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Course Syllabus for LLSS 568: Alternative Assessment Practices for English Language Learners

Fall 2017, Tuesdays 4:15-6:45, Education 204

Instructor: Julia Scherba de Valenzuela, Ph.D. Office: Hokona Hall 254Email: devalenz@unm.eduUNM Website address: http://www.unm.edu/~devalenz/ Office Hours:

Mondays, 4:30-5:30 (Satellite coffee shop on University Blvd., just north of Lomas) Thursday, 4:00-5:30 (Hokona Hall, 254) Friday mornings, 10:00-11:30 (Hokona Hall 254)

Please schedule ahead of time by email if you would like an appointment. Please let me know what days and times that typically work for you from those above (e.g., Mondays 4:30-5:30) and I’ll give you the next available appointment that fits your schedule.

The following information is included in this syllabus: Class Schedule Course Design APA Citation for Assigned Readings Assignments and Grading Detailed Assignment Descriptions Course Policies COE Conceptual Framework

Class Schedule 2

TENTATIVE Class Schedule: LLSS 568, Fall, 2017

Week #1: August 22, 2017Topic: Introduction:

Introducing course participants Defining major topics related to the assessment of second language learners

Week #2: August 29, 2017Topic: Key concepts in assessment – introducing the notion of fairness

Readings due: Assignments due: AERA, APA, and NCME (2014) chapter 3 -

Fairness Jiang (2017)

Week #3: September 5, 2017Topic: Language use differences (language variation is more than grammar, vocabulary, and pronunciation)

Readings due: Assignments due: Corson (2001), chapters 3 and 4 Plagiarism certificate

Week #4: September 12, 2017 Topic: Issues of language assessment for speakers of Native languages Guest Speaker: Dr. Christine Sims

Readings due: Assignments due: Benally & Viri (2005) 1st key article posted to UNMLearn

Week #5: September 19, 2017 Topic: Critical Issues – first key article reviews

Readings due: Assignments due: Self-selected 1st key article review

Class Schedule 3

Week #6: September 26, 2017Topic: Cultural ways of learning: implications for assessment in school settings

Readings due: Assignments due: Philips (1983) Basso (1971) Schiffrin (1984)

2nd key article posted to UNMLearn

Week #7: October 3, 2017 Topic: Critical Issues – second key article reviews

Readings due: Assignments due: Self-selected 2nd key article review

Week #8: October 10, 2017

No class – individual preparation for upcoming critical issues paper

Week #9: October 17, 2017 Topic: Critical issues facilitated by students

Readings due: Assignments due: TBA by presenters critical issues paper

Week #10: October 24, 2017 Topic: Critical issues facilitated by students

Readings due: Assignments due: TBA by presenters

Week #11: October 31 Topic: Critical issues facilitated by students

Readings due: Assignments due: TBA by presenters

Class Schedule 4

Week #12: November 7, 2017 Topic: Informal presentation of assessment critiques

Readings due: Assignments due: none Assessment description and critique paper

Week #13: November 14, 2017 Topic: Informal presentation of assessment critiques

Readings due: Assignments due: none

Week # 14: November 21, 2017 Topic: Informal presentation of assessment critiques

Readings due: Assignments due: none

Week #15: November 28, 2017 Topic: Manifesto presentations & discussion about pulling things together

Readings due: Assignments due: none Assessment manifesto

Week #16: December 5, 2017Topic: Informal presentations of action plans and wrap-up

Readings due: Assignments due: none Action plans

Verification of completion of final course evaluation

Course Design 5

Course Design

1.) Julia's vision and mission statement for teaching:

Vision: A classroom climate that fosters thoughtful and respectful consideration of alternative viewpoints and ideas, personal ownership of learning, and individual construction of personally meaningful knowledge.

Mission: To facilitate the collaborative construction of the above learning environment via attention to the following:

Whole and small group dynamics; Increased literacy in academic discourse (comprehension and production, oral and written); and Opportunities for active engagement with course content and materials.

2.) Course Description: The purpose of this course is to explore issues related to the assessment of English/second language learners. Participants will engage in discussions about language practices and patterns of language use among cultural and linguistically diverse populations that may be misunderstood as language deficiencies. We will consider the dilemma of using traditional assessment instruments, such as standardized tests, and explore a variety of alternative assessment methods. The course will also explore the implications of testing practices and their impact on various student constituencies, the underlying motivations that influence high stakes testing in schools, and the potential for more meaningful forms of assessment.

3.) Course Structure:I designed this course so that students will interact actively with the course material. Whole and small group discussion, rather than instructor lecture, will make up the bulk of in-class sessions. In order to participate in the in-class activities, you must thoroughly read all of the assigned readings and complete all assigned learning activities before arriving at class each week. Because this is so important, I have assigned a reading homework activity that will help you prepare for each class session.

Graded assignments are both learning activities for you and provide me the means to determine your final grade. The graded assignments will require you to analyze, synthesize and evaluate course materials and demonstrate application of critical thinking. I strongly encourage you to read all of the information in this syllabus regarding each assignment well ahead of the due date and to communicate with me about your understandings and/or questions regarding each assignment.

4.) Instructional StrategiesBased on the philosophy of Universal Design, I will:

Use a variety of teaching strategies, including interactive presentations, individual writing assignments, small group activities, and whole class discussion.

Ensure that content is available in multiple formats: I will augment the oral presentations with PowerPoint slides that will be available in advance on the class outline pages on the course website (www.unm.edu/~devalenz); the required readings are available in electronic format on UNM Learn (learn.unm.edu).

Course Design 6

Break up the presentations with short activities.

Provide different types of materials during the class, so that you can interact and communicate during small group activities in the manner that is most effective for you (e.g., by writing, drawing, and/or small group discussion).

5.) Course Backwards Design Plan:

The learning objectives of this course are that: The learning objectives will be formally assessed via:

Participants will understand:o language practices and patterns of language use among

cultural and linguistically diverse populations that may be misunderstood as language deficiencies.

critical issues paper, manifesto, and action plan

o the impact of traditional assessment practices on various student constituencies.

critical issues paper, manifesto, and action plan

o a variety of alternative assessment methods and their potential for fostering educational equity.

critical issues paper and action plan

Participants will be able to:o articulate some of the issues related to traditional

assessment practices, such as the use of standardized tests for (a) evaluation of student achievement, (b) school accountability, and (c) identification of exceptionalities, when used with English language learners.

critical issues paper, manifesto, and assessment description and critique

o define and appropriately use terminology often heard in relation to English language learners, language development and use, and assessment.

all written assignments, especially weekly homework and action plan

o communicate ideas and information related to the course topics using professional norms.

all written assignments and class discussions

Participants will demonstrate:o respect for individuals with a variety of diversities,

such as by using non-pejorative and person-first language.

all written assignments and class discussions

Materials and Readings 7

Materials and Readings:All of the required readings, as well as a number of recommended readings, will be available on learn.unm.edu. The readings that are due for each class are listed on the course schedule. References for any additional (recommended) readings will be available in the recommended reading folder on UNM learn.

I expect all students to follow professional standards for academic writing, as described in full in the APA manual. I therefore, expect you to own a copy of the current edition:

American Psychological Association. (2010). Publication manual (6th ed.). Washington, DC: Author.

This is available from the UNM bookstore or from a variety of on-line retailers.

References for Required Readings:American Educational Research Association, American Psychological Association, & National

Council on Measurement in Education. (2014). Standards for educational and psychological testing (6th ed.). Washington, DC: American Educational Research Association.

Basso, K. H. (1971). "To give up on words": Silence in western apache culture. In K. H. Basso & M. E. Opler (Eds.), Apachean culture history and ethnology (pp. 151-161). Tucson, AZ: University of Arizona Press.

Benally, A., & Viri, D. (2005). Diné bizaad [Navajo language] at a crossroads: Extinction or renewal? Bilingual Research Journal, 29(1), 85-108.

Corson, D. (2001). Language diversity and education. Mahwah, NJ: Lawrence Erlbaum. Jiang, J. (2017). Language assessment: Critical issues – an interview with Antony John Kunnan.

Language Assessment Quarterly, 14(1), 75088. Doi: http://www.tandfonline.com/action/showCitFormats?doi=10.1080/15434303.2016.1269770

Philips, S. U. (1983). The invisible culture: Communication in classroom and community on the Warm Springs Indian reservation. Prospect Heights, IL. Waveland Press.

Schiffrin, D. (1984). Jewish argument as sociability. Language in Society, 13, 311-335.

Assignments and Grading 8

Assignments and Grading 1.) Brief list of REQUIRED assignments and point values:

1. Indiana University Bloomington plagiarism tutorial and test: https://www.indiana.edu/~istd/. This must be completed, as verified by the copy certificate of completion, by 3rd class session to continue in the course.

2. Two key article reviews – 10 points each – 9 of the points for this assignment will be awarded based on predetermined criteria. An additional point will be awarded for assignments that are particularly meritorious in some aspect, at the instructor’s discretion.

3. Critical issues paper - 19 of the 20 points possible for this assignment will be awarded based on predetermined criteria. An additional point will be awarded for assignments that are particularly meritorious in some aspect, at the instructor’s discretion.

4. Assessment description and critique -19 of the 20 points possible for this assignment will be awarded based on predetermined criteria. An additional point will be awarded for assignments that are particularly meritorious in some aspect, at the instructor’s discretion.

5. Assessment manifesto -14 of the 15 points possible for this assignment will be awarded based on predetermined criteria. An additional point will be awarded for assignments that are particularly meritorious in some aspect, at the instructor’s discretion.

6. Action plan - 22 of the 24 points possible for this assignment will be awarded based on predetermined criteria. An additional point will be awarded for assignments that are particularly meritorious in some aspect, at the instructor’s discretion.

7. Completion of final course evaluation – 1 point for turning in proof of completing the final course evaluation.

2.) Professional Development/Extra Credit Opportunities

Professional development is one of the hallmarks that distinguishes a job from a profession. Our faculty are committed to helping our undergraduate and graduate students continue their professional growth beyond the coursework taken as a part of their academic programs. To this end there are several opportunities for course participants to engage in professional development this semester and receive two extra credit points. These opportunities are voluntary and there is no cost assigned to them. The two opportunities are described below:

1. The Special Education program is offering weekly Writing Workshop sessions on Fridays in the fall semester from 4:30-6:00 pm (see flyer passed out in class for more information). Sessions will use hands-on activities to help students improve professional writing skills. Students must attend at least three Writing Workshop sessions to receive extra credit points.

2. Attendance at one of the Library Search Tips and Trick workshops and either a visit to the Graduate Writing Center, attendance at one of the Special Education writing workshops, or prior approved equivalent. Other additional opportunities might include a Zotero workshop (TBA: http://libguides.unm.edu/Zotero) or another specially scheduled library training. As these come available, I will announce them in class. The dates for the Library Search Tips and Trick workshops are:

Assignments and Grading 9

Thursday, 8/24, 1-2 pm Wednesday, 8/30, 10-11 am Wednesday, 8/30, 3-4 pm Monday, 9/11, 10-11 am Tuesday, 9/12, 12-1 pm

All workshops will be in Zimmerman Library Room 254.

3. The Special Education Program is collaborating with the Department of Neurosciences on a Community Workshop for Fetal Alcohol Spectrum Disorders (FASD) Awareness Day. Students may earn five extra credit points for attending the event, which will be held on Saturday, September 9, 9:30 am – 2:00 pm. You must attend the entire event to receive extra credit. (See flyer passed out in class for more information.) In order to earn the extra credit points students must turn in a hard-copy statement that you attended, with a three sentence minimum description of what you learned from the various speakers’ presentations no later than a week after the presentation.

Faculty encourage students to engage in all of these professional development activities. Because this is a collaborative effort with the Special Education program, we will follow the guidelines they have developed:

Students can only obtain points from one activity for one class. Specifically, if a student attends both the FASD Day activity and three Writing Workshops, they can receive extra credit for one activity in course and extra credit for the other activity in another class, but cannot receive double points in the same course.

Students cannot receive extra credit for the attending the same activity in two different courses – while we will use the honor system for this, we will sporadically check among instructors to verify that students are not asking for extra credit for attending the same activity in two different courses.

Students must attend the entire event to receive extra credit points. Partial credit is will not be available.

3.) General Assignment Requirements:

You must hand in assignments by the beginning of class – 4:15 – on the date due, for them to be considered turned in on time, unless an alternative has been negotiated with me ahead of time. For those assignments that can be turned in late with corresponding point deductions, turning in an assignment after 4:15 will result in a point reduction.

Later in this syllabus, I provide a detailed description of each of the course requirements listed above. Later in the semester I will provide the instructor grading criteria that I will use to determine how many points you have earned, as well as a checklist that includes the minimal requirement for each assignment that will serve as a coversheet for the assignment.

NOTE: I will not accept assignments that I find completely or substantially incomprehensible, that do not fit the stated description of the assignment, and/or that contain profanity or are presented in an otherwise unprofessional manner. I will use m discretion in determining whether or not allow students to resubmit such assignments.

Assignments and Grading 10

All written assignments must be typed and follow the American Psychological Association Manual (6th ed.) format, unless I specify otherwise. I expect all students to consistently use person-first language in written assignments, as well as in in-class discussions.

4.) Evaluation Procedures & Grading System:

I will determine your final grades by adding up your total points earned on all graded assignments (minus late points, plus additional points for meritorious performance). I will use the following grading system to determine your final letter grade:

A+ = 100 A = 94-99 A- = 90-93B+ = 88-89 B = 84-87 B- = 80-83C+ = 78-79 C = 74-77 C- = 70-73D+ = 68-69 D = 64-77 D- = 60-63F =below 63

NOTE: According to UNM regulations, I may not assign graduate students may a grade of C-, D+, D, or D-. Therefore, if you are a graduate student and do not accumulate a minimum of 74 points by the end of the semester, I will assign you an F.

5.) Written comments on your papers:In addition to completing the instructor grading criteria form, I will also provide limited comments throughout your paper (except for final paper, see below). My purpose in providing written feedback on your papers is to help you learn to write more closely within the expected norms for academic and professional writing. However, I am limited in the amount of written feedback that I can provide on your paper, so I will not indicate every place where I see a need for improvement. The first time I see a problem or when I see something that I think really needs attention, I will circle the particular section of text and in the margin put a code beside it. If you have multiple errors of the same type, I will typically only indicate that particular mistake once. I include these codes below.

Editing and Comment Codes: = good point! = really important point = nicely worded/written statement = you wrote something that I sympathize with, such as if you

recounted something sad or painful? = your meaning is not clearHmm = there is something about the content that you might want to

revisit and/or I am not 100% in agreement with your statement or conclusion.

More = I would like to see you expand on what you wrote and/or I’d like more information about the text I circled

X = incorrect factual informationAPA = an APA errorAwk = awkward sentence/phrasingCircled text with a “pigtail” = delete thisCite = missing citation for this type of statement

Assignments and Grading 11

G = grammatical error (this includes verb tense, subject-verb agreement, incomplete sentences, and pronoun choice, among others)

P = punctuationSP = spelling errorWC = word choice problem

IMPORTANT! I know that sometimes my writing is not completely legible, even though I try very hard to write clearly, and you may therefore have questions about what I have written. If you have any questions about what I have indicated or how to fix these errors in the future, please make an appointment to go over your paper during office hours. I am eager to work with you to help you improve your writing. CAPS in Zimmerman Library or the Graduate Resource Center are helpful resources. In addition, there will be weekly writing workshops held by the faculty in the Special Education Concentration I (Intellectual Disability and Severe Disabilities). See the section on Professional Development Extra Credit for more information on the writing workshops. In addition, I have provided links to a variety of on-line resources on our course home page (http://www.unm.edu/~devalenz/568/568home.html).

Assignment Descriptions 12

In-depth Assignment Descriptions

Plagiarism Tutorial Completion Certificate:Indiana University has a plagiarism tutorial and test: https://www.indiana.edu/~istd/. You must bring a copy your test completion certificate by the beginning of the 3rd class session to continue in the course. If you have completed the tutorial within the past year, you do not need to take the test again. However, you must provide a copy of a current certificate. I strongly suggest that you keep a copy of your certificate, as other faculty may require this as well.

Key Article/Book Chapter Reviews:On two different occasions, you will turn in a review of an article or book chapter from a credible source that is relevant to the key issue that you are investigating this semester. The review will have the following components:

An introduction to the paper, where you frame and define the assessment issue you are investigating. This must be framed with regard to some specific population of second language learners.

Provide a brief (1-2 paragraph) description of the article.

Provide a conclusion that includes: (a) a discussion of what information this publication contributes to your understanding of your key issue; (b) what information is missing, that you still need to investigate; and (c) the extent to which this publication has helped you refine the issue you are investigating.

The week prior to turning in your paper, you must upload your manuscript to UNMLearn.

Critical Issues Assignment DescriptionYou will turn in an individually written paper in which you introduce, define, and discuss a critical issue in assessing CLD students. We will brainstorm some critical issues during the first several weeks of class and you will identify what issue you want to address, in conjunction with a small group partner, by the fourth week of the semester. You will work with your partner to identify resources, discuss your findings and work, and informally present information about your selected critical issue to the rest of the class. I encourage partners to read and comment on each other’s papers. However, you are solely responsible to the content and format of your individually written assignment.

I strongly encourage you to use the preceding assignment (the key article review) to explore different resources and refine your topic.

You will be responsible for presenting on your topic to the class during one of the weeks identified for the critical issues. Your presentation may be formal or informal or a combination of the two (e.g., a PowerPoint, plus discussion and/or activity). You may choose to split the class time between you and your partner or both/all of you may choose to present jointly for the entire class period (excluding announcements). Regardless of when you will be presenting, you must identify one reading for your colleagues to read and upload that to UNMLearn no later a week prior to the date when you will present.

Your paper will have at least five major sections. Use headings to indicate sections and subsections.1.) A brief introduction to the problem, including any historical or contextual information needed to frame the issue for your reader.

Assignment Descriptions 13

2.) A clear definition of the issue, drawing upon a variety of credible academic resources3.) A summary and synthesis of the relevant research and literature related to your selected topic.4.) Potential ways to address this issue that have been identified in the professional literature.5.) A strong and original conclusion, including:

areas of additional research that are needed, implications of this issue to larger educational or societal concerns – especially those to relate

to culturally and linguistically diverse individuals, and your own responsibility related to this issue as an assessment professional and concrete steps

that you can undertake to address this within your own practice.

Please limit your write-up to 15 typed and double-spaced pages. Use APA format throughout. Cite a minimum of 20 resources.

Assessment Description and Critique Purpose: The purpose of this assignment is to add to your knowledge base about assessment instruments in general and language assessment instruments in particular.

Directions: You will identify at least three standardized language assessment instruments which you are interested in reviewing (individually or in small groups, two students maximum). These can include diagnostic instruments, language proficiency assessments, large scale student performance assessment (e.g., state-mandated tests). I will review the lists provided by all students and assign you an instrument. You will need to do outside research on your instrument, utilizing assessment reference manuals, bilingual education and educational psychology journals, and other scholarly sources. Zimmerman library has a variety of test reference manuals in the Reference Department. Zimmerman library also has several on-line databases, such as Mental Measurements Yearbook, ERIC (FirstSearch), and PsychInfo, where you can find articles or evaluations/critiques of your instrument. You may also search the internet for information, but make sure that you use credible sources. This should be a fairly in-depth description of your chosen test. You will need to research your test thoroughly.

Include the following information in your written report:

General Test Information: Author Publisher Address of Publisher Phone Number of Publisher Fax of Publisher

Description of the Instrument: Purpose of Test (language proficiency assessment, diagnostic expressive language assessment)Specific Features of Test

type of test (standardized, non-standardized, criterion-referenced, norm-referenced, etc.) administration time (approximately XXX minutes/hours) type of administration (individual/group) who administers this test (i.e. do you have to be a licensed psychologist, diagnostician or

speech-language pathologist?)

Assignment Descriptions 14

age/grade levelsSubtest Information   Scoring Information (i.e. what type of scores are obtained from this test? Age equivalency? z-scores? stanines? IQ? verbal and performance IQ?, percentile rank?)

Discussion and Critique of the Instrument: Strengths and applicability of the test Limitations of and cautions regarding the test Appropriateness for use with students from different cultural and linguistic communities Appropriateness for use with students with disabilities

Your discussion and critique of the instrument should be detailed and thorough (see below). You must describe in in-depth the applicability of this instrument to individuals from a variety of different cultural and linguistic backgrounds. You should also consider how different student abilities might impact their performance on this test. Provide information on the normative sample. If this is not available, the implications of this lack of availability must be discussed. Additionally, the professional literature should be cited in your discussion. Include separate reference page.  Specific Details to Consider in Discussion and Critique:

Provide specific information about the normative sample. Don’t just say “large, representative sample.” At the least, in order to know whether this assessment applies your particular student population, you would need to have information about: the number of individuals in the normative sample, % of different ethnicities, what parts of the country were included, whether rural and urban populations were included, % of normative sample at different ages, % gender, socioeconomic status of normative sample and how that was identified, language background of individuals in normative sample (monolingual English, Standard English), and whether individuals with disabling conditions were included. If you do not have this information, consider whether you know enough to determine if the normative population is applicable to your student population?

Think about translations and the use of interpreters. Consider bilingual learners. Has this instrument been normed on bilingual individuals? If so, is the information adequate to convince you (and to convince me with your argument) that the norms are applicable to this population?

Remember that any modifications invalidate the use of normative comparisons. So, think hard about how students with different disabilities could perform on this test and what sort of accommodations versus modifications would be needed. If they need modifications, can it still be used as a norm-referenced assessment? If not, should the standard scores be reported?

Unless you have been overwhelmingly convinced that the assessment has been validated and normed for your particular population, “the results should be interpreted with extreme caution.”

Assessment Manifesto Assignment Manifestos have been used commonly known within the political arena and have also been adopted by art and technology movements to make a “public declaration of principles and intentions” (http://en.wikipedia.org/wiki/Manifesto, July, 19, 2010, ¶ 1). A good example is the Mozilla Manifesto, located at http://www.mozilla.org/about/manifesto.en.html. The purpose of this assignment is for you to being to develop and articulate your own set of principles and intentions related to the assessment of CLD students. You will turn in brief manifesto on assessing CLD students in schools, following the examples you

Assignment Descriptions 15

have identified (use the Wikipedia page cited above to find a few places to start). It will be helpful to build on the key concepts, critical issues, and best practices that you have identified and learned about in this and other courses, as well as from experiences in your own professional practice. In general, you should not provide citations in a manifesto, as this should be statement of your own beliefs, principles, and intentions. A manifesto should be bold, brief, accessible to a wide audience, and serve as a template to guide your future practice, even if you may not always measure up to your intentions.

You may format your manifesto in any way you wish, as long as the font is at least 12 pt and is clearly legible (no fancy script, please). You may use your creativity, as long as the format serves the function of your manifesto and does not just ‘pretty-it-up.’ On the date due, you must bring sufficient copies of your manifesto for all of your colleagues, in addition to the one you upload to UNM Learn. You will read your manifesto out loud in class on the date due and have an opportunity to discuss what it means to you and for your action plan during that class session.

Final Reflection and Action PlanThe purpose of this assignment is to provide a format for you to revisit integrate the work you have completed earlier in the course into a plan for implementing more appropriate assessment practices into whatever educational setting you work or will work. You may also find that the information from your colleagues’ work will inform this assignment. This paper will be a synthesis of everything that you have learned in the class to date. Your paper will have six major components:

1) Introduction : Write a brief introduction to your paper, including your assessment manifesto, reformatted to conform to APA style, and laying out the purpose and organizational structure of your paper. Your introduction should also include a reformation of the critical issue that you are addressing through this action plan.

2) Review of major challenges : In this part of your paper, you will review the current literature in a well-organized and thorough discussion of the potential challenges you might encounter in implementing your stated principles and intentions for assessing CLD students. You should include the literature that you cited in your previous assignments, as well as resources presented by colleagues, in relationship to current issues identified in the professional literature.

3) Action Plan : You will develop a detailed action plan for implementing your assessment intentions that recognizes and addresses realistic barriers, potential challenges and opportunities, and common assessment practices that you may find within current educational settings. Reference the professional literature wherever appropriate, especially with regard to recommended best practices.

4) Conclusion . Your conclusion should provide a brief summary of your paper, but more importantly, provide an extension and elaboration of the applicability of your paper to larger issues. When discussing wider issues, provide citation of the professional literature.

5) Glossary . You will provide a glossary of key concepts and vocabulary included in your paper. Use your homework assignments to find definitions provided in the course readings.

6) References . You must provide a reference list that include citations for all resources cited in the body of your paper, including the glossary. Do not include secondary sources (those that you did not actually read, but are cited by authors that you did).

Assignment Descriptions 16

I expect that you cite at least 20 sources within the body of your paper (25 for doctoral students). There is no page limit to this paper nor do we have expectations about minimal length. However, we will stop reading for evaluative purposes after 30 pages. Completion of final course evaluation The purpose of this assignment is to encourage students to participate in UNM’s on-line course/instructor evaluation system. I will award one point to all students who turn in a paper copy of their receipt of completion of the semester-final course evaluation. Staple this with your final assignment and include it at the end, after the reference list.

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Course Policies 17

Course Policies:1.) AccommodationsAccessibility Services (Mesa Vista Hall 2021, 277-3506) provides academic support to students who have disabilities. If you think you need alternative accessible formats for undertaking and completing coursework, you should contact this service right away to assure your needs are met in a timely manner. If you need local assistance in contacting Accessibility Services, see the Bachelor and Graduate Programs office.

2.) IncompletesI will allow incompletes and withdraws from the course in accordance with the following UNM policy (http://catalog.unm.edu/catalogs/2011-2012/student-services-information.html): “The grade of “I” is given only when circumstances beyond the student’s control prevent completion of the course work within the official dates of a semester or summer session.”

3.) Withdrawing for the course The following three bullet points are official UNM Policy from current UNM Handbook:

After the third week a student may withdraw from a course until the end of the 12th week of the semester and is subject to a grade of W. After the 12th week, course withdrawals are only accepted with approval from the dean or director of the student’s college. No withdrawals are accepted after the last day of instruction of the semester, prior to final exam week.

NOTE: Faculty are not responsible for dropping students who do not attend. It is the student’s responsibility to check the accuracy of his/her course schedule.

Completion of Courses. Students are responsible for completion of all courses in which they are enrolled at the University. Changes in enrollment, drops or withdrawals must be officially processed. A student who does not follow proper course or University withdrawal procedures may be given a failing grade and is responsible for tuition charges associated with the course.

Therefore, if you are experiencing difficulties in the class, do not simply stop coming to class or fail to turn in assignments. It is your responsibilities to officially withdraw from the class (or ask me to drop you from the course via written communication) if you recognize that you will not be able to successfully complete the course.

4.) Class Attendance Class attendance is mandatory. Consistent with policy in the Concentration in Intellectual Disability and Severe Disabilities (Special Education Concentration I):

Second absence : I will deduct five points (or half a letter grade) from your final grade. Third absence : I will deduct ten points (or a full letter grade) from your final grade. Fourth absence : I will drop you from the course immediately following the fourth class session

you miss, regardless of the reason. I consider missing more than 50 minutes of any class session as an absence.

5.) Late Paper Policy Assignments must be handed in, stapled, with the completed coversheet (if applicable) by the start of class on the day which they are due – I consider papers turned in after class is underway to be late. Late assignments will receive a one (1) point deduction for every day late, with a limit of seven days maximum. If you do not turn in your within 1 week of the assigned date, I will not accept it, except in the case of significant illness (doctor's note required) or major family/life emergency. If your

Course Policies 18

assignment will be more than 1 week late because of this type of emergency, you are responsible for contacting me as soon as possible to arrange for an extension of this deadline.

6.) Re-WritesIn order to be fair to all students, I do not allow re-writes, except under extraordinary circumstances beyond your control. However, I STRONGLY encourage you to talk with, e-mail questions to, and/or submit drafts to me ahead of time, so that you can make revisions, if necessary, by the assigned due date.

7.) Academic HonestyIt is your responsibility to avoid practices that may be considered acts of academic dishonesty. UNM’s policy, as found in the current on-line UNM Catalog (http://catalog.unm.edu/catalogs/2011-2012/student-services-information.html) is as follows:

Any student who has been judged to have engaged in academic dishonesty in course work may receive a reduced or failing grade for the work in question and/or the course. Academic dishonesty includes, but is not limited to, dishonesty in quizzes, tests, or assignments; claiming credit for work not done or done by others.

In this course I will use the definition of plagiarism adopted by Indiana University (2013):

Plagiarism is defined as presenting someone else's work, including the work of other students, as one's own. Any ideas or materials taken from another source for either written or oral use must be fully acknowledged, unless the information is common knowledge. What is considered "common knowledge" may differ from course to course.a. A student must not adopt or reproduce ideas, opinions, theories, formulas, graphics, or pictures of another person without acknowledgment.b. A student must give credit to the originality of others and acknowledge an indebtedness whenever:1. Directly quoting another person's actual words, whether oral or written;2. Using another person's ideas, opinions, or theories;3. Paraphrasing the words, ideas, opinions, or theories of others, whether oral or written;4. Borrowing facts, statistics, or illustrative material; or5. Offering materials assembled or collected by others in the form of projects or collections without acknowledgment.What does this mean for this course? 1. In terms of written work, this means that you have the responsibility to make it very clear in all

written work what portion of the work you wrote versus what other people, such as book or article authors, web site authors, or your colleagues, wrote. It is necessary to indicate other people’s writing, not only when you include that as a direct quotes, but also when you are paraphrasing their work.

2. Additionally, you must make it clear what you read to complete the assignment (a ‘primary source’), versus what the authors of the sources read in preparation for their work (a ‘secondary source’).

3. Finally, the work that you turn in for this class must be specifically written for the assignments in this course, this semester -- you may not turn in work (either in whole or part) that you have used for a grade in another course.

So, if you did not actually write it or you did not actually read it you must make that explicit. Additionally, if you did not originally write it for this class, you may not use it. Failure to comply with

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these guidelines falls under the category of academic dishonesty and will result in the following:

Plagiarism: If you submit an assignment which contains text or work taken from another source in whole or

part (e.g., a web site, your or another student’s previous assignment, an article, or textbook) without acknowledgement of the original source, you will receive 0 points for that assignment.

The second instance of plagiarism in the course will result in an F in the course.

Inadequate Citation: If you submit an assignment with inadequate citation (i.e. failure to indicate direct quotations

correctly or inadequate paraphrasing), the first time this happens I will assume that it is unintentional and will ask you to re-write the assignment. Points may be deducted from your assignment at my discretion. You will be required to meet with me to learn how to avoid this problem in future assignments.

The second time an assignment contains inadequate citation you will be assigned 0 points for that assignment.

If a third assignment includes inadequate citation, you will be assigned a failing grade in the course.

If this problem (inadequate citation) appears for the first time in your final assignment for this course, you will be assigned 0 points for the assignment.

I will document all instances of plagiarism and repeated failure to provide adequate citation to the Dean of Students’ Office. If the Dean of Students’ Office conducts an investigation of any of these events and finds that the situation warrants, they may impose additional penalties, including dismissal from the university.

To assist you in understanding what plagiarism is and is not, I have provided resources and links to resource on this topic on my website. Further information on avoiding plagiarism and other forms of academic dishonesty can be found in the APA Manual and at the Dartmouth College Website: http://www.dartmouth.edu/~sources/contents.html.

If you have any concerns or questions about how to appropriately indicate what is your own work and what is derived from the work of others, or whether small portions of an assignment developed for another course might be appropriate to include in an assignment for this course, please see me during office hours, or if that time is not convenient, call or email to set an appointment time.

8.) Respectful Class ParticipationYou must participate during class in ways that support the learning of all course participants. I consider the following behaviors to be conducive to learning (of the student him/herself and others):

Arriving to class on time and well-prepared (i.e. having read all assigned readings and completed any homework or graded assignments).

Paying attention to the instructor and/or other students when they are speaking. This includes not sending or receiving text messages or e-mail, surfing the internet, or interacting with other forms of technology or communication that are not directly related to the course topic, while class is in session.

Turning off the ringer of your cellular phone and not taking calls within the classroom (please step out in the hall to speak if you must answer an emergency call).

Using appropriate and non-offensive language during class and in written class assignments, including person-first language and language that demonstrates respect for individuals from

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historically oppressed groups (this includes: cultural, linguistic, and religious minorities; gay, lesbian, bisexual, and transgender individuals; and those from low SES backgrounds).

Demonstrating cooperation with and respect for the instructor and peers during class discussions.

Actively participating, on-topic, during small group activities. Showing consideration for other students' need for alternative teaching strategies.

It is important that all students have the opportunity to share their ideas, points of view, and understandings, as long as they can do so in a respectful, non-threatening, and non-derogatory manner. That does not mean that there will never be tension or that students cannot express viewpoints in opposition to those of other course participants. However, all should strive to be respectful of divergent options, identities, and positionalities, such that we can all learn from these differences. According to the College of Education’s Safety, Diversity, and Inclusion statement:

The variety of the ideologies, experiences, and backgrounds represented by our faculty, staff, and students enrich our campus community. We acknowledge this multiplicity of discourses may also result in tensions, conflict, and divisiveness. Nevertheless, we strive to create safe spaces through open, honest, and respectful dialogues in our professional, academic, and personal interactions in order to provide opportunities to learn from one another.

You can read the statement in its entirety here: https://coe.unm.edu/administration/sdi-statement.html.

I expect students to demonstrate consistently positive class participation as described above and to work with me and each other to ensure that the learning environment is one that supports the learning of all participants. I will drop students who demonstrate frequent and/or significant failure to fulfill these expectations from the course. If you feel that any individual or situation is interfering with your learning or the collaborative development of a positive learning environment in this course, or if any of the dialog in class makes you feel unsafe or hinders your participation, please let me know. While it is important to recognize that sometimes, such challenging conversations are an important part of the learning environment, I will do my best to work with class participants, individually and/or as a group, to help negotiate these difficult, yet necessary, discourses or resolve any problematic sitaitons.

9.) Comments on Final Paper I will provide a wealth of comments to students on their papers during the course, as a type of formative assessment. However, I do not do that on the final assignment, both because that is a type of summative assessment and because I will have a very tight deadline in which to complete grading of all final assignments in all courses. I will complete the instructor grading criteria form for the final assignment for all students’ assignments. If you would like to obtain a copy of the completed instructor grading criteria form, please make an appointment at the start of the next semester. I will retain these for a maximum of one semester, after which I will shred and recycle both your assignment and the completed grading criteria sheet.

College of Education’s Conceptual Framework 21

UNM’s College of Education Conceptual Framework