florida Educator Accomplished Practice (FEAP) 2: The Learning Environment. Of course, it will be your professional responsibility to ensure that data too sensitive to be shared publicly is NOT posted and that you are always attending to preserving student confidentiality. Failure to preserve student confidentiality may be considered professional and ethical misconduct that could result in severe consequences such as a failure in this course. This final assignment will be explained later, but it is important to know that this assignment requires ongoing and regular attention to be successful. You will be asked to make claims about your ability to manage the learning environment and the impact your management has on student learning.

Questions you will be addressing include:

Inquiry into Student Learning in the Content Areas –Spotlight on Facilitating the Learning Environment

Question Potential Evidence from Data Notebook

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What does the learning environment look like?

Observational tools and reflections on those toolsObservations and reflections of observing the learning environments in the content areas

What are the needs of my learners?

Observational toolsData collected related to Who are the learners in my classroom?Data collected on your Management Tasks

What are the needs of the learning environment?

Observational tools and reflections on those toolsClaims made from the needs of the learners in the environment

How do I maintain a student-centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative? (FEAP 2)

Data collected on your Management TasksReflections on Management TasksData from the Connected Lessons particularly related to the management aspects of: How can I plan lessons within my inquiry content area based on data?Lesson PlansVideoSupervisor/CT observations of teaching related to management

How does my facilitation of the learning environment impact the learners in my classroom?

Student work samplesVideo artifacts from teachingSupervisor/CT observations of students’ learning while teachersData from Connected Lessons particularly related to the management aspects of: What have I learned about my students’ learning in my content area? And What have I learned about myself as a teacher?Data collected on your Management TasksReflections on Management Tasks

Part of the data you collect for your inquiry will come from your ability to observe and practice different tasks related to classroom management and facilitating the learning environment. You should conduct these tasks several times throughout the semester, so the following timeframe is more of a guideline as compared to an absolute. The more you practice and the more data you gather, the better you are setting yourself up for success. Remember, in the end, you will be required to make evidence-based claims about your ability to facilitate a learning environment.

Suggested timeframe:Weeks 1 – 5: Observe your Collaborating Teacher (CT) conducting these tasks. Record

questions you have. Share your wonderings with your CT. If possible, ask her/him to explain what s/he did and why s/he did it. Word of caution – be sure that your CT is aware of and open to you asking questions. This is about learning NOT about judging. Most likely your CT performs these tasks out of habit, so his/her knowledge and skill is very tacit. Asking him/her to make that thinking public could be a new experience, so be sure to have open conversations. If concerned, talk with your supervisor about how to facilitate these conversations. Also, take advantage of your supervisor. Ask him/her to point out aspects that s/he notices related to management to help you understand teacher decision-making. If possible, watch your CT perform a task, ask him/her if you can try it, perform the task, capture your performance

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with data, ask for feedback, observe your CT perform it again, and then try it again yourself. This ongoing cycle of observation and practice is critical to your growth and development.

Weeks 6 – 10: Perform the Tasks. If you haven’t already started trying to perform these tasks, you should definitely start. Make sure you are having conversations with your CT and your supervisor. Ask both of them to take data on your performance for you. Take a few moments to plan how you will enact the task. You can use both the planning and the performance data as evidence. You must reflect on your performance of these tasks and capture your reflection on your blog.

Weeks 11 – 15: Continuing Practicing the Tasks. By this point, you should be trying repeating tasks, if you haven’t already started that process. You may also try tasks that you haven’t tried yet as well, but be sure to engage in the cycle of observation, practice, reflection, observation, practice, reflection, etc. Continue to gather data about your performance and continue to reflect upon your performance.

Again, you are responsible for performing management tasks several times throughout the semester. Of course, we want you to try all of the tasks, but we also recognize that your classroom is unique to you. Therefore, we offer the list as a guideline as compared to a mandate. If you have additional ideas for tasks not listed, please ask your instructor and CT first prior to including it as a task. Remember, the more tasks that you can try, the better you are setting yourself up for success.

1. Introduce yourself to the class. Learn all of your students’ names. 2. Greet every student and learn something about each one.3. Lead a Morning Meeting4. Line students up and take them to specials or lunch.5. Take the lead on at least part of the morning routine.6. Try the attention-getting strategy your CT uses. 7. Try at least one “new” attention-getting strategy.8. Use nonverbal cues to keep a group of students on task.9. Assume responsibility for handling at least three transitions.10. Try implementing techniques you read in the Weinstein Chapters 9-1111. Lead a community building activity12. Take the lead on the morning routine13. Take the lead on the dismissal routine14. Organize the materials for a lesson (particularly one with many manipulatives such as

in science or mathematics)15. Try a “new” seating arrangement/physical environment (for your lesson or small

group work) *** MUST ASK CT FIRST ***16. Create a way to welcome parents as partners *** MUST ASK CT and SUPERVISOR

FIRST ***17. Adapt the learning environment to support English Language Learners’ needs18. Help students resolve a conflict

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19. Write something on the board or on a poster20. Manage the materials needed to integrate technology

More information about how you will document, reflect upon, and share your performance of these tasks will be provided by your instructor.

Part of developing an inquiry stance to your practice is the dissemination of what you have learned. The final product for this course will be thoughtful, well-articulated document that explains your philosophy of management and makes evidence-based claims about your performance in FEAP 2. You must have evidence related to each criteria (a-i). This document will exist on your web space as a stand-alone tab. It will include hyperlinks to blog entries as evidence to support your claims. For this reason, it is imperative that you properly use the tagging function on your blog. Each entry should be tagged related to the indicators in FEAP 2 (such as FEAP 2a, FEAP 2b, etc) and EDE 4504. This assignment is your critical task. You will be required to submit both the link to this tab and also a PDF that contains the essay and all of the evidence in one PDF file.

FEAP 2:. The Learning Environment. To maintain a student-centered learning environment that is safe, organized,

equitable, flexible, inclusive, and collaborative, the effective educator consistently:

a. Organizes, allocates, and manages the resources of time, space, and attention;b. Manages individual and class behaviors through a well-planned management system;c. Conveys high expectations to all students;d. Respects students’ cultural linguistic and family background; e. Models clear, acceptable oral and written communication skills; f. Maintains a climate of openness, inquiry, fairness and support;g. Integrates current information and communication technologies; h. Adapts the learning environment to accommodate the differing needs and diversity of students; andi. Utilizes current and emerging assistive technologies that enable students to participate in high-

quality communication interactions and achieve their educational goals.

Hillsborough County Public Schools Task Force Activity Statement:These assignments have been approved through the Hillsborough County Public Schools Research Review process. Note that individual student information is protected under the Family Educational Right and Privacy Act (FERPA). The University of South Florida and the Hillsborough County Public Schools both want to ensure that students¹ records are protected and that teachers and potential teachers have the most appropriate training opportunities. Student information (K-12) collected for this task will NOT include information that identifies the individual student and any information/data collected will NOT be retained (e.g., videos with students in them, copies of student work, audio recordings of student interviews, etc.) past the completion of the course and the assignment of a grade by the instructors/professors.²

Chalk & Wire: All tasks designated as critical must be completed with a score of 3 or above on each criterion in order to pass the course. An assignment that receives a score of below 3 on any criterion must be resubmitted until a score of 3 or better is achieved and that score will be

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entered into the Assignment E-portfolio system. However, the original grade on the assignment will be the score used to compute the final grade for the course. All revisions must be completed before the last class meeting. A Chalk&Wire e-portfolio account may be purchased at the USF Bookstore.

GRADING CRITERIA:

Grades will be calculated by dividing the total points earned by the total points possible and multiplying the value by 100. Grading Scale:

97-100 A+ 94-96 A 90-93 A-87-89 B+ 84-86 B 80-83 B-77-70 C+ 74-76 C 70-73 C-67-69 D+ 64-66 D 60-63 D-60 or below F

COURSE REQUIRED TEXTS AND MATERIALS:Required:Kriete, R. (2002). The morning meeting book. Thunder Falls, MA: Northeast Foundation, Inc.

Rothstein-Fisch, C., & Trumball, E. (2009). Managing diverse classrooms: How to build on students cultural strengths. Virginia: ASCD.

Levin, J., & Nolan, J. F. (2010). Principles of classroom management: A professional decision-making model, (6th Ed.). Boston: Pearson.

Weinstein, C. S., Romano, M. E., & Mignano, A. J. (2011). Elementary classroom management: Lessons from research and practice, (5th Ed.). New York: McGraw-Hill.

Chalk and Wire account. ID # can be purchased from USF bookstore.

Maintenance of a Professional Digital Identity.

Recommended:Clayton, M. K, & Forton, M. B. (2001). Classroom spaces that work. Thunder Falls, MA: Northeast Foundation, Inc.

Articles and Chapters:Charles, C. M. Linda Albert's 'Cooperative Discipline'. In Building classroom discipline. Boston. Allyn and Bacon. 2002. Ch. 5. pp. 67-84.

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Charles, C. M. Alfie Kohn’s ‘Beyond Discipline’. In Building classroom discipline. Boston. Allyn and Bacon. 2002. Ch. 12. pp. 189-204.

DeVries & Zan. (2003). When children make rules. Educational Leadership, 61(1), pp. 64-67.

Wolfgang, C. H. (unknown). Chapter 4: Assertive Discipline, pp. 79-99.

Additional Readings as Required.

Optional : Crowe, C. (2012). How to bullyproof your classroom, K-5. Thunder Falls, MA: Northeast Foundation, Inc.

Crowe, C. (2009). Solving thorny behaviour problems: How teachers and students can work together. Thunder Falls, MA: Northeast Foundation, Inc.

Miller, D. (2008). Teaching with intention: Defining beliefs, aligning practice, taking action. Portland, ME: Stenhouse Publishers.

GENERAL POLICIES:

Professional Conduct:You are a professional and we, the faculty in Elementary Education, expect you to conduct yourself in that manner during all activities associated with this course, including class and on-line discussions, and out of class assignments. Appropriate interactions between and among students and instructor are expected at all times. Disruptions to the academic process will result in appropriate disciplinary action as will plagiarism in any form. All work must be duly cited, APA style. No make-up work or extra credit will be given.

Attendance is a professional expectation. Because much of the learning is designed for group activities, your attendance is required. If you will not be in class you are responsible for notifying the instructor prior to the class time by email or voice mail. It is also your responsibility to get the missed content from another student. Any absence, regardless of reason, will result in loss of participation points and may not be made up. Students are allowed one absence without the overall course grade being impacted. Subsequent absences will result in the course grade being lowered by one letter grade for each absence. Absences require documentation such as a doctor’s note for illness and a bulletin or obituary for death.

Prompt arrival to class is also a reflection of involvement and professionalism. Ultimately, your final grade will be negatively impacted. Missing more than 30 minutes of class will be considered an absence.

We expect you to complete all assignments punctually and professionally as a natural part of your transition from being a student to becoming a professional teacher. Late assignments may

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result in a reduced grade. Assignments should be professional in appearance and free from any mechanical errors. Assignments are due on the specified date and will not be accepted past the due date without instructor approval. Computer crashes without backup or lack of printer ink do not constitute excuses for not submitting work on time.

Web Portal Information:Every newly enrolled USF student receives an official USF e-mail account that ends with "mail.acomp.usf.edu." Every official USF correspondence to students will be sent to that account. Go to the Academic Computing website and select the link "Activating a Student E-mail Account" for detailed information. Information about the USF Web Portal can be found at: http://www.acomp.usf.edu/portal.htm.

UNIVERSITY POLICIES: Standard Policies

1. Final Examinations Policy - all final examinations are to be scheduled in accordance with the University's final examination policy.

o http://www.ugs.usf.edu/policy/FinalExams.pdf 2. General Attendance Policy

o http://www.ugs.usf.edu/policy/GeneralAttendance.pdf 3. Early Notification Requirement for Observed Religious Days - Students who anticipate the

necessity of being absent from class due to the observation of a major religious observance must provide notice of the date(s) to the instructor, in writing, at the beginning of the term.

o http://www.ugs.usf.edu/policy/ReligiousDays.pdf 4. Academic Integrity of Students

o http://www.ugs.usf.edu/policy/AcademicIntegrityOfStudents.pdf 5. Disruption of the Academic Process

o http://www.ugs.usf.edu/policy/DisruptionOfAcademicProcess.pdf 6. Gender-Based Crimes - Educators must report incidents of gender-based crimes including

sexual assault, sexual harassment, stalking, dating violence and domestic violence. If a student discloses in class, in papers, or to an instructor, the instructor is required by law to report the disclosure. The Center for Victim Advocacy and Violence Prevention (813-974-5757) is a confidential resource where you can talk about such situations and receive assistance in confidence. Additional confidential resources on campus are: the Counseling Center (813-974-2831) and Student Health Services(813-974-2331).

7. Student Academic Grievance Procedures o http://www.ugs.usf.edu/policy/StudentAcademicGrievanceProcedures.pdf

8. Students with Disabilities - Students with disabilities are responsible for registering with Students with Disabilities Services (SDS) in order to receive academic accommodations. SDS encourages students to notify instructors of accommodation needs at least 5 business days prior to needing the accommodation. A letter from SDS must accompany this request.

o See student responsibilities: http://www.sds.usf.eduo See instructor responsibilities: http://www.asasd.usf.edu/instructorresponsibilities.asp?

refer=FACULTY9. Turnitin Privacy Policy

In order to comply with privacy laws, students are not required to include personal identifying information, such as name, in the body of the document. Turnitin provides an originality report letting the instructor

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know how much of the assignment is original. Please follow your instructor's instructions carefully regarding what identifying information to include.

o How do I submit a Turnitin Assignment? 10. University Emergency Policy

o In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It's the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.

USF Policy on Religious Observances:Students who anticipate the necessity of being absent from class due to the observation of a major religious observance must provide notice of the date(s) to the instructor, in writing, by the second class meeting.

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Documents

COLLEGE OF EDUCATION · Web viewYour preparation for and participation in class, out of class, and online are important aspects of your involvement in this course. Your contributions