APPENDIX B UNM IRB
CIMTE 590 Seminar - Capstone
Spring 2009| Section 401, 3cr. hrs.
Thursdays | 5-8pm | Rm#: UC
221
Instructor, Dr. Frances Vitali | fvitali@unm.edu
505.566.3480 (unm) | 324.0894
(home) | 330.1536 (cell)
Offices: #233
Reflection/Communication
BLOG at http://unm-farmington.tripod.com/590seminar
Course Description:
This course serves as a capstone for
the Master’s program in elementary or secondary education. Students will
develop the practitioner project begun in CIMTE 501, Practitioner Research,
into a research project to be presented at the end of the semester. In the process they will review and apply learning
from courses taken throughout their program. At the end of the semester, a
final draft of the research project will be written and presented orally for
their learning community and UNM reviewers as part of their ORAL EXAM
Presentation, April 4, 2008.
Rationale:
All students in the Master’s program
will take this course. Its purpose is to
enable students to meet with each other and with faculty mentors in order to
plan and receive feedback on the research projects. Students will meet regularly in
research/writing groups as they work on their projects during the
semester. The project will enable
students to document their excellence and expertise as classroom teachers and
research practitioners. An anthology of their practitioner research projects
will be compiled. This course resonate with the UNM vision and mission emphasizing
the study and practice of educational research. Each practitioner addresses an
educational issue of critical value to them and their teaching practice. As
teacher researchers their roles as collaborators accountable for implementing,
analyzing and disseminating their educational research enhance their
professional integrity and expertise within their respective classrooms and
beyond.
Text : Available in SJC Bookstore:
Association. [ISBN: 1557987912]
Materials needed:
Completed
practitioner research and IRB proposal from CIMTE 501 course.
Course Support:
Reflection/Communication BLOG at
http://unm-farmington.tripod.com/590seminar
UNM Graduate
Writing Lab Phone Support (277-0462 w/Greg, Izabella, Lucy, Matthew) at writing@unm.edu
Course
objectives:
•
To further develop and complete the inquiry project started in CIMTE
501, Practitioner Research, CIMTE 501.
•
To receive feedback on the development of the teacher research project.
• To work independently in the research process
in accordance to timelines and deadlines.
•
To prepare a written and oral presentation of the teacher research
project.
• To demonstrate competence in professional collaboration
and academic oral and written communication.
Course
Requirements:
•
The research project to be developed, implemented and presented this
semester is the same one for which a preliminary proposal and IRB was generated
the previous semester in CIMTE 501.
•
The manuscript should conform to APA style. APA style is the convention
of language used by professional academic communities which communicates
through uniform standards regarding capitalization, punctuation, spelling, use
of terms, formats, and citing resources in sharing research.
•
Utilize services of
•
Academic integrity will be honored according to UNM policy on Dishonesty
in Academic Matters. See plagiarism statement below.
•
Cell phones should be turned off during class to avoid disrupting the
flow of ideas for other students and the instructor. Please take care of phone
calls before or after class.
• Out of collegial respect and in fostering a courteous
and caring learning environment, all electronic devices are to be turned off or put on manner mode to avoid unnecessary
distraction or interruption during class sessions. Please communicate any questions or concerns you may
have regarding this request with the instructor.
• Engage in professional opportunities to share
your research, such as at the Tenth College of Education Graduate Student Colloquium in February 2009 at
UNM Albuquerque. (http://coe.unm.edu/GraduateColloquium)
•
Instructional Strategies:
Instructors and graduate students will be involved
in the following ongoing collegial learning interactions: peer writing groups,
guided reading, reciprocal learning, reflection/communication blog, individual
conferences, and mentoring.
Teacher practitioners will be encouraged to
participate in the Eleventh College of Education
Graduate Student Colloquium, in February 2009 UNM Albuquerque. (http://coe.unm.edu/GraduateColloquium)
Evaluation:
General Goal Requirements: extensive use
of relevant resources, research of literature, and contacts in the field |
meets all deadlines | attendance and active participation in all seminar sessions
and writing group | in depth level of inquiry and problem-solving applied |
quality of reflection | evidence of inquiry and problem-solving in collecting
and interpreting data |
•
Assignments will include regular reflections on the development of the project,
a thorough study of the selected research question(s), rough and final drafts
of the project paper, class presentations, writing group presentations, and
final oral exam presentation.
•
For the research paper, current APA style is expected in form and for
reference citations; and all spelling, grammar, and writing mechanics should be
correct.
•
Completion of various aspects of the project should follow timelines
selected with the assistance of the faculty advisor, reviewers, and writing
group members.
• The final course grade will be
determined by seminar participation, writing group involvement and research
project completion as follows:
Evaluation
Final course grade will be determined by research project quality &
completion evidenced by the five dimensions of learning and course strands.
In order to receive credit for the course, a
grade of “B” or better must be attained.
|
A+ |
Distinguished completion of all Research Invitations with adherence to
timelines and scholarly evidence across the five dimensions of learning and
course strands. |
|
A |
Exemplary completion of all Research Invitations with adherence to all timelines. Evidence of
significant
development across the five dimensions of learning and course strands. |
|
B |
Satisfactory completion of all Research Invitations. Evidence of acceptable development
across the five dimensions of learning and course strands. |
Attendance Policy:
Attendance is required at all classes. Arrive on time to allow
classes to begin (and end) at their scheduled times. Attendance and punctuality
are crucial professional responsibilities. Thus, you should come to all classes
well prepared to assume an active and thoughtful role in class and scheduled
activities by having read all required readings and completed all class
assignments.
If you are absent two times this semester, arrange to meet with
your instructor to discuss extenuating circumstances and whether it is
advisable to continue the course. "The reporting of absences does not
relieve the student of responsibility for missed assignments, exams, etc. The
student is required to take
the initiative in arranging to make up missed work, and it is
expected that faculty will cooperate with the student in reasonable
arrangements in this regard." (UNM Pathfinder).
It is your responsibility to check in with the
Instructor and your writing group after the missed class for all make up work.
Accommodation
Statement
The Americans with
Disabilities Act (ADA) is a federal anti-discrimination statute that provides
comprehensive civil rights protection for persons with disabilities. Among
other things, this legislation requires that all students with disabilities be guaranteed a learning environment that
provides for a reasonable accommodation of their disabilities. If you have a
disability requiring accommodation, please contact me as soon as possible to
make arrangements. For more information, contact the instructor.
Plagiarism Statement
Plagiarism is the
presentation as original work by a writer of ideas, words, or thoughts
belonging to someone else. You must
provide a reference indicating the source of any specific words borrowed from
another source. Any project containing
incidents of plagiarism will receive no credit or grade. Plagiarism is a serious offense in any
college course and can lead to failure in that course or expulsion from UNM.
Accreditation Information
The
"Don't aim for success if you want it;
just do what you love and it will come naturally."
--David Frost
The following NM Teacher Competencies Master
Teacher-Level III and UNM COE Understandings, Practices & Professional
Identity (U,P,I) are
addressed in this course: III.B. Involve students in
establishing instructional direction and plans.( P) III.E. Engage students in
the analysis and evaluation of their learning and adjust instruction based
on their feedback.( U,P) III.F. Communicate
regularly with students about their progress. (P,I) IV.B. Select the most
effective teaching techniques to address a variety of student learning
levels, styles, and needs as well as diverse interests and backgrounds.
(U,P) V.A. Design and use
multiple methods of measuring student understanding and growth. (U,P) V.B. Integrate assessment from multiple sources into instructional
planning and improvement. (U,P) V.C. Maintain
documentation of student progress.(P) VI.C. Engage students in
establishing expectations for building a learning community in the
classroom. (U,P,I)
CIMTE 590 SEMINAR | TENTATIVE SCHEDULE | Spring 2009
Jan.
22 Session #1
INTRODUCTION Guidelines
Accountability/Ethics
Guidelines
Meet
with Writing Groups-Question
Meet
with Cohort Families
Syllabus:
Highlights of
Process | Checklist|
Reflection/Communication
BLOG at
http://unm-farmington.tripod.com/590seminar
Jan.
29 Session #3
Research Design/Data
Collection/Results Guidelines
Data Analysis & Interpretation
Guidelines
Sign-up
for Progress Updates
Individual
Conferences
Writing Group: Introduction, accountability,
design, data collection,
data
analysis & previous sections
Feb.
5 Session #4
6pm
Alumnae Panel Discussion
Results, Recommendations
& Reflection Guidelines
APA
– in text
citations/personal communication
APA
– figures/tables/charts/appendixes
Writing Group: results, recommendations,
reflections
& previous sections
Feb.
12 Session #5
Work & Write on your
own
Feb.
19 Session #6
Writing Group: (meet on
your own)
WRITING GROUP (WG) is a
support and response/feedback group with the following RESPONSIBILITIES
& ETHICS: ·
Share draft copies with
members; ·
Have copies of drafts
for each member to read; ·
Decide time and content
for discussion with ·
Each member expected to
participate. Each group member is responsible and
accountable to each other with meeting timelines, deadlines, being
prepared, giving and receiving feedback. Each member is responsible for
communicating honestly, collegially and sensitively for the benefit of
everyone in the group.
Feb.
25 Graduate Student Colloquium
Feb.
26 Session #7
Copy
of Rough Draft [what you have]
Writing
Group: choose section you want to focus
on
for writing group feedback
March
5 (Midterm) Session #8
ROUGH DRAFT
CONFERENCE:
Complete
your midterm reflections and email to fvitali@unm.edu
TBA:
Coila, Vicki, Mary,
March
12 Session #9
Prepare for Oral Exams
Researcher’s Chair: Research Presentation
(abbreviated version)
March
19 Session #10
Researcher’s Chair &
Preparation for oral exams
Pictures
& Practitioner Reflections for Anthology FINAL DRAFT
DUE
Including:
Abstract, Title Page & brief academic bio
March
23
SPRING BREAK
Friday,
April 3 Session #11
ORAL EXAMS
April
9 Session #12
Debrief & Celebration-Si
Seńor Restaurant
Completed Final Report,
signed & dated
See
you at Graduation!
___________________________________
·
Vicki Holmsten & Mary
Schumaker-Hoerner may be available for consultation during our seminar.
·
Individual conferences can
be arranged anytime throughout the semester.
·
·
Graduate students who are
not able to complete their final drafts during Spring 2008 semester will have
the summer in which to do so. [This does not include Summer 2008 graduates.]
Course Strands and Dimensions of Research
Means of interpreting and assessing
student achievement will involve Course
Strands and Dimensions of Learning.
Course Strands
1. communication 2.
research/content 3. technology,
and 4. collaboration
Five Dimensions of Learning
Given the Course
1. Confidence and
Confidence and independence in your own reading, writing, and thinking
abilities. We see growth and development when learners' confidence and
independence become coordinated with their actual abilities and skills, content
knowledge, use of experience, and reflectiveness about their own learning. The
overconfident student learns to ask for help when facing an obstacle; the shy
student begins to trust her own abilities and begins to work alone at times, or
to insist on presenting her own point of view in discussion. In both cases,
students develop along the dimension of confidence and independence.
2. Skills and Strategies
Specific skills and strategies involved in composing and communicating
effectively, from concept to organization to polishing grammar and correctness,
and including technological skills for computer communication and adherence to
APA style. Skills and strategies represent the "know-how" aspect of
learning. When we speak of "performance" or "mastery," we
generally mean that learners have developed skills and strategies to function
successfully in certain situations. In this course, it will be communicating as
pre-service educators in wrapping your own ideas and questions around what educating linguistically diverse children means and how as professionals
we can meet these needs in a classroom.
3. Knowledge Content
Knowledge and understanding refer to the "content" knowledge you gained
in the process of your research, writing, and communication technologies for
expression. Knowledge and understanding is the most familiar dimension,
focusing on the "know-what" aspect of learning. What do I know about
this content and how can I extend my learning on different levels? What is my professional
role in nurturing a diverse learning environment in my classroom?
4. Use of Prior and Emerging Experience
The use of prior and emerging experience involves the ability to draw on your
own experience and connect it to your work. A crucial but often unrecognized
dimension of learning is the ability to make use of prior experience as well as
emerging experience in new situations. It is necessary to observe learners over
a period of time while they engage in a variety of activities in order to account
for the development of this important capability, which is at the heart of
creative thinking and its application. In focusing, reflecting and designing your
own research project and agenda, your prior experience might be tapped to help
scaffold new understandings, or consider how ongoing experience shapes the
content knowledge or skills and strategies you are developing.
5. Critical Reflection
Reflection refers to your developing awareness of our own learning process, as
well as more analytical approaches to reading, writing, and communication. When
we speak of reflection as a crucial component of learning, we are not using the
term in its commonsense meaning of reverie or abstract introspection. We are
referring to the development of your ability to step back and consider a
situation critically and analytically, with growing insight into your own
learning processes, a kind of metacognition.
It is important that you are made aware of the course strands
and the five dimensions of learning. This evaluative process provides a
framework with which you can see and evaluate your own growth. As researchers,
you are measuring your own learning given the strands and dimensions,
considering them in relation to your prior and current learning.
EVALUATION
& ASSESSMENT
communication, research, technology, and
collaboration
February
28
Summary interpretation of observations as evidenced
in the five dimensions of learning.
1.
Five
dimensions of learning:
Midterm
evaluation
________________________________________________
April
8
Final
Summary = UNM IRB Final Report submitted, signed and dated due April 8
Form
available online at http://hsc.unm.edu/som/research/HRRC/docs/MCClosure.doc
Final
evaluation
PROVIDE WRITTEN MIDTERM & FINAL SUMMARIES AND
EVALUATIONS FOR CONFERENCES or email as attachments to instructor.
|
Writing Group a |
Advisor(s) Conferred a |
Finished a |
SECTIONS |
NOTES |
|
Date |
Date |
1/29 |
INTRODUCTION-What I wanted to know (research
question) and why it’s worth knowing, including reference to reading that has
helped bring me to this point in my thinking. |
|
|
Date |
Date |
1/29 |
Accountability/Ethics-What I have done to
share this information with people to whom I am accountable. Safeguards in
place to protect co-researchers/students. |
|
|
Date |
Date |
1/29 |
Research
Design/Data Collection-What I systematically did to answer the question. |
|
|
Date |
Date |
1/29-3/5 |
Results-What I found out – the
facts. MIDTERM INDIVIDUAL CONFERENCE |
|
|
Date |
Date |
3/12 |
Interpretation/Data
Analysis-What
I think this means, including relating this project to my vision of myself as
a teacher/scholar. |
|
|
Date |
Date |
3/19 |
Recommendations-What I will do with
this, including new questions and where this takes me next. |
|
|
Date |
Date |
3/19 |
Reflections-My own thoughts at this
point. |
|
|
Date |
Date |
1/29 & 3/19 |
Resources/Reference
List (APA style) |
|
|
Date |
Date |
3/19 |
Abstract-brief comprehensive
summary of your research (100 words approximately) |
|
|
Date |
Date |
3/19 |
Author
Academic Bio & Title Page for final copies and
anthology collection |
|
|
Date |
Date |
3/19 |
FINAL DRAFT
DUE |
|
|
April 3 |
|
4/3 |
Oral
Examination Presentation Present research story to
academic community |
|
|
April 9 |
|
4/8 |
UNM IRB
Final Report
completed, signed, dated and submitted to principal investigator to send to IRB to close practitioner
research project. |
|
Conceptual Framework for Professional Education:
Professional
Understandings, Practices, and Identities
“Those who can do. Those who
understand teach.” - Lee Shulman
The
Understandings frame the identity and practice of educational professionals. We
seek to help students better understand:
Human Growth and Development - Patterns
in how individuals develop physically, emotionally, and intellectually. How to
provide conditions that promote the growth and learning of individuals from
diverse cultural and linguistic backgrounds, including those with special
learning needs.
Culture and Language - The nature
of home, school, community, workplace, state, national, and global contexts for
learning. How social groups develop and function and the dynamics of power
within and among them. How language and other forms of expression reflect
cultural assumptions yet can be used to evoke social change. How one’s own
background and development shape understanding and interaction.
Content of the Disciplines The
substance of the disciplines you teach—the central organizing concepts and
factual information—and the ways in which new knowledge is created, including
the forms of creative investigation that characterize the work of scholars and
artists.
Pedagogy - Theory and research on
effective educational practice. How to create contexts for learning in and
across the disciplines. How to assess student learning and design, plan, and
implement instruction to meet the needs of learners. How to evaluate
educational practice.
Technology - Effects of media and technology
on knowledge, communication, and society. How to critically analyze and raise
awareness of the impact of media and technology. How to use current technology.
Professional Issues - The social
and political influences on education, both historically and currently. Local,
state, and national policies, including requirements and standards. How to
critically analyze and participate in the formation of educational policy.
Strategies for leadership, collaboration, and research.
Nature of Knowledge - How
knowledge is constructed within social contexts, including the academic
disciplines. The differences and connections among the knowledge constructed in
different social contexts. How to conduct inquiry into the nature of knowledge
within and across the disciplines.
These practices enable students, as professionals, to apply
their understandings, and implement
the following qualities in their instruction:
Learner-Centered - Students’
past experiences, cultural backgrounds, interests, capabilities, and
understandings are accommodated in learning experiences. Routines promote
learner risk-taking and allow learners to take increasing control of their own
learning and functioning.
Contextual - Experiences engage learners in
ways of thinking, doing, talking, writing, reading, etc., that are indicative
of the discipline(s) and/or authentic social contexts. Ideas and practices are
presented with the richness of their contextual cues and information. Learners
are provided with models and opportunities to reflect on their experiences and
to relate their learning to other social contexts.
Coherent - Learning experiences are
organized around the development of concepts and strategies that learners need
in order to participate in other similar situations. Learners are assessed on
what they had the opportunity to learn.
Culturally Responsive - Diversity is
valued, and learners are helped to become aware of the impact of culture on how
they and others perceive the world.
Technologically Current - Available
technology facilitates learning. Learners are helped to understand the effect
of media on their perceptions and communication.
Developing a professional identity is central to lifelong
growth as a professional educator. The
Caring - Attentive to learners,
willingness to listen and withhold judgment, and ability to empathize while
maintaining high expectations for learner success.
Advocacy - Committed to ensuring equitable
treatment and nurturing environments for all learners.
Inquisitiveness - Habitual
inquiry into the many, ever-changing ways in which knowledge is constructed,
how people learn, and how educators can support learning.
Reflection-in-Action - Able to
analyze, assess and revise practice in light of student learning, research and
theory, and collegial feedback.
Communication - Skilled in
speaking, writing, and using other modes of expression.
Collaboration - Able to work
cooperatively with students, parents, community members, and colleagues.
Ethical Behavior - Aware of and
able to work within the ethical codes of the profession.