Educational Research

Course Content: Educational research is the systematic application of a family of methods that are employed to provide trustworthy information about educational problems (Gay & Airasian, (2003), p. 3). This is a 100% online course. This course will emphasize application more than theory. Students will gain expertise in research through the acquisition of knowledge and by personal involvement in the research process.
Catalog Description: (Three hours) The study of methodology and the interpretation of educational research acquaint the student with various techniques of research and their use in educational endeavors. This three-hour course is required of all graduate students in the M.Ed. Degree program.

Textbook: Gay, L.R., Mills, G.E. & Airasian, P. (2012). Educational Research: Competencies for Analysis and Application (12th ed.). Upper Saddle River, New Jersey: Merrill Prentice Hall.
Publication Manual of the American Psychological Association, seventh edition.

Learning Outcomes:
The students will: WCU CF EG InTASC ELCC
ACEI
Develop an understanding of quantitative and qualitative research 1, 2, 4 1, 5 1, 4, 5, 6 1, 5, 8, 9 2, 6 4, 5.2
Develop a basic understanding of different types of research 1, 4 1, 5 1, 4, 5, 6 1, 5, 8, 9, 8, 9 2, 6 4, 5.2
Select and define a problem 1, 4 1, 5 1, 4, 5, 6 1, 5, 8, 9 2, 6 4, 5.2
Examine the related literature 1, 4 1, 5 1, 4, 5, 6 1, 5, 8, 9 2, 6 4, 5.2
Select a sample of the population 1, 4 1, 5 1, 5, 8, 9 2, 6 4, 5.2
Select a measurement instrument 1, 2, 4 1, 5 1, 4, 5, 6 1, 5, 8, 9 2, 6 4, 5.2
Analyze and interpret data 1, 4 1, 4, 5, 6 1, 5, 8, 9 2, 6 4, 5.2
Understand the procedures for preparing and evaluating a research report 1, 4 1, 5
1, 4, 5, 6
1, 5, 8, 9
2, 6
4, 5.2
GRAMMATICAL AND SENTENCE STRUCTURE ERRORS
The instructor of this course will not take the time to “edit” the assignment for mistakes; the student’s quality of response to the assignment is priority. Whether there is one or numerous errors in the assignment, the full amount of points assigned to “an error free assignment” on the assignment’s rubric will be deducted. Numerous errors will inhibit the instructor to provide the student with valuable feedback; if that becomes the case, the instructor will require the student to revise the assignment to reduce the number of errors. If a revision is required, the final grade will be reduced depending on the days the assignment is turned in past the original due date of the assignment.
EVALUATION OF ASSIGNMENTS:
As a graduate student all written assignments will be assessed based on the following criteria:
1. MECHANICS: This includes such writing abilities as appropriate verb usage, appropriate subject-verb agreement, comma usage (Using the Oxford comma), use of punctuation, spelling, sentence structure, quotes, and use of APA format.
2. CONTENT: This involves such areas as following directions for written assignments, in-depth analysis and reflection, addressing the actual question (on topic and correct information), use of correct terminology, and adequate documentation.
3. EXPRESSION: This involves such writing aspects as the clarity of the material, the style and format of writing, and the appropriate introduction and summary information.

Assignments are to be typed in a Word document, in APA seventh edition format, and should be free of grammatical, typographical, and spelling errors. You should spell-check but remember spell-check does not catch every error. APA Seventh Edition FORMAT is expected on all assignments. You should use your APA Manual or Purdue OWL. A link and tutorial video have been included in Canvas.

As future educational leaders in our schools, you should have high standards for your writing and work. Your work will be graded with a critical eye in an effort to assist you in becoming high-performing professional educational leaders.

PERCENTAGE OF PLAGERISM FOR TURN IT IN
You must check your TURITIN plagiarism level to ensure the level is BELOW 15%. Once you upload your assignment, check the plagiarism level. If it is above 15% you must revise the assignment and resubmit prior to the deadline. The instructor will not allow you to revise the assignment due to a high level of plagiarism after the due date of the assignment.

Assignment Details
On average, the weekly assignment should take approximately 225 minutes to complete.
All late assignments are penalized 3% per day once they are late. After seven days, the assignment is closed.

Class Week Readings Assignment Due Date
Week one
August 22 Chapter One Syllabus quiz due
Characteristics of Quantitative and Qualitative Research Assignment Sunday, August 28 by 11:50 PM
Week two
August 29 Chapter Two and Three Instructional Method Discussion Board opens
Building Research Knowledge: What Is a Hypothesis? Assignment Sunday, September 4 by 11:50 PM
Week three
September 5 Chapter Four and Five Chapters four and five quizzes
Instructional Method Discussion Board closes
Professional Journal Article One Sunday, September 11 by 11:50 PM
Week four
September 12 Chapter six and seven Chapters six and seven quizzes
Instructional Method Choice Assignment Sunday, September 18 by 11:50 PM
Week five
September 19 Chapter eight and Nine Chapters eight and nine quizzes
Professional Journal Article Two Sunday, September 25 by 11:50 PM
Week six
September 26 Chapter ten, 11 and 12 Chapters ten, eleven and twelve quizzes
Instructional Method Article Search Assignment Sunday, October 2 by 11:50 PM
Week seven
October 3 Chapter 13 and 14 Chapters thirteen and fourteen quizzes
Sunday, October 9 by 11:50 PM
Week Eight
October 10 Chapter 15, 16, and 17 Chapters fifteen, sixteen, and seventeen quizzes
Instructional Method Research Assignment Sunday, October 16 by 11:50 PM
Week Nine
October 17 Chapter 18, 19 and 20 Chapters eighteen, nineteen and twenty quizzes Sunday, October 23 by 11:50 PM
Week Ten
October 24 Chapter 21, 22 and 23 Chapters twenty-one, twenty-two, and twenty-three quizzes Wednesday, October 30 by 11:50 PM

Syllabus Quiz
Effective communication in an online course can be a challenge. While an email can clarify questions affiliated with assignments, sometimes the need for clarification comes close or even after the assignment is due, causing stress for both professor and student. By clicking yes as the answer to the syllabus quiz, you acknowledge you have read the syllabus thoroughly, including the accompanying rubrics for all assignments and you understand the requirements of the assignments.
You also acknowledge that all assignments have a specific due date and a 3% daily late penalty will be accrued until the assignment is uploaded. After seven days, the assignment can not be uploaded and will be graded as a zero. You have reviewed the grading evaluation and grading scale in this syllabus. Canvas may not report grades using this scale, so it is important if you have any questions to contact me immediately.
Characteristics of Quantitative and Qualitative Research Assignment
Find table 1.1 (page 9) and identify each of the characteristics of quantitative and qualitative research. Choose three steps in “Steps in the Process of Research,” find a peer reviewed research article, and identify how it reflects the characteristics of quantitative or qualitative research. You must include a link to the article to receive credit for any of this assignment.
APA seventh edition guidelines must be followed. Peer reviewed means that a board of scholarly reviewers in the subject area of the journal, review materials they publish for quality of research and adherence to editorial standards of the journal, before articles are accepted for publication. If you use materials from peer-reviewed publications, they have been vetted by scholars in your field for quality and importance.
Characteristics of Quantitative and Qualitative Research Assignment Rubric Total points
Peer reviewed research article 10 points
An error free assignment 15 points
Three steps in the steps in the process of research (10 points each). Each step should consist of one paragraph each and be labeled as step one, step two, step three. The underlined text must be the header of each section of the rubric or NO credit will be given
30 points
Article linked to discussion 10 points
Total points per discussion 65 points

Building Research Knowledge: What Is a Hypothesis? Assignment

Using the types of hypotheses in chapter three, define each type and give one educational based example for each. How does a better understanding of each hypothesis help you improve the background knowledge you need to be able to adequately analyze data? See rubric to ensure the assignment is completed correctly. The following headings must be used: Types of Hypotheses and Educational Based Examples; Reflection of Different Types of Hypotheses; and Anticipated Application of Use to Improve Data Analysis. The underlined text must be the header of each section of the rubric or NO credit will be given

The students will: WCU CF EG InTASC ELCC ACEI
Develop an understanding of quantitative and qualitative research 1, 2, 4 1, 5 1, 4, 5, 6 1, 5, 8, 9 2, 6 4, 5.2
Develop a basic understanding of different types of research 1, 4 1, 5 1, 4, 5, 6 1, 5, 8, 9, 8, 9 2, 6 4, 5.2
Understand the procedures for preparing and evaluating a research report 1, 4 1, 5
1, 4, 5, 6 1, 5, 8, 9 2, 6
4, 5.2

Building Research Knowledge: What Is a Hypothesis? Assignment Rubric Total points
Each type of hypothesis is identified and an example is provided. 20
Reflection of Different Types of Hypotheses and Anticipated Application of Use to Improve Data Analysis (minimum two paragraphs) 30
Correct grammar, spelling, and sentence structure 15
65 points

Professional Journal Articles
Professional Journal Article One: Staying current on the newest educational research is one of the most important methods you can use to improve your content knowledge and make better instructional decisions. Research a PEER REVIEWED article that is pertinent to your professional growth as an educator.
The following are required as HEADERS in your assignment: two key points from the article; my opinion of the article; and how I anticipate I will use the article in my classroom. The underlined text must be the header of each section of the rubric or NO credit will be given

Professional Journal Article One Rubric Total points
The title and the source of the article cited in APA seventh edition format 10 points
Two key points highlighted in the article minimum of two paragraphs (each key point must be easily identified as Key Point One and Key Point Two) 10 points
Direct quote is provided as it relates to one of the two key points in APA format 5 points
Discussion of student’s opinion of the article’s key points minimum of one paragraph 10 points
Thorough discussion of anticipated use of the article’s findings minimum two paragraphs 20 points
How will the article impact my content knowledge to improve teaching capacity minimum two paragraphs 30 points
An error free assignment 15 points
Total points for each critique 100 points

Professional Journal Article Two: Never has technology been an integral component of a student’s and teacher’s workday. Despite the integration of technology to support high support students, engage students and streamline teachers’ workload, there are two different schools of thought on the use of technology in schools. Develop a hypothesis of your choice concerning the use of technology in education and find one journal article that will support and one article that counters your hypothesis.
The following headers are REQUIRED in the assignment: two key points from EACH article (minimum two paragraphs for each article); Agreement/Disagreement of EACH article (minimum one paragraph of your opinion of each article); Anticipated Use of Both Articles in my Classroom (minimum two paragraphs); and How this Assignment Improves My Ability to Research Solutions for My Classroom (minimum two paragraphs). The underlined text must be the header of each section of the rubric or NO credit will be given

You must check your TURITIN plagiarism level to ensure the level is BELOW 15%. Once you upload your assignment, check the plagiarism level. If it is above 15% you must revise the assignment and resubmit prior to the deadline. The instructor will not allow you to revise the assignment due to a high level of plagiarism after the due date of the assignment.
Professional Journal Article Two Rubric Total points
The title and the source of the article cited in APA seventh edition format 10 points
Two key points highlighted in the article minimum of two paragraphs (each key point must be easily identified as Key Point One and Key Point Two) 20 points
Agreement or disagreement is clearly articulated in article and includes explanation of opinion minimum of two paragraphs 10 points
Thorough discussion of anticipated use of the article’s findings minimum two paragraphs 30 points
How this Assignment Improves My Ability to Research Solutions for My Classroom Minimum of two paragraphs 30 points
An error free assignment 20 points
Total points 120 points
Instructional Method Choice Assignment
Staying current through research is an important aspect of education since new research, trends and concepts surface on a regular basis. In this course, you will conduct research on an instructional method you are considering using in your classroom. As you research the instructional method of your choice, be sure to begin a collection of articles that both support and do not support your choice, as you will need them in future assignments.
Use the following headers in this assignment: Description Of Instructional Method; Reason For Choice Of Instructional Method; and Potential Professional Growth Gained From Researching This Instructional Method. The underlined text must be the header of each section of the rubric or NO credit will be given.

Instructional Method Choice Assignment Rubric Total points
Minimum one paragraph that includes description of Instructional Method Choice 15
Minimum one paragraph that indicates reason for instructional method choice 15
Minimum two paragraphs that discuss potential professional growth gained through researching this topic 20
Error Free Assignment, including correct use of seventh edition of APA
Range 15
Total points 65 points
Instructional Method Discussion Board
As a teacher, you should always be on the lookout for the newest instructional methods that have the potential to improve student growth in your classroom. So what’s out there? This discussion board is for you and your classmates to discuss instructional methods that you may currently use and methods that you are considering using to increase student growth. “Imitation is the sincerest form of flattery…..” do not be afraid to acknowledge someone’s great idea and consider researching it for your own use!

Not sure where to begin? Check out the following link, and then begin your own research………..

https://teach.com/what/teachers-know/teaching-methods/ (Links to an external site.)

The following headers are required in the discussion: Description of an Instructional Method I am Currently Using (maximum one paragraph, so make sure you include pertinent details) and Description of an Instructional Method I am Considering Implementing (maximum one paragraph). The underlined text must be the header of each section of the rubric or NO credit will be given

Chapter Two Discussion Board Total points
Complete, thoughtful response to the discussion board requirement 30
Two responses to classmates 10
Total points 40 points

The students will: WCU CF EG InTASC ELCC
ACEI
Develop an understanding of quantitative and qualitative research 1, 2, 4 1, 5 1, 4, 5, 6 1, 5, 8, 9 2, 6 4, 5.2
Develop a basic understanding of different types of research 1, 4 1, 5 1, 4, 5, 6 1, 5, 8, 9, 8, 9 2, 6 4, 5.2
Select and define a problem 1, 4 1, 5 1, 4, 5, 6 1, 5, 8, 9 2, 6 4, 5.2
Examine the related literature 1, 4 1, 5 1, 4, 5, 6 1, 5, 8, 9 2, 6 4, 5.2
Understand the procedures for preparing and evaluating a research report 1, 4 1, 5
1, 4, 5, 6
1, 5, 8, 9
2, 6
4, 5.2

Instructional Method Article Search Assignment
Now that you have chosen an instructional method to implement in your classroom, it is important that you find both articles that support your choice and articles that do not support your choice of method. The goal of this assignment is for you to weigh the pros and cons of implementing a new instructional method in your classroom. By researching articles that do not support your choice of instructional methods, you will become better prepared to address any stumbling blocks that may arise during the implementation of the instructional method. In addition, the articles that do not support your choice may help you revise your choice of instructional method…..and that is the reason researching a new instructional method is important prior to implementation.

Use the following headings to complete the assignment: Brief Description Of The Instructional Method I Chose; Summary Of Two Peer Reviewed Articles That Support The Research Topic; and Summary Of Two Peer Reviewed Articles That Do Not Support The Research Topic. The underlined text must be the header of each section of the rubric or NO credit will be given

You must follow the seventh edition of APA. This assignment must include a reference page. You must check your TURITIN plagiarism level to ensure the level is BELOW 15%. Once you upload your assignment, check the plagiarism level. If it is above 15% you must revise the assignment and resubmit prior to the deadline. The instructor will not allow you to revise the assignment due to a high level of plagiarism after the due date of the assignment.
The students will: WCU CF EG InTASC ELCC
ACEI
Develop an understanding of quantitative and qualitative research 1, 2, 4 1, 5 1, 4, 5, 6 1, 5, 8, 9 2, 6 4, 5.2
Develop a basic understanding of different types of research 1, 4 1, 5 1, 4, 5, 6 1, 5, 8, 9, 8, 9 2, 6 4, 5.2
Select and define a problem 1, 4 1, 5 1, 4, 5, 6 1, 5, 8, 9 2, 6 4, 5.2
Examine the related literature 1, 4 1, 5 1, 4, 5, 6 1, 5, 8, 9 2, 6 4, 5.2
Understand the procedures for preparing and evaluating a research report 1, 4 1, 5
1, 4, 5, 6
1, 5, 8, 9
2, 6
4, 5.2

Instructional Method Article Search Assignment Rubric Total points
Seventh edition of APA is used in body of assignment and reference page at end of assignment. 10
An error free assignment 10
Brief description of instructional method chosen (minimum one paragraph) 10
Summary of two articles that support instructional method chosen (minimum two paragraphs) 20
Summary of two articles that do not support instructional method chosen (minimum two paragraphs) 20
Total points 70 points

Instructional Method Research Assignment
At this point, you have completed research on an instructional method to implement in your classroom. For this assignment, you will discuss your findings and the accompanying implications. You will also include your decision to follow through with implementing the instructional method. You must cite evidence from your articles that support your decision. The closing paragraph reflects what you have learned regarding researching new ideas or concepts to improve your instructional methods.

The following headings are required: Brief Description of Instructional Method (minimum one paragraph); Summary of the Articles that Support the Instructional Method (maximum of two paragraphs); Summary of the Articles that do not Support the Instructional Method (maximum of two paragraphs); Decision Regarding Implementation of Instructional Method (minimum of two paragraphs); and How This Assignment has Improved my Research Capabilities to Improve Student Achievement in my Classroom (minimum one paragraph) The underlined text must be the header of each section of the rubric or NO credit will be given

Instructional Method Research Assignment Rubric Total points
Brief Description of Instructional Method (minimum one paragraph) 10
Summary of the Articles that Support the Instructional Method (maximum of two paragraphs) 10
Summary of the Articles that do not Support the Instructional Method (maximum of two paragraphs) 10
Decision Regarding Implementation of Instructional Method (minimum of two paragraphs) 30
How This Assignment has Improved my Research Capabilities to Improve Student Achievement in my Classroom (minimum one paragraph) 20
The assignment is error free. 10
The assignment uses the seventh edition of the APA correctly. 10
Total points 100 points

Chapter Quizzes:
After reading each chapter, complete the open book quiz for each chapter. The quizzes are untimed. Once a quiz is started, it cannot be stopped, so be sure that you have enough time to complete the quiz before beginning. There is only one correct answer for each question. Quizzes will not be allowed to be taken once the due date has passed. There are no late quizzes available. If you fail to take the quiz during the assigned time given, it will be a zero.
Quiz point values
Chapters Point value Chapters Point value Chapters Point value Chapters Point Value Chapters Point Value
4 and 5 200 9 100 13 40 17 50 21 100
6 100 10 50 14 50 18 50 22 50
7 100 11 100 15 100 19 100 23 50
8 200 12 100 16 50 20 100

Course Assignments and Grading Scale
Assignments Point Value Points Evaluation
Syllabus Quiz 1 2320-2165-=A (100-93)
Chapter review quizzes (a total of 19) 1690 2164-2000=B (92-86)
Characteristics of Quantitative and Quality Research Assignment 65 1999-1760=C (85-76)
Instructional Method Choice Assignment 65 1759 and below=F
Professional Journal Article One 100
Professional Journal Article Two 120
Instructional Method Discussion Board 40
Building Research Knowledge: What is a Hypothesis Assignment 70
Instructional Method Article Search Assignment 70
Instructional Method Research Assignment 100

William Carey University School of Education Assessment system
The School of Education’s Assessment System is founded on five missions and their outcomes: William Carey University (WCU) Expanded Statement of Mission; School of Education’s Conceptual Framework (CF) and Outcomes; School of Education’s Educational Goals; Interstate Teacher Assessment and Support Consortium (INTASC) Standards; and Learned Society (SPA) Standards. All course objectives and key assessments are aligned to these five missions and their outcomes.

William Carey University Expanded Statement of Mission WCU 1 – Provide academic programs to promote student learning;
WCU 2 – Promote Christian development and social responsibility;
WCU 3 – Strengthen ties with Baptist churches, associations, and conventions;
WCU 4 – Provide an environment that supports student learning;
WCU 5 – Strengthen organizational and operational effectiveness;
WCU 6 – Strengthen financial resources.
School of Education Conceptual Framework and Outcomes CF – Confident, Caring, and Reflective Professional Educators
CF 1 – An innovative thinker
CF 2 – An effective communicator
CF 3 – An advocate for diverse learners
CF 4 – An integrator of technology
CF 5 – A life-long learner
CF 6 – A steward of the profession
School of Education Goals EG 1 – apply current research and technology related to the teaching-learning-assessment process;
EG 2 – respond sensitively to individual differences and diversity;
EG 3 – understand and anticipate the needs of a global society;
EG 4 – plan and implement learning experiences that support the highest level of student potential;
EG 5 – continue to reflect, refine, and revise professional practices;
EG 6 – collaborate with others to promote learning;
Interstate Teacher Assessment and Support Consortium (INTASC) Standards 1 – Learner Development
2 – Learner Differences
3 – Learning Environment
4 – Content Knowledge
5 – Application of Content
6 – Assessment
7 – Planning for Instruction
8 – Instructional Strategies
9 – Professional Learning and Ethical Practice
10 – Leadership and Collaboration
Learned Society Standards (SPA) Association of Childhood Education International (ACEI)
Council for Exceptional Children (CEC)
Educational Leadership Constituency Council (ELCC)
International Dyslexia Association (IDA)
National Association for Sport and Physical Education (NASPE)
National Association of the Gifted Child (NAGC)
National Council for Social Studies (NCSS)
National Council for Teachers of English (NCTE)
National Council for Teachers of Mathematics (NCTM)
National Science Teachers Association (NSTA)

Classroom Procedures and Requirements
This class is an online class. All assignments and their corresponding due dates are listed in this syllabus and on the Canvas class shell. The textbook will be utilized as a primary resource. Additional resources will be found on the internet.

1. All work should be turned in ON THE ASSIGNED DATE BY THE ASSIGNED TIME using the specified method. Points will be deducted from work turned in late. Per WCU policy, an absence will be recorded when an assignment is turned in late. Late work will not be accepted the last week of class.
2. Submit original work. Turnitin.com will be used to monitor plagiarism. Possible penalties for submitting someone else’s work or work you have submitted to another class are discussed in detail later in syllabus.
3. Once the class has begun, you may feel free to work ahead if you choose, after the first week. (Please understand that even though you turn an assignment in early, it will be graded when it is due. If you turn an assignment in late, it will be graded at the instructor’s convenience or as time permits.)
4. Submit high-quality work. As a graduate student, you should produce work that is free of grammatical, spelling, or punctuation errors, is structurally correct, and completed according to the directions given.

Drop Date for the Current Trimester
The last day to drop any class for the Fall trimester is August 26th, 2022. There will be a non-refundable general fee. Grads pay $150. There is also an additional $75 drop fee or $50 fee if students withdraw altogether.

Norms of class
All students are expected to actively participate during class. Participation in an online class is considered by assignments turned in by their established due date

Technology
Computer Literacy: Students taking online or hybrid courses should have a basic knowledge of computer and Internet skills in order to be successful. As part of your online experience, you can expect to utilize a variety of technology mediums as part of your curriculum:
· Communicate via email including sending attachments
· Navigate the World Wide Web using a Web browser such as Internet Explorer
· Use office applications such as Microsoft Office (or similar) to create documents
· Be willing to learn how to communicate using a discussion board and upload assignments to a classroom Web site
· Be comfortable uploading and downloading saved files
· Have easy access to the Internet
· Able to navigate Canvas, including using the email component within Canvas.
For presentations, you are expected to have your own technology in order to present.

TK20
• The activation of a TK20 account is a requirement for any student taking Education courses at William Carey University. Uploading one or more assignments in this course is a requirement of this Education course. The neglect to upload the required assignment to your TK20 by the specified deadline will result in receiving an “I” (incomplete) or a grade of an “F” for this course at your instructors’ discretion. If they choose to give you an “I”, you will then have one term to complete the upload to receive a reduced grade, preventing the “I” from turning to an “F” automatically. If you have questions about what TK20 is or how to purchase your account, contact your TK20 Administrator at tk20@wmcarey.edu. · For technical assistance for Canvas, go to http://wmcarey.edu/student-guides.
• To access Canvas without going to the university website go to https://wmcarey.instructure.com ·
• To access the university’s guides for online students, go to https://wmcarey.edu/student-guides
• To access the university’s library, go to http://www.wmcarey.edu/departments/library

Statement on Academic Integrity

William Carey University seeks to create an environment that encourages continued growth of moral and ethical values, which include personal honesty and mutual trust. The University places the highest value on academic integrity and regards any act of academic dishonesty as a serious offense. Academic dishonesty is considered unethical and in violation of William Carey University’s academic standards and Christian commitment. If such an incident occurs, students, faculty, and/or staff are obligated to initiate appropriate action. Depending upon the seriousness of the offense, sanctions could include failure of the assignment, failure of the course, or dismissal from the University. Complete procedural guidelines for dealing with incidents of academic dishonesty are on file in the Office of Student Services, the Office of Academic Affairs, each academic dean’s office, and each campus dean’s office.

ADA Statement

In accordance with the Americans with Disabilities Act of 1990, William Carey University provides disability accommodations for students with identified and/or diagnosed disabilities. Students requesting accommodations should contact the Office of Disability Services or an appropriate campus/site representative to receive information on registering with the Office of Disability Services and providing appropriate documentation of their disability.
Office of Disability Services contacts:
Hattiesburg campus: Michael Long, Disability Services Coordinator, (601) 318-6211, Lawrence Hall 124
Tradition campus: Brandi Donohoe, (228) 702-1783, Tradition campus, A-132
Baton Rouge site: Hope Webb, (225) 953-7042, Suite 1010, 1st Floor
Online: Michael Long, Disability Services Coordinator, (601) 318-6211, Lawrence Hall 124

Attendance Policy and Late Assignment Statement
Attendance will be documented by timely submissions into CANVAS. Lack of submission of an assignment on its due date will constitute an absence and loss of points for the week the assignment was due. More than two absences will result in a failing grade. There are no excused or unexcused absences. Please see The Graduate Catalog of WCU. Excessive absences may seriously affect the work of the whole class as well as that of the individual students who are absent. Graduate students must attend 80% of their classes. The total number of absences of each student shall be reported for each class by each faculty member at the time of filing trimester grade reports.
If submissions are late, it is the responsibility of the student to contact the instructor. The instructor will respond in writing whether they choose to accept a late assignment. Otherwise, the student will not receive credit for the assignment. Students are expected submit assignments on time. This is critical due to the nature of this course.

Belief Statements
The philosophical rationale for teacher education at William Carey College is characterized by intellectual freedom anchored in a caring Christian environment. Faculty provides instruction to motivate, interest, and challenge diverse learners to become lifelong reflective decision makers within a changing global society. This rationale provides an approach to teacher education that has a strong general liberal arts base and an in-depth preparation in one’s chosen teaching field. Therefore, we believe:
• education is a lifelong process.
• equal educational opportunity should be provided for all persons to attain a higher status of education and fulfillment in life.
• students are unique individuals with differing needs and aspirations.
• teacher preparation changes to reflect the needs of a diverse, technological, and global society.
• teacher education emphasizes effective instruction based on best practice and current research.
• preservice teacher programs prepare educational leaders who facilitate change.
• teacher education faculty model ethical, professional practice.
• teacher education faculty seek involvement in scholarly activities.
• teacher education faculty systematically evaluate student growth, programs and graduates.
• teacher education consists of a broad liberal arts education, academic subject preparation, general and content specific preparation in teaching methodology, and implementation of developmentally appropriate practices.

Disaster Plan
In the event of closure or cancellations due to natural disaster or other emergency causes, general information will be forwarded to local media, posted on the WCU website http://wmcarey.edu, and sent via automated process to your WCU student e-mail address. Specific information regarding the continuation of coursework will be posted on the university’s learning management system (LMS), which is called Canvas, at https://wmcarey.instructure.com. For up-to-the-minute alerts regarding emergency situations, sign up to receive notifications through SaderWatch, the WCU emergency message service. Sign up instructions can be found at http://wmcarey.edu/saderwatch.

Incompletes
All of the following criteria must be met in order for a student to receive an incomplete:
-class (and university) attendance requirements must have been met.
-80% of the required work for the class must have been completed.
-the student must be passing the class at the time the incomplete is granted.
-the student must request the incomplete on the WCU incomplete request form prior to the time at which faculty must submit grades;
-the student must have provided appropriate documentation regarding the reason for requesting the incomplete (e.g., accident reports, medical records, etc.)
-the Academic Dean must have determined that unavoidable circumstances have prevented the student from completing the course on schedule.
If any one of the above conditions is not met, a student cannot receive an incomplete for the course.

Plagiarism
In education the writing style required is that of the American Psychological Association (APA). According to the APA Manual, psychologists do not present substantial portions or elements of another’s work or data as their own, even if the other work or data source is cited occasionally. The manual has much to say about plagiarism. In the sixth edition, this information can be found from page 12 through page 16. One will benefit from reading this information.
The following are key points:
• DO NOT PLAGIARIZE
• Before writing one should read the article and write a summary of the article.
• When summarizing an article, refrain from looking at the article.
• Claiming to “not know you were plagiarizing” is not an acceptable defense.
• If help is needed, one should come see me before there is an issue.
• Consequences of plagiarism are severe and could jeopardize your career as a student.

Sexual Misconduct Statement
It is the policy of William Carey University to comply with all federal and state laws governing sexual misconduct. Further, William Carey University reaffirms its principle, as well as Title IX of the Education Amendments Act of 1972, that all students have a right to be free from sexual discrimination in the form of sexual harassment and sexual violence. Students are referred to the Student Handbook, The Translation (The Red Book), for policy statements regarding sexual harassment and sexual assault and for procedures for reporting and responding to sexual offenses. The policies and procedures may also be found on the university’s website under Campus Life – Security. http://wmcarey.edu/sexual-misconduct
Tobacco-Free Campus
William Carey University is a tobacco-free campus. All WCU students are asked to respect this policy by refraining from smoking or other tobacco use while on campus.

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