CENTRAL MICHIGAN UNIVERSITY
COLLEGE OF EDUCATION AND HUMAN SERVICES
Department of Teacher Education and Professional Development
Master Course Syllabus
3 (3-0)
Designator & # Full Title of Course Credit (Mode)
I. Bulletin Description: This brief description is the exact wording that appears in the Bulletin. The bulletin description communicates the gist of the course. The rest of the MCS corresponds to this description and provides further explanation and elaboration. Changes to this description must be noted on the Course Related Proposal Form (green sheet). The description is limited to 25 words or fewer. Necessary course-relevant information might exceed the 25 words but must be brief (e.g. Does not count on a major in …”). Cross-listed courses must add “Identical to EDU 222. Credit may not be earned in more than one of these courses.” Online or hybrid courses must add “This course may be offered in an online or hybrid format.”
II. Prerequisites, Pre/Co-requisites, Co-requisites, Recommended:
The MCS should provide a rationale for the prerequisites, pre/co-requisites, co-requisites, and recommended background/preparation.
Prerequisites: (500-level course must have an undergraduate prerequisite –
UG = Junior Status & Grad = Graduate Standing.
Ex.: EDU 330 or Graduate Standing; Junior Status or Graduate Standing) CAD: H-12
List any courses and/or other requirement(s) that must be completed prior to enrolling in a particular course. Examples of prerequisites are, but not limited to: declaration of major or admission to a restricted program; completion of specific courses or sets of courses; completion of a specified number of semester hours; achievement of a specified class level; achievement of specific grades in prerequisite course or sets of courses; permission of the instructor, and department approval. Students who have not satisfied a prerequisite or are not enrolled in the prerequisite at the time of registration will not be allowed to register for the course unless the course instructor makes an individual allowance.
Pre or Co-requisites: List any courses and/or other requirements that students may take prior to or concurrently with the particular course. Students who have already completed the pre-co-requisite or who are enrolling at the same time in the pre/co-requisite will be allowed to register for the particular course. Students who have not satisfied the pre/co-requisite or enrolled in the pre/co-requisite at the time of registration will not be allowed to register for the course unless the course instructor makes an individual allowance.
Co-requisites: List any courses and/or other requirement(s) that students must take concurrently with a particular course. Students enrolled at the same time in the co-requisite will be allowed to register in the course with that co-requisite. Students who are not enrolled in the co-requisite at the time of registration will not be allowed to register for the course unless the course instructor make an individual allowance.
Recommended: List any courses and/or other requirement(s) that might be useful for students to complete prior to enrolling in a particular course. Any listed recommendations are not required. Completion of the recommended courses/requirements will not affect the student’s ability to enroll in a course.
III. Rationale for Course Level:
Courses must provide a rationale for courses level, which may also reflect and be connected to the requisites/recommendations listed above. The rationale should explain why this course is numbered as it is rather than at a higher or lower level. It might state whether the course is an introduction to a content area, assumes past knowledge, or expects upper level rigor.
Suggestions:
This course is for upper-level undergraduate and graduate students who have a background in __. (500-level course)
The amount and complexity of work required make this course appropriate only for graduate and advanced undergraduate students. (500-level course)
This is an introductory course for graduate students with a background in __. (600 level course)
This course is designed only for graduate students because of the expected level of class participation and academic performance. (600 level course)
This ocurse contains complex work that builds upon the knowledge and skills acquired in previous graduate work in __. (700 level course)
IV. Suggested Textbooks:
The instructor usually selects the specific course text. This section should provide full bibliographic information for suggested texts(s) commonly used. This information might help to guide faculty teaching this course for the first time. If a suggested text is older than 5 years, explain why it is included as a suggested text for the course.
Don’t list things such as reserved readings, details about course packs (just say “course pack”).
Don’t list incidentals such as computer disks, paper/pens/pencils, etc.
V. Other Requirements and/or Materials for the Course:
(leave blank if none)
List significant, required course materials and/or activities that are unique to the course. Special requirements might include such things as certifications, performance levels, concert attendance, and exceptional time requirements (such as all day field trip).
For online or hybrid formats, describe in full the requirements and expectation for the course, including areas such as access to technology, any special software or computer programs needed, methods for interaction and expectations for communication with and from students.
VI. Student Learning Course Objectives:
This is a critical section of the Master Course Syllabus. It defines the nature and scope of the course, as well as the desired learning outcomes. All instructors must address these outcomes.
Provide a list of student-centered measureable learning objectives. (Example: Students will be able to articulate the salient differences and similarities between learning theories.). The number of objectives should be sufficient to address the scope of the course and be achievable in the time covered by the course. Learning objectives should also be appropriate to the level of the course and credit hours assigned. Additionally, if desired, include a brief course content description and instructor goals related to the programmatic intention of the course. Language and terminology should be appropriate for the course and comprehensible by the general academic community.
Each professional education course is aligned with the CLEAR Conceptual Framework. The CLEAR Conceptual Framework includes general practices and principles intended to facilitate learning experiences for candidates to help them mature as teachers whose practice is:
C Concept and knowledgedriven: A professional educational practice that is concept and knowledge- driven has, as its foundation, content knowledge.
LEA LEArner centered: A professional educational practice that is learner-centered focuses on the cognitive, affective and physical needs, and characteristics of each learner.
R Reflective: A reflective professional practice is guided by research and knowledge of the diverse educational environments prevalent in our society.
Candidate Performance Outcomes
Each course, required or elective, in the professional education sequence of courses is reflected in the unit assessment system. Candidates in programs of the Professional Education Unit are assessed using the six Candidate Performance Outcomes of the CLEAR Conceptual Framework. The listed course objectives are referenced to the six outcomes including:
S- Subject matter outcome – Candidates will demonstrate a thorough knowledge of their subject matter by successfully completing an approved program of study.
Pe- Pedagogy outcome – Candidates will demonstrate knowledge of instructional skills and learner characteristics, sufficient to systematically design and deliver instruction.
A- Assessment outcome – Candidates will successfully design, implement, analyze, and critique student assessments to improve learning and teaching.
T - Technology outcome – Candidates will demonstrate the ability to use appropriate instructional technology for information management, communication, and instruction.
D- Diversity outcome – Candidates will design and deliver effective instruction to diverse populations of learners.
Pr- Professionalism outcome – Candidates will demonstrate the professional dispositions and knowledge of school operations necessary to be successful in the classroom.
CSET: Certification Standards for Elementary Teachers (CSETs are required for elementary courses that are also listed as a degree required course. CSETs are not required for an elementary course listed on a major/minor that is not listed as a degree required course. CSETs can’t be removed if they are already on the official MCS.)
Six standards found on the Michigan Department of Education Website (www.michigan.gov/mde)
Search: Elementary Certification Standards
(Can insert individual program standards that relate to individual program HERE)
After successful completion of this course, the student will be able to:
Please refer to Bloom’s Taxonomy and use verbs that are appropriate for the level of course (if you need a copy of Bloom’s please see Lori). This section is being looked at VERY closely!
1. List the factors that have accounted for the use of technology in distance education. (C; S, Pe, T) (CSET: 2.1, 3.3, 3.5)
2. Distinguish between the concepts of telecommunication, distance learning, and two way interactive television. (C; ) (CSET: 2.1, 3.3, 3.5)
3. Write a practical distance learning plan for an instructional situation. (C,LEA; ) (CSET: 2.1, 3.3, 3.5)
4. Discuss the challenges of evaluation and assessment in applications of distance learning. (C; ) (CSET: 2.1, 3.3, 3.5)
5. Describe two or more educational models which demonstrate innovative distance learning technologies. (C,LEA) (CSET: 2.1, 3.3, 3.5)
6. Utilize distance learning technology to teach in an instructional situation. (C,LEA,R; ) (CSET: 2.1, 3.3, 3.5)
VII. Suggested Course Outline:
This section lists the topics to be covered, and the learning activities/assignments designed to achieve the stated objectives. In the outlined sequence of topics, include when and where types of evaluations are likely to occur. Presenting the outline in this way helps students to understand the purpose for the activities and how they will be evaluated.
For the outline, indicate a sequence of topics that reflects a logical division of the course. The scope of topics must be aligned with the stated learning objectives for the course. The topics may be divided by time in hours or by weeks. A 3-creeddit course involves approximately 40 contact hours of instruction. Adaptations to this timeframe (courses in either compressed or extended timeframes or in hybrid or online formats) are expected to maintain the requisite number of contact hours.
If the course has an online addendum and this section is done in hours, then addendum can say “no change” (if there is no change).
If the course has an online addendum and this section is done in 16 weeks, please make sure the outline section on addendum is done in either hours or ‘8-week’ format.
SAMPLE Format:
I. Studying human Development (24 hours)
A. What is development?
B. History of childhood as a developmental period
II. Biological Basis of Development (24 hours)
A. Evolution and the human species
B. Genetic influence, mechanisms
Total Hours: 48 hours
Outline needs to be done in either weeks or hours (preferably hours):
3 credit class = 16 weeks or 48 hours
2 credit class = 10.66 weeks or 32 hours
1 credit class = 5.33 weeks or 16 hours
Due to the change in the academic calendar Senate now states the outline has to be divided into percentages instead of hours or weeks:
# of hours divided by 48 total hours = percentage
(ex. 5 hours divided by 48 total hours = 10.00%)
(ex. 5.5 hours divided by 48 total hours = 11.45%)
(ex. 6 hours divided by 48 total hours = 12.50%)
(ex. 8 hours divided by 48 total hours = 16.60%)
(ex. 9 hours divided by 48 total hours = 18.75%)
VIII. Suggested Course Evaluation:
Evaluation methods and assignments/activities should be appropriate to the learning objectives and teaching methods of the course. Include suggested relative weights and/ or ranges, e.g., a midterm exam is worth 15%, a research paper is worth 20%, a final exam is worth 30%. Hybrid or online formats must indicate any unique evaluation methods or activities. Descriptions of types of evaluations are suggested to help others teaching the course.
Make sure total evaluation equals 100%
& don’t use the word “attendance”; attendance can be added into participation THEN include “participation in what?” such as “attendance and participation (daily work and group discussions)”.
SAMPLE
Class attendance and participation (daily discussion and group work) 15%
Written assignments and/or reflective responses 30%
Quizzes and final exam 25%
Ten hours of observation/participation in K-12 classrooms, plus
teacher and student interviews 20 %
Book review assignment and movie analysis 10%
Total: 100%
IX. Bibliography
Master syllabus bibliographies should be broad enough to: 1) provide substantial and current documentation for the scholarly content of the course; 2) provide a range of resources that help to define the scope and content of the course for faculty who might teach this course; 3) provide a substantial body of knowledge on which students may draw for their studies. Therefore, master course syllabus bibliographies list standard works on the topic and include a substantial set of materials that reflect current scholarship on the major issues and themes of the course. Current scholarship is that which has been published within the past five years. Bibliographies should include items presented in a form appropriate to the discipline of the course and should be alphabetical by author for ease of access.
The following section is informational only – do not add “X. Special Instructions:” to the MCS, just following instructions if they apply.
X. Special Instructions:
Central Michigan University supports a variety of curricular initiatives that require special attention. The specific criteria used to evaluate these courses are detailed below.
Courses Numbered 500 to 599: The faculty realize the inherent difficulty with attempting to draw firm boundaries between advanced undergraduate and introductory graduate courses. Therefore, both graduate and undergraduate students are allowed to enroll in courses numbered in the 500s, and this requires specific attention to establishing criteria associated for each group of students. Because courses at the 500 level serve both undergraduate and graduate students, their syllabi must clearly reflect the different requirements for these two groups of students. In order to meet approval at the 500 level, the proposal must:
Ø Specify within the Rationale section of the Master Course Syllabus why the course is best positioned at the 500 level.