National University

Course:	DHH609 - Student Teaching Seminar
Lead Faculty
Last revised:	Date: October 01, 2010    By:
Textbook:	For the correct edition of the textbook assigned to a specific class, go to: http://www.nutextdirect.com
Course Description: Integrates theory and current research findings to situations encountered in the student teaching experience. Content areas include portfolio preparation, reflection of successful teaching strategies and solutions to challenges that occur in the classroom, collaboration and legal and ethical issues related to the teaching profession. Grading is by H, S, or U only.
Course Learning Outcomes: Each candidate exhibits intellectual integrity, serves students honestly, protects their privacy, respects their work, and sustains open discussion of ideas. Each candidate assesses his or her own progress, accepts professional advice, considers constructive criticism, and engages in a continuous program of professional development. Each candidate demonstrates knowledge and understanding of various legal mandates for equity in special education, including but not limited to, the Individuals with Disabilities Education Act (IDEA-Part B and Part H), the Americans with Disabilities Act (ADA), and the Rehabilitation Act of 1973 (Section 504). Each candidate is provided with opportunities to link theory and research to practice. Each candidate utilizes instructional, advisement, and curricular practices that offer equitable access to program content and career options. These practices are designed to maximize the potential of diverse learners. Each candidate in a special education program works with and across age/grade ranges authorized by the credential. This may include preschool, elementary, secondary, and postsecondary students with disabilities and their families. These activities may include, but not be limited to, planning meetings, student study teams, workshops, and direct parent contacts. Each candidate participates in analytical discussions, guided opportunities for reflection and a combination of experiences in diverse settings serving infants and toddlers in preschool, elementary, middle, and secondary schools, and/or adult settings that relate to course work in the program. Each candidate engages in consultation and collaboration with teachers, students, families, administrators, specialists and other related service and agency personnel during their field experiences. Each candidate is knowledgeable about the components of positive behavior management plans and techniques of positive behavior intervention. Each candidate demonstrates knowledge of the legal limitations and responsibilities of educators in dealing with acting out and/or violent behaviors as well as other inappropriate behavioral excesses of students. Each candidate demonstrates ability to effectively manage and respond to student conduct in individual, small group and/or large group activities as appropriate to the credential, and demonstrates the ability to identify and defuse situations that may lead to conflict or violence. Each candidate also participates in site meetings, parent conferences and other activities involving schools and community agencies. Each candidate works together with the individual, family members, friends and relevant agencies for long-term planning of educational and community services, with attention to personal priorities, concerns and needed resources. Each candidate consults with specialized health care and nursing specialists in the provision of services to individuals with disabilities. Each candidate demonstrates the ability to guide and facilitate the work of paraprofessionals, peer tutors, interpreters, and volunteers within the context of the learning environment. Each candidate demonstrates the ability to develop, modify and implement instruction based on assessment information and to use instruction for diagnostic purposes. Each candidate demonstrates the ability to select, adapt, administer, interpret and explain assessments and made recommendations in relation to a deaf or hard of hearing student’s placement and progress in an educational program.

Recommended Course Grading (expressed as percentages):

A	96-100	B+	87-89	C+	77-79	D+	67-69
A-	90-95	B	84-86	C	74-76	D	64-66
		B-	80-83	C-	70-73	D-	60-63

Grading Factors:
Each instructor is responsible for identifying several specific grading components and the weight to be assigned to each component. The following are examples only, and are not meant to be all inclusive:

• Weekly quizzes
• Midterm exam(s)
• Homework assignments
• Participation in classroom or chatroom discussions
• Participation in threaded discussions (online only)
• Short papers, term papers, and the like
• Individual and/or group projects (written and possibly oral presentation)
• Case study analysis and discussion
• Field experience report
• Final exam (comprehensive)

Definition of Grades:

Undergraduate Courses
A	Outstanding Achievement	Significantly exceeds standards
B	Commendable Achievement	Exceeds standards
C	Acceptable Achievement	Meets standards
D	Marginal Achievement	Below standards
F	Failing *

Graduate Courses
A	Outstanding Achievement
B	Commendable Achievement
C	Marginal Achievement
D	Unsatisfactory *
F	Failing *

* Students receiving this grade in a course that is required for his/her degree program must repeat the course.

I

Incomplete A grade given at the discretion of the instructor when a student who has completed at least two-thirds of the course class sessions and is unable to complete the requirements of the course because of uncontrollable and unforeseen circumstances. The student must convey these circumstances (preferably in writing) to the instructor prior to the final day of the course. If an instructor decides that an "Incomplete" is warranted, the instructor must convey the conditions for removal of the "Incomplete" to the student in writing. A copy must also be placed on file with the Office of the Registrar until the "Incomplete" is removed or the time limit for removal has passed. An "Incomplete" is not assigned when the only way the student could make up the work would be to attend a major portion of the class when next offered. An "I" that is not removed within the stipulated time becomes an "F." No grade points are assigned. The "F" is calculated in the grade point average.

W

Withdrawal Signifies that a student has withdrawn from a course after beginning the third class session. Students who wish to withdraw must notify their admissions advisor before the beginning of the sixth class session in the case of graduate courses, or before the seventh class session in the case of undergraduate courses. Instructors are not authorized to issue a "W" grade.

Plagiarism:
Plagiarism is the presentation of someone else's ideas or work as one's own. Students must give credit for any information that is not either the result of original research or common knowledge. If a student borrows ideas or information from another author, he/she must acknowledge the author in the body of the text and on the reference page. Students found plagiarizing are subject to the penalties outlined in the Policies and Procedures section of the University Catalog, which may include a failing grade for the work in question or for the entire course. The following is one of many websites that provide helpful information concerning plagiarism for both students and faculty: http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml

Ethics:
Ethical behavior in the classroom is required of every student. The course will identify ethical policies and practices relevant to course topics.

Technology:
Students are expected to be competent in using current technology appropriate for this discipline. Such technology may include word processing, spreadsheet, and presentation software. Use of the internet and e-mail may also be required.

Diversity:
Learning to work with and value diversity is essential in every class. Students are expected to exhibit an appreciation for multinational and gender diversity in the classroom.

Civility:
As a diverse community of learners, students must strive to work together in a setting of civility, tolerance, and respect for each other and for the instructor. Rules of classroom behavior (which apply to online as well as onsite courses) include but are not limited to the following:

• Conflicting opinions among members of a class are to be respected and responded to in a professional manner.
• Side conversations or other distracting behaviors are not to be engaged in during lectures, class discussions or presentations
• There are to be no offensive comments, language, or gestures

Students with Disabilities:
Students seeking special accommodations due to a disability must submit an application with supporting documentation, as explained under this subject heading in the General Catalog. Instructors are required to provide such accommodations if they receive written notification from the University.

Writing Across the Curriculum:
Students are expected to demonstrate writing skills in describing, analyzing and evaluating ideas and experiences. Written reports and research papers must follow specific standards regarding citations of an author's work within the text and references at the end of the paper. Students are encouraged to use the services of the University's Writing Center when preparing materials.

The following website provides information on APA, MLA, and other writing and citation styles that may be required for term papers and the like: http://library.nu.edu/FindResources/ReferenceTools/citations.html

National University Library:
National University Library supports academic rigor and student academic success by providing access to scholarly books and journals both electronically and in hard copy. Print materials may be accessed at the Library in San Diego or through document delivery for online and regional students. Librarians are available to provide training, reference assistance, and mentoring at the San Diego Library and virtually for online or regional students. Please take advantage of Library resources:

URL: http://library.nu.edu.

Contact the Library:

• RefDesk@nu.edu
• (858) 541-7900 (direct line)
• 1-866-NU ACCESS x7900 (toll free)

Use the Library Training Tools (on the Library Homepage) for additional help

• Recorded class presentations
• Tutorials & Guides (APA/MLA, Peer-Review, and more)