Educational Leadership ProgramDepartment of Teacher Education & Administration

Core Values and Beliefs: Graduates will have the knowledge, skills and motivation to:

Lead learning organizationsEngage ethically with the communityAdvocate for diversity, equity and inclusionDevelop theory to practice solutions

EDLE 6600 Writing and Research Design for Educational

LeadershipSummer 2018

Frances van Tassell, Ed.D. Associate Professor Emeritus

University of North TexasDenton, TX. 76203

Phone – Cell: (214)801.5585 Fax: (940)565-4952Email: frances.vantassell@unt.edu

Office Hours: Tuesdays at UNT Frisco, Room 107, 4:30-5:25 or by appointment

This syllabus provides a tentative overview of the course and may be adjusted by the instructor, as appropriate and as needed, with on-time notification of students.

Course Description

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This course is designed to inform and assist students in the process of conceptualizing and writing their dissertation. Various resources and assignments will be used to gain information and skills about the steps involved in writing a successful dissertation. In addition to the instructor, other professors and resource personnel, including the major advisor, will be consulted. Students will prepare initial outlines and best-work versions of their qualifying paper (QP), which is the first stage of the dissertation journey, chapters 1, 2, and 3. At the end of the semester, students are to schedule and hold their QP seminar, in coordination with the major professor.

Course ObjectivesThe student will successfully complete the course by:

a) Attending and participating in all class meetings (both at UNT Frisco and online via Blackboard)

b) Locating and reading required articlesc) Preparing and presenting all assignments in a professional and timely mannerd) Participating in discussion with the BB professional learning teame) Communicating with the major advisor throughout the course

College of Education Conceptual FrameworkThe Educator as Agent of Engaged Learning

Improving the quality of education in Texas schools and elsewhere is the goal of programs for the education of educators at the University of North Texas. To achieve this goal, programs leading to administrator certification and advanced programs for educators at the University of North Texas 1) emphasize content, curricular, and pedagogical knowledge acquired through research and informed practice of the academic disciplines, 2) incorporate the Texas Principal Proficiencies for learner centered education, 3) feature collaboration across the university and with schools and other agencies in the design and delivery of programs, and 4) respond to the rapid demographic, social, and technological change in the United States and the world.

The educator as agent of engaged learning summarizes the conceptual framework for UNT's basic and advanced programs. This phrase reflects the directed action that arises from simultaneous commitment to academic knowledge bases and to learner-centered practice. "Engaged learning" signifies the deep interaction with worthwhile and appropriate content that occurs for each student in the classrooms of caring and competent educators. Engaged learning features the on-going interchange between teacher and student about knowledge and between school and community about what is worth knowing. This conceptual framework recognizes the relationship between UNT and the larger community in promoting the commitment of a diverse citizenry to life-long learning. In our work of developing educators as agents of engaged learning, we value the contributions of professional development schools and other partners and seek collaborations, which advance active, meaningful, and continuous learning.

Key Elements of the Conceptual Framework

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1. Content and curricular knowledge refer to the grounding of the educator in content knowledge and knowledge construction and in making meaningful to learners the content of the PreK-16 curriculum.

2. Knowledge of teaching and assessment refers to the ability of the educator to plan, implement, and assess instruction in ways that consistently engage learners or, in advanced programs, to provide leadership for development of programs that promote engagement of learners.

3. Promotion of equity for all learners refers to the skills and attitudes that enable the educator to advocate for all students within the framework of the school program.

4. Encouragement of diversity refers to the ability of the educator to appreciate and affirm formally and informally the various cultural heritages, unique endowments, learning styles, interests, and needs of learners.

5. Professional communication refers to effective interpersonal and professional oral and written communication that includes appropriate applications of information technology.

6. Engaged professional learning refers to the educator's commitment to ethical practice and to continued learning and professional development.

Professional Standards for Educational Leaders 2015All ten professional standards should be considered while moving through the coursework in your program; however, in this course, you will make connections with some standards more than others.

Standard 1: Effective educational leaders develop, advocate, and enact a shared mission, vision, and core values of high-quality education and academic success and well-being of each student.Standard 2: Effective educational leaders act ethically and according to professional norms to promote each student’s academic success and well-being.Standard 3: Effective educational leaders strive for equity of educational opportunity and culturally responsive practices to promote each student’s academic success and well-being.Standard 4: Effective educational leaders develop and support intellectually rigorous and coherent systems of curriculum, instruction, and assessment to promote each student’s academic success and well-being.Standard 5: Effective educational leaders cultivate an inclusive, caring, and supportive school community that promotes the academic success and well-being of each student.Standard 6: Effective educational leaders develop the professional capacity and practice of school personnel to promote each student’s academic success and well-being.Standard 7: Effective educational leaders foster a professional community of teachers and other professional staff to promote each student’s academic success and well-being.Standard 8: Effective educational leaders engage families and the community in meaningful, reciprocal, and mutually beneficial ways to promote each student’s academic success and well-being.Standard 9: Effective educational leaders manage school operations and resources to promote each student’s academic success and well-being.

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Standard 10: Effective educational leaders act as agents of continuous improvement to promote each student’s academic success and well-being.

Proficiencies for Texas Administrators Learner-Centered Leadership: Through inspiring leadership, the administrator

maximizes learning for all students while maintaining professional ethics and personal integrity.

Learner-Centered Climate: The administrator establishes a climate of mutual trust and respect that enables all members of the learning community to seek and attain excellence.

Learner-Centered Curriculum and Instruction: The administrator facilitates the implementation of a sound curriculum and appropriate instructional strategies designed to promote optimal learning for all students.

Learner-Centered Professional Development: The administrator demonstrates a commitment to student learning through a personal growth plan and fosters the professional development of all staff in the learning community.

Equity in Excellence of All Learners: The administrator promotes equity in excellence for all by acknowledging, respecting, and responding to diversity among students and staff, while building on shared values and other similarities that bond all people.

Learner-Centered Communication: The administrator effectively communicates the learning community's vision as well as its policies and successes in interactions with staff, students, parents, community members, and the media.

ResourcesRequired:

Roberts, C. M. (2010). The dissertation journey (2nd Edition). Thousand Oaks, CA: Corwin Press.

Indiana University Tutorial & Quiz on Plagiarism: https://www.indiana.edu/~istd/

APA Manual (6th Edition)UNT 2017 Thesis Manual: https://tsgs.unt.edu/thesis-manual

Optional but Recommended: Bryant, M. T. (2004). The portable dissertation advisor. Thousand Oaks, CA: Corwin

Press.Creswell, J. W., Creswell, J. (2018). Research design: Qualitative, quantitative, and

mixed methods approaches, 5th Ed. Thousand Oaks, CA: Sage Publications, Inc.Hope, D., & Dewar, A. (2015). Conducting quantitative educational research: A short

guide for clinical teachers. Clinical Teacher, 12(5), 299-304. doi:10.1111/tct.12457

Joyner, R.L., Rouse, W.A., & Glatthorn, A. A. (2013). Writing the winning thesis or dissertation: A step-by-step guide (3rd Edition). Thousand Oaks, CA: Corwin Press.

Pallant, J. (2016). SPSS Survival Manual, 6TH Ed. Berkshire, England: Open University Press. McGraw-Hill Education.

The Writer’s Handbook. Brief Edition. Harbrace Publisher.

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Thomas, R. M. (2003). Blending qualitative & quantitative research methods in theses and dissertations. Thousand Oaks, CA: Corwin Press.

Yin, R. K. (2018) Case study research and applications: Design and methods, 6th Ed., Thousand Oaks, CA: Sage Publications, Inc.

Course DeliveryAs a blended course, students and instructor will meet at the UNT Frisco campus on Tuesday evenings from 5:30-8:20; on Thursday evenings, class will be conducted via Blackboard. Students will work within professional learning teams, through Blackboard, Google Docs, email, and/or in person, and be in close contact with the instructor via BB messages, UNT email, and individual meetings. Students are expected to be in frequent contact with the major professor/advisor throughout the semester.

Getting StartedBefore the first day of class, please take care of the following:

Enter Blackboard to confirm that you have access. Obtain a copy of the course textbook, The Dissertation Journey. Prepare your technology devise: APA 6th edition rules of Times New Roman 12-

point font and one-inch margins. Change Word’s paragraph command to be “remove line spacing between paragraphs.” Turn on Word tools for grammar, spelling, punctuation, and passive voice.

Course AssignmentsNOTE: For this class, we will follow APA 6th edition rules, to follow program requirements and to make it easier for you; however, after your QP seminar and your approval for candidacy, you will be required to follow the most recent UNT Thesis Manual in all cases where it overrides APA rules for the dissertation proposal and final defense. Upload each assignment in Blackboard before Mondays at 11:00 P.M.

1. Book Chapter Presentation: (The Dissertation Journey) During campus meetings, each PLT will present the important points in chapters selected from the Dissertation Journey. You will sign up for a chapter at our first class meeting. (10 points)

2. Gantt Chart/Timeline: (See Appendix A in The Dissertation Journey) (05 points)

3. Dissertation Proposal Overview: Problem Statement, Purpose Statement, and Research Question(s). This is a critical part of your initial development of your dissertation. Each of these sections must be thoughtfully developed and carefully written as they will guide you throughout the semester. (10 points)

4. Literature Review Plan: This overview of your review of literature must include the following sections: Introductory Paragraph (explains your conceptual framework), List of Major Sections/Topics to be developed (including elements of

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the conceptual framework), and List of Researchers/Scholars and Articles to be reviewed. (10 points)

5. Theoretical/Conceptual Framework Visual: This graphic organizer is a visual that incorporates the essential components of your theoretical or conceptual framework. Prior to developing the visual, research the literature to determine the best-fit framework for your proposed dissertation topic and methodology, using search topics such as “educational leadership conceptual frameworks.” The framework visual will become part of your chapter one and the elements of your framework must be explicated in your full review of related literature. (10 points)

6. Research Design Visual:Prepare a visual incorporating the major elements of your research design, including: Population and Sample, Instrumentation, Data Collection, Data Analysis. This framework will become part of your chapter three and may include the timeframe that you anticipate. (10 points)

7. Proposal Chapter 1: (Introduction to the Study)This chapter includes the following elements, which must be used as subheadings in the chapter: Background, Problem Statement, Conceptual or Theoretical Framework, Purpose of the Study, Research Questions, Significance of the Study, Delimitations, Assumptions, Definitions of Terms, Organization of the Study, and Summary. Do NOT include a list of references for this chapter; instead, create a separate file where you store all citation references. You will post your best-work chapter in the named Blackboard discussion board folder for review by your teammates and for editing by your instructor. After edits are returned and you address those suggestions, you will post the final work in the named folder, for grading. APA 6th Edition form and style are to be followed. (30 points)

8. Proposal Chapter 2: (Review of Related Literature)This chapter includes a synthesized compilation of literature you reviewed on the topic of your proposed dissertation. Target at least 15-20 quality sources, each published no earlier than 2000 unless the source is a seminal work that retains ongoing applicability. This chapter should be at least 15-20 pages in length at this initial stage. The chapter should include APA 6th edition subheadings to guide the reader for a clear understanding of your topic. (After an introductory paragraph or two, use headers for the major sections/topics for the literature supporting your study; conclude with a summary paragraph that includes an introduction of chapter three, then list all references included in chapters one, two, and three, always following APA 6th edition rules.) You will post this best-work chapter in the named Blackboard discussion board folder for review by your teammates and for editing by your instructor. After edits are returned and you address those suggestions, you will post the final work in the named folder, for grading. (30 points) NOTE: Include the reference list only with chapter two for

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the editing process but, for the final QP, place your list of references at the end of the document, after any appendices.

9. Proposal Chapter 3: (Research Methodology)This chapter must include the following headings: Research Design/Methodology, Research Questions, Context, Population and Sample (including the sampling technique), Instrumentation, Data Collection Procedures, Data Analysis Techniques, and Summary. In this chapter, create a table that aligns your research questions with the items in your instruments. You will post this best-work chapter in the named Blackboard discussion board folder for review by your teammates and for editing by your instructor. After edits are returned and you address those suggestions, you will post the final work in the named folder for grading. (30 points)

After you complete all edits, combine the full QP manuscript and submit as one complete file in the named forum. (Title page, table of contents, list of tables, list of figures, chapter one, chapter two, chapter three, any appendices, list of references). Each chapter is worth a maximum of 30 points but must be almost error free for those points. Refer to the QP rubric for details about the scoring procedures.

10. Data Collection Instrument: Identify a published instrument that is appropriate for your study or develop your own instrument (e.g., a survey or a focus group or interview protocol). If you develop your own instrument, you must validate its appropriateness through a field-test vetting process. You must have this in place prior to requesting IRB permission for your study. (10 points)

11. Seminar Documentation: Meet with your major advisor throughout the semester then near the end of the semester to: 1) schedule and complete your Qualifying Paper Seminar at the end of the semester or 2) prepare a written plan for when your seminar is scheduled. (05 points)

12. Final Exam: An essay-type final exam will be written in class our last class meeting at UNT. You will post your exam paper prior to departing class that evening. (20 points)

13. Participation: (25 points) a. Attendance: Attendance includes your physical presence at each of our

UNT Frisco class meetings as well as clear evidence of your participation in weekly Blackboard class meetings.

b. Blackboard Participation: You will be partnered with four or five classmates for semester-long discussions of your dissertation topic and assignment progression. Team members are to provide others accountability for progress, feedback on assignments, ideas for improvement, and sources that are common to given studies. Each professional learning team will have a discussion board folder for this

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purpose. Your rate of participation in your PLT folder is part of the points for participation

c. . Blackboard participation includes your posted documentation of the plagiarism certificate and the NIH certificate, as well as abstracts of assigned readings.

d. UNT Class Discussions: You are expected to come prepared to class each week, having read any assigned readings.

e. Late Work: Any assignment posted later than two calendar days past its due date will result in 10% of the possible points deducted for each day that the assignment is late. The best-work drafts of each of the three chapters of your QP/proposal are part of your participation points so points will be deducted from participation for late postings.

Course Evaluation Point SystemAssignment Points

1. Attendance & Class and Blackboard Discussions Participation 252. Gantt Chart/Timeline (Appendix A in The Dissertation

Journey) 05

3. Book Chapter Presentation (The Dissertation Journey) 104. Dissertation Overview: Problem Statement, Purpose, Research

Question(s), and Significance 10

5. Literature Review Introductory Paragraph, Major Sections/Topics, List of References 10

6. Conceptual Framework Visual 107. Research Design Visual 108. Proposal Chapter 1: Introduction to the Study 309. Proposal Chapter 2: Literature Review 3010. Proposal Chapter 3: Research Methodology 3011. Validated Data Collection Instrument 1012. Completed QP Seminar Form or Written Plan for Seminar 0513. Final Exam 20

Total 205Grading Scale: 205 – 188 = A 187-172 = B >172 = See Instructor

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Tentative Course Calendar/ScheduleThis calendar is tentative and may be changed by the instructor, with ample notice to students. Any change will be to accommodate student needs.

Date Topics Homework Due by Next Monday

Session 1

UNT Frisco #1

June 5

UNT Library Resources: Guest Speaker Jo MonahanSharing of dissertation topics

Discussion of Syllabus, Course Requirements, and Use of Blackboard

Determine PLTs

Sign up for The Dissertation Journey Book Chapter Presentations

Review Qualifying Paper (QP) Handout

Reading: Preview the required textbook: The Dissertation Journey.

Writing: Complete the Indiana University Tutorial and Quiz on Plagiarism: https://www.indiana.edu/~istd/

Blackboard: 1. Upload your Plagiarism Quiz

Completion Certificate. 2. From the handout, identify the

literature review article you prefer and post the number of your choice in the named BB forum/folder.

Session 2

BB Class #1

June 7

For each BB class meeting, you are expected to spend at least three hours working on your assignments, in addition to time you spend each week on homework assignments.

The focus for this first online class is your preparation of the chapter you are presenting from The Dissertation Journey text and your development of your literature review outline.

You are expected to spend a minimum of three hours preparing the presentation and developing your lit review outline.

1. Write an introductory paragraph for your literature review,

Reading: 1. See the handout sent as a BB

message for reading and reporting on methodologies.

2. Read the lit review article everyone reads, about the importance of the review of literature. (See the handout.)

3. Review the research approval process for the district in which you would like to conduct your dissertation research.

Writing: 4. Complete the NIH Online

Training Course: https://phrp.nihtraining.com /users/login.php

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identify major sections/topics, and create a list of researchers/scholars and/or articles to be reviewed.

2. Within your PLTs, prepare a PPT presentation that combines each chapter your team chose from the Journey textbook. Each member of the tam MUST prepare the slides for his or her assigned chapter(s).

5. Create the overview of your review of literature: introductory paragraph, major sections/topics, and list of references.

Blackboard: 1. Upload your NIH Online

Training Course completion certificate.

2. Upload your abstract of the lit review article.

3. Upload your literature review overview.

Session 3

UNT Frisco #2

June 12

More Information on the QP and Dissertation Proposal

Overview of UNT Resources: Toulouse Graduate School WorkshopsInstitutional Review Board (IRB) COE Office of Research Consulting (ORC)

PLT reporting of abstracts from last week’s research readings

Discussion of an effective review of literature related to your study.

Discussion of an effective proposal introduction (Chapter 1)

Reading: Based on Jo Monahan’s presentation, find three new articles for your literature.

Writing: 1. Finalize your PLTs’

Dissertation Journey presentation.

2. Write a summary about your proposed study that includes: the title, problem statement, purpose of the study, and research questions.

3. Create and fill out the Gantt chart.

Blackboard: 1. Upload your PLTs’

Dissertation Journey presentation to the named discussion board forum.

2. Upload your study overview.3. Upload your Gantt chart.

Session 4

BB Class #2

June 14

The focus of this second online class is your development of your best-work review of literature. You must bring this draft to the highest quality you can produce before you post it for my editing review.

Reading: Read the conceptual framework article posted in Couse Content.

Writing: Revise or draft your review of literature.

Blackboard: Review your PLT members’ Gantt chart and make suggestions.

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Session 5

UNT Frisco #3

June 19

PLTs present the Journey chapters.

Overview the EDLE steps-to-dissertation handout

Professional writing skills

APA Format – Common MistakesBring the APA Style Manual (6th Edition) to class tonight.

Discussion of theoretical or conceptual frameworks

Reading: Read your chosen article about good literature reviews and prepare your abstract of the article.

Writing:Finalize your best-work draft of your review of literature.

Blackboard:1. Upload Proposal Chapter 2

for editing.2. Post the abstract of your

chosen lit review article.3. Read and provide feedback on

Chapter 2 for one peer in your PLT.

Session 6

BB Class #3

June 21

The focus of this third online class is your creation and development of the theoretical or conceptual framework that best fits your dissertation topic and/or methodology. Look for examples in dissertations.

After instructor and peer review, insert your framework visual into your best-work draft of Proposal Chapter 1.

Reading: Download the UNT Thesis Manual: https://tsgs.unt.edu/thesis-manual . Scan the manual and carefully read at least six pages that you deem critical to your success in completing your dissertation.

Writing: Draft your conceptual framework visual.

Blackboard:

1. Post your initial framework for instructor and peer review.

2. In your PLT forum, post a statement of what you learned from the UNT Manual.

Session 7

UNT Frisco #4

June 26

Doctoral Handbook and required doctoral formsBring your Doctoral Handbook to class.

Discussion of UNT Graduate School Thesis Manual

Sharing of conceptual or theoretical frameworks

In PLTs, sharing of chosen literature review article readings

Reading: Read the mixed methods article by Teddlie & Tashakkori, 2006.

Writing: Revise or draft your introduction to the study chapter one, which includes your conceptual framework visual.

Blackboard: 1. Post your final proposal

Chapter 2 for grading.2. Post your revised framework

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visual for grading.3. Post your abstract of the mixed

methods article. Session 8

BB Class #4

June 28

The focus for this fourth online class is your creation of a research design visual that represents your proposed methodologies for your study.

Then, imbed that graphic in your best-work draft of chapter three, your methodology chapter.

Reading: Review examples of research design visuals in the examples provided in Course Content.

Writing: 1. Finalize your best-work

Proposal Chapter 1. This includes your final conceptual or theoretical framework visual.

2. Draft your research design visual.

Blackboard:

1. Upload your Proposal Chapter 1 for editing.

2. In your PLT forum, post comments regarding the mixed methods article.

3. Post your initial research design visual for peer review next week. Explain your methodology in the post message.

Session 9

UNT Frisco #5

July 3

Peer review of research design visuals

PLT sharing of mixed methods article

Discussion of the methodology chapter

Reading: Research published data gathering tools that might be appropriate for your study. Look for potential surveys, interview protocols, and focus group protocols.

Writing: Revise or draft your best-work Chapter 3 (Methodology).

Blackboard: Post your revised research design visual for grading.

Session 10

UNT Frisco #6

July 5

Discussion of selected data-gathering instruments

Discussion of instrument validation process (field testing for vetting)

PLT peer sharing of possible instruments

Reading: Look for other instruments that might fit your study, even in you need to adapt your instrument from that published one.

Writing: Revise or create each instrument you will use for gathering data.

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Blackboard: Session 11

BB # 5

July 10

For this fifth BB class, work with at least two members of your PLT to share ideas about making chapter three the best possible. Exchange suggestions for improvement then review revisions of that chapter.

Reading: For the PLT team members you are partnering with for this assignment, read their chapter three initial then revised versions.

Blackboard: 1. Interact with your PLT

partnering members. 2. Post your data-gathering

instrument – either a published one that you will seek permission to use or the one you create that will need your validation process.

Session 12

BB #6

July 12

For this sixth BB class, finalize your best-work methodology chapter three. Remember to include your research design in this chapter.

Review your PLT member’s posted instrument and provide feedback.

Writing: Complete your data-gathering instrument(s).

Blackboard: Post your proposal Chapter 3 for editing.

Session 13

UNT Frisco #7

July 17

Final peer review of instruments

Drafting of IRB application

Writing: Further develop your IRB application.

Blackboard: Upload your revised and final data-gathering instrument(s) for grading.

Session 14

BB #7

July 19

Use this week’s BB class time to develop the front and back matter for your QP. That includes the title page, table of contents, list of tables, and list of figures as the front matter. The back matter includes all appendices and the list of references.

Writing: Finalize your proposal Chapter 3.

Blackboard: Post your final proposal Chapter 3 for grading.

Session 14

BB #8

July 24

For this final BB class, combine all three chapters of your qualifying paper. Print your paper and read it thoroughly, in one setting. Next, have at least one outside person read the entire document and provide you feedback for possible improvement. After any improvements are made, this is the document you submit to your major professor for final advising. After you receive feedback

Writing: Make all final edits to all components of your qualifying paper/dissertation proposal.

Blackboard: 1. Upload your final and

complete qualifying paper.2. Upload the required form for

the seminar. Document your scheduled qualifying paper

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from your advisor, submit the QP to each member of your committee, at least two weeks prior to your seminar.

Under the guidance and approval of your major advisor, defend your qualifying paper. The qualifying paper should be defended prior to the fall first day of classes to register for dissertation hours for the fall semester. After you establish the seminar date and room, notify Sharla.Baker@unt.edu, who completes the official QP seminar form.

defense or your written plan for qualifying paper completion.

Session 16

UNT Frisco #8

July 26

Final Exam

Bring to class a laptop for writing your essay-format final exam.

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Teacher Education & AdministrationDepartmental Policy Statements

Disabilities Accommodation: “The University of North Texas complies with Section 504 of the 1973 Rehabilitation Act and with the Americans with Disabilities Act of 1990. The University of North Texas provides academic adjustments and auxiliary aids to individuals with disabilities, as defined under the law. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring accommodation, please see the instructor and/or contact the Office of Disability Accommodation at 940-565-4323 during the first week of class.” Dr. Jemimah Young is the compliance officer and contact person for the Department of Teacher Education & Administration.

Observation of Religious Holidays: If you plan to observe a religious holy day that coincides with a class day, please notify your instructor as soon as possible.

Academic Integrity: Students are encouraged to become familiar with UNT’s policy on Student Standards of Academic Integrity, found at the following website: http://policy.unt.edu/sites/default/files/untpolicy/pdf/7-Student_Affairs-Academic_Integrity.pdf. Academic dishonesty, in the form of plagiarism, cheating, or fabrication, will not be tolerated. Any act of academic dishonesty will be reported, and a penalty determined, which may be probation, suspension, or expulsion from the university. Scholarly Expectations: All works submitted for credit must be original works created by the scholar uniquely for the class.  It is considered inappropriate and unethical, particularly at the graduate level, to make duplicate submissions of a single work for credit in multiple classes, unless specifically requested by the instructor.  Work submitted at the graduate level is expected to demonstrate higher-order thinking skills and be of significantly higher quality than work produced at the undergraduate level. 

Copyright Notice: Some or all of the materials in this course may be protected by copyright. Federal copyright law prohibits the reproduction, distribution, public performance, or public display of copyrighted materials without the express and written permission of the copyright owner, unless fair use or another exemption under copyright law applies. Syllabus Change Policy: Changes to the syllabus may be necessary at times. Communication of any changes will be made via the Announcement tab in Blackboard.

Acceptable Student Behavior: Student behavior that interferes with an instructor’s ability to conduct a class or other students' opportunity to learn is unacceptable and disruptive and will not be tolerated in any instructional forum at UNT. Students engaging in unacceptable behavior will be directed to leave the classroom and the instructor may refer the student to the Dean of Students to consider whether the student's conduct violated the Code of Student Conduct. The university's expectations for student conduct apply to all instructional forums, including university and electronic classroom, labs, discussion groups, field trips, etc. The Code of Student Conduct can be found at https://deanofstudents.unt.edu/conduct.

Cell Phones and Laptop: Students should place cell phones on silent mode when in class. There should be no texting during class. Due to the nature of this course and the importance of engaging one another as well as presenters, laptops may only be used for class purposes.

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Eagle Connect: All students should activate and regularly check their Eagle Connect (e-mail) account. Eagle Connect is used for official communication from the University to students. Many important announcements for the University and College are sent to students via Eagle Connect. For information about Eagle Connect, including how to activate an account and how to have Eagle Connect forwarded to another e-mail address, visit http://eagleconnect.unt.edu/

IA System: The Student Perceptions on Teaching (SPOT) evaluation is expected for all organized classes at UNT. This brief online survey will be made available to you at the end of the semester, providing you a chance to comment on how this class is taught. I am very interested in the feedback I get from students, as I work to continually improve my teaching. I and our program appreciate your time and effort in completing the evaluation. Collection of Student Work: In order to monitor students' achievement, improve instructional programs, and publish research findings, the Department of Teacher Education and Administration collects anonymous student work samples, student demographic information, test scores, and GPAs to be analyzed by internal and external reviewers.

University of North TexasPolicy Statements

Student Conduct and Discipline: Please refer to the UNT Faculty Handbook or your department regarding the Student Code of Conduct Policy.

Academic Honesty Policy: Academic dishonesty is defined in the UNT Policy on Student Standards for Academic Integrity. Any suspected case of Academic Dishonestly will be handled in accordance with University policy and procedures. Possible academic penalties range from a verbal or written admonition to a grade of “F” in the course. Further sanctions may apply to incidents involving major violations. You will find the policy and procedures at http://vpaa.unt.edu/academic-integrity.htm

ADA Policy: If you have a condition that requires accommodation in this course, please notify the instructor during the first week of class. Any necessary or appropriate accommodations will be made provided that timely notice is received, and that the arrangement is consistent with recommendations from Disability Services, when applicable. Students who require this type of assistance should contact the Office of Disability Accommodation (ODA) at (940) 565-4323 or at TTY (940) 369-8652 to make appropriate arrangements. Information on the services provided by the ODA as well as application procedures is available at http://www.unt.edu/oda/index.html

Information on UNT’s policies related to disability accommodations is available at http://policy.unt.edu/policy/18-1-14 . Please note that disability accommodations are not retroactive. Accommodations will be made only after a disability is officially verified.

Student Behavior in the Classroom: Student behavior that interferes with an instructor’s ability to conduct a class or other students' opportunity to learn is unacceptable and disruptive and will not be tolerated in any instructional forum at UNT. Students engaging in unacceptable behavior will be directed to leave the classroom and the instructor may refer the student to the Center for Student Rights and Responsibilities to consider whether the student's conduct violated the Code of Student Conduct. The university's expectations for student conduct apply to all instructional forums, including university and electronic classroom, labs, discussion groups, field trips, etc. The Code of Student Conduct can be found at www.unt.edu/csrr

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