CENTRAL METHODIST UNIVERSITY

1964 Prairie Dell Road

Union, Missouri 63084 

 

                ED 453 – GENERAL METHODS IN EDUCATION

Term 4, 2016-2017

 Instructor:         Mr. Robert (Bob) Niebruegge

Home Phone:    (573) 437-2430

Cell Phone:       (573) 259-0237

Email:               reniebruegge@hotmail.com

                                                                                                         

Required Texts:

Wong, Harry K. & Wong, Rosemary T. (2009). The First Days of School: How to Be an Effective Teacher. Mountain View, CA: Harry K. Wong Publications, Inc.

 

 

Central Methodist University Mission

Central Methodist University prepares students to make a difference in the world by emphasizing academic and professional excellence, ethical leadership, and social responsibility.

 

Central Methodist University Creed

The Central Methodist University community believes in:

• Seeking knowledge, truth, and wisdom;
• Valuing freedom, honesty, civility, and diversity;
• Living lives of service and leadership; and
• Taking responsibility for ourselves and the communities in which we live.

 

Our Values:

Central Methodist University affirms its Wesleyan heritage and its unique place as the only United Methodist–related university in Missouri. The location of its original campus in a small, historic, rural community provides an opportunity for students to live and to learn in a safe setting. The University values its strong liberal arts tradition, providing a foundation for excellent professional programs. CMU and its outreach activities foster an environment in which a diverse student body can develop intellectually, socially, and spiritually. University life emphasizes honesty, integrity, civility and a strong sense of personal responsibility as integral elements of character and leadership. Central Methodist University nurtures a spirit of community and caring among students, faculty, and staff.

Academic Honesty: Students are expected to follow Central Methodist University’s code of academic conduct and honesty as outlined in the current CMU catalog and on the CMU website. Any evidence of academic dishonesty may have any or all of the following consequences:

1. Grade of zero on the individual assignment
2. Grade of F in the class
3. Dismissal from the class
4. Dismissal from the education program
5. A notation of academic misconduct on your transcript

Any student caught committing academic misconduct on any assignment in this class will earn a zero for that assignment. Furthermore, the student will come under the auspices of the Academic Conduct Policy of CMU. It is the student’s responsibility to review and understand the CMU Academic Conduct Policy.

CMU CONCEPTUAL FRAMEWORK

Adopted February 2009

 

EDUCATION DIVISION MISSION STATEMENT

Central Methodist University commits itself to preparing teachers who create learner-centered communities that provide for the development of mind and spirit for all learners through leadership and service within a community of practice.

 

EDUCATION DIVISION GOALS AND PURPOSES

The Division of Professional Education closely aligns its goals and purposes with the goals expressed in the mission statement of Central Methodist University. The Division believes that it is also our mission to prepare students to make a difference in the world. Teachers touch the lives of their students in many different ways. Teacher education must take into account the impact that teachers have on individual students and also on local, state, national and global communities. For this reason we are committed to promoting both the mission and creed of Central Methodist University. The Division aligns their professional commitments, dispositions, and values with the mission of the University in the following manner:

 

• Academic and professional excellence: All domains needed in the teaching profession are addressed through coursework as well as practicum experiences.
• Ethical leadership: Good teaching involves more than delivery of information. There are dispositions that good teachers must have if they are to positively impact the lives of their students. We believe that our educator preparation program should help to develop these dispositions in pre-service teachers.
• Social responsibility: Teachers play an important role in both modeling citizenship to and developing citizenship in the students they teach. Through presentation of content and through interaction with the faculty, these skills are developed in our students.
• Seeking knowledge, truth, and wisdom: Development of knowledge is, of course, a key part of teacher education, but we feel that teaching and modeling critical thinking are also an important part of teacher education. Our program is designed to insure that all of the pre-service teachers who graduate have the skills to operate as true professionals. To do this, they must learn to evaluate information that is presented to them and develop the ability to make informed decisions.
• Valuing freedom, honesty, civility, and diversity: Teaching is a profession that requires teachers to interact with the entire spectrum of the communities where they work. Dealing effectively with a diverse population is a fundamental aspect of teaching. Pre-service teachers need to know how to understand and value that diversity and know how to teach all students, regardless of their backgrounds.
• Living lives of service and leadership: We demonstrate for our students, through our own teaching and through class work and practicum experiences, that teaching is a service profession with its own unique responsibilities. Teachers have to provide support for students; teachers have to adapt methods and materials to the needs of their students; teachers have to take into account the emotional needs of their students. Teachers, as professionals, also have to take leadership roles. They need to maintain association in professional organizations and participate in professional development.
• Taking responsibility for ourselves and the communities in which we live: Our program encourages students to take responsibility for themselves and their communities. This challenge begins as freshmen with a service project connected to their field and continues with coursework in which they have to read, write, think, and apply the information they are learning.

 

PHILOSOPHY

 

Creating Learner-Centered Communities – The emergence of constructivism marked a unifying theory toward which the educational theorists of the twentieth and twenty-first centuries had worked (Piaget, 1952; Dewey, 1966; Bruner, 1961, 2004; Vygotsky, 1978). The Central Methodist University Division of Professional Education prides itself in developing teachers who are prepared to work in and teach the skills necessary for success in the twenty-first century. While researchers involved in the study of the brain caution against overgeneralization, clearly the brain continually scans the world to make sense of the constant bombardment of stimuli (Wolfe, 2001). Thus, learning occurs as the brain fits or adds information to existing knowledge and experiences. The teacher using the constructivist approach explores with the students the connections between prior knowledge/experience and new knowledge, and then helps students develop the skills and knowledge that will enable achievement of the learning objectives. Such exploration enables learners to hook the unfamiliar onto something familiar. Based on the research of cognitive psychologist teachers model and develop techniques and active learning strategies such as cooperative learning, discovery learning, problem-based education (Slavin, 1990; Good & Brophy, 2007; Problem based initiative, 2008; Michael, 2006; Prince & Felder, 2006).

 

Magnifying Mind and Spirit – Experts in any field have a holistic vision of that field, but they must also have a good understanding of the fundamentals of the discipline. The faculty at CMU delivers instruction designed to teach fundamentals without losing sight of the larger whole of the individual. This includes a commitment to acquire and use professional knowledge. As a faculty committed to an ever-deepening understanding of what it means to construct meaning, we know that pre-service teachers must understand how to teach content in ways that address the whole learner. Pre-service teachers, throughout the undergraduate experience, must gain information and skills, but they must also understand how to express in a variety of ways what they know for themselves and the learners with whom they will work.

 

In addition, ethical teaching requires that teachers value both learning and learners themselves. Plato tells us that education must contain a moral component. He believed that each person had a capacity in his or her “soul” to be ethical and that education was the means to turn the soul from darkness of ignorance to the light of knowledge and justice. The values, commitments and professional ethics that influence behaviors toward students, families, colleagues, and communities and affect student learning, motivation, and development, as well as the educator’s own professional growth, are fostered throughout the program. Dispositions are guided by beliefs and attitudes related to values such as caring, diversity, equity, fairness, honesty, responsibility, and social justice (NCATE, 2007).  

 

Uniting through Leadership and Service – Central Methodist University professional education division conducts learning within communities of practice. These communities focus on people where the social structure within the community enables the members to learn with and from each other (Wenger, 2008). Effective teachers know what and how to teach. Perhaps as important, they know why they teach. Teaching is an act of both service and leadership. Teaching involves knowledge, but teachers also must have the disposition to serve the best interest of the learners. Faculty serve as experts modeling teaching and learning for the novices in their classrooms. There is a continual exchange of understanding as the novice and expert work together in the Zone of Proximal Development (Vygotsky, 1978). Only as novices become knowledgeable about subject area content, pedagogy, and the nature of learners and reflect on that knowledge can they begin to facilitate effective learning for students.

 

KNOWLEDGE BASE

 

The faculty of Central Methodist University looks to five primary resources to inform their practice: (1) No Child Left Behind; (2) Missouri’s Show-Me Standards and Curriculum Frameworks and the specifications of the tests in the Missouri Assessment Program (MAP); (3) Missouri’s Grade and Course Level Expectations; (4) the standards developed by all the national content organizations; and (5) the findings of researchers.

 

The research base that supports all of our pedagogy in the CMU Division of Professional Education is comprehensive, current, theoretically sound, and confirmed through classroom application.   As preparers of pre-service teachers, professors in our Division of Professional Education are concerned not only about what our pre-service teachers need to know in the area of content but also best methods for delivering the content. Professors work diligently not only to teach content but also to model current research based pedagogy. In other words, professors not only talk the talk but walk the walk. Researchers have identified this as one of the most important components of an education curriculum to produce teachers prepared to teach in the twenty-first century (Halpern & Hakel, 2002; Renzulli, 2008; Reimers, 2008; Wagner, 2008).

 

Students enrolled in the education program at Central Methodist University not only enroll in a program but also become members of a Community of Practice, “the community that acts as a living curriculum for the apprentice” (Wenger, p.4). These communities of practice are continually negotiated by the participants (the pre-service teachers, professors, field personnel, and children) as they learn to interact together and engage in socially relevant work.

 

Research designed to discover the most effective teaching methods has been on-going for the past 60 years (National Training Laboratories, 2008). Research supports a move from a traditional “teacher centered” transmission model of teaching to a “student centered” constructivist model of teaching. The two models are described in this way by Van der Vleute, Domans & Scherpbier (2000):

 

In traditional curricula the emphasis is on knowledge transfer from teacher to student and is based on a conception where knowledge is considered as ‘absolute’, ‘based on facts’ and being ‘objective’ (Williams, 1992). Knowledge in this conception is the sum of information to which the student has been exposed. Learning is a matter of transfer of ‘truths’ on what has been scientifically proven. However, …it is clear that this conception is naïve. Current philosophical views on human learning are therefore based on a view in which knowledge is not ‘absolute’, but is constructed by the learner based on previous knowledge and overall views of the world. Learning is a process that results from interactions with the environment. It is the learner who constructs new knowledge and who is at the centre of the educational process. This view is called constructivism (Savery & Dully, 1995). From the evidence on learning this theory seems a better view on education than our intuitive naïve one. (247-248).

 

Engagement seems to be the key to learning. In summary, “High engagement results in higher achievement, improved self-concept and self-efficacy, and more-favorable attitudes toward school and learning” (Renzulli , 2007, p. 31).   Effective teachers engage students, allowing all members of the community of practice to succeed and feel satisfaction (Pangrazi, 2007; National Council of Teachers of Mathematics; National Council of Teachers of English; National Council for the Social Studies; National Science standards, 1996).   Researchers have conducted process outcome research and have identified a number of characteristics of teachers who demonstrate gains in achievement through standardized test scores (Good & Brophy, 2007; Marzano, Pickering & Pollock, 2001)). These characteristics support the philosophical approach adopted by the CMU Professional Education Division.

 

At CMU we base our pedagogy on the research that delineates the “best practices” of teaching so our students see these practices modeled every day in their classes. Research tells us that true reform of education will not occur without changes in mental models of education of pre-service teachers and these changes occur as students learn content and reflect on their new learning in a variety of settings (Baron, 1981; Gardner, 1985). Application of best practices can help to reduce the achievement gap and improve learning outcomes for all students (Pianta, 2007). Our communities of practice change mental models of education in all participants, better preparing these pre-service teachers to establish communities of practice in their own teaching.

 

CMU Professional Education Division Standards and Indicators: Creating Learner-Centered Communities (pedagogy)

1. Candidates demonstrate knowledge of developmental and learning theories.
2. Accurately identify major theorists in the field and utilizes key ideas to inform practice.
3. Utilize scientific research to inform practice.
4. Identify common traits of development and plans lessons accordingly.
5. Candidates foster positive, educational interactions with and between colleagues, administrators, students and parents in educational settings.
6. Create democratic learning environments that promote risk taking and problem solving.
7. Design lessons that actively engage all learners and encourage inquiry and collaboration.
8. Candidates utilize assessment as a learning tool.
9.  Build assessment strategies into instruction.
10. Observe and document learning based on instructional objectives, standards, and grade level expectations.
11. Use assessment data to differentiate instruction.

 

Magnifying Mind and Spirit (content)

4. Candidates communicate effectively within and beyond the classroom.
5. Communicate orally in formal presentations.
6. Communicate informally with individuals, small groups, and informal settings.
7. Communicate in writing (reports, essays, letters, e-mails)
8. Candidates demonstrate the central concepts, tools of inquiry and structures of the discipline(s) within the context of a global society.
   1. Reflect the content of local, state, and national standards in curriculum and teaching methods.
   2. Correctly state and explain key subject matter concepts.
   3. Create learning experiences that make key subject matter meaningful for diverse populations.
   4. Address misconceptions in key subject matter ideas.
   5. Apply real life examples to key subject matter topics.

 

Uniting through Leadership and Service (reflection)

6. Candidates demonstrate a commitment to professional ethics and behavior.
7. Seek out mentors and read in the profession.
8. Join professional organizations.
9. Promote ethical and equitable practices.
10. Demonstrate adaptability in reflecting on self in relation to diverse groups.  
11. Candidates demonstrate the ability and willingness to assume leadership roles within a community of practice.
12. Contribute to and improve overall quality of the learning community.
13. Foster relationships in the larger community.
14. Routinely reflect upon their own strengths and challenges as educational practitioners.

 

Technology Standards

8. Candidates integrate appropriate technology to enhance instruction.
9. Candidates utilize multiple technology applications to differentiate instruction.
10. Candidates utilize technology to promote higher level thinking skills needed for the twenty-first century.
11. Candidates promote ethical and legal use of technology.

 

Assessment of Conceptual Framework Standards and Indicators

December 2008

 

Creating Learner-Centered Communities	MoSTEP
1.      Candidates demonstrate knowledge of developmental and learning theories.
d.      Accurately identify major theorists in the field and utilize key ideas to inform practice.	1.2.2.1 1.2.2.4
e.       Utilize scientific research to inform practice.	1.2.2.2 1.2.8
f.        Identify common traits of development and plan lessons accordingly.	1.2.2.1
2.      Candidates foster positive, educational interactions with and between colleagues, administrators, students and parents in educational settings.
c.       Create democratic learning environments that promote risk taking and problem solving.	1.2.2.3 1.2.6.1 1.2.6.3
d.      Design lessons that actively engage all learners and encourage inquiry and collaboration.	1.2.1.4 1.2.1.5 1.2.3.1 1.2.7.2 1.2.5.1 1.2.5.2
e.       Collaborate with specialized services to meet student needs.	1.2.3.3 1.2.10.2 1.2.10.4
3.      Candidates utilize assessment as a learning tool.
c.       Build assessment strategies into instruction.	1.2.8.1 1.2.8.2 1.2.8.3 1.2.8.4
d.      Observe and document learning based on instructional objectives, standards, and grade level expectations.	1.2.3.2 1.2.8.1 1.2.8.2 1.2.8.3 1.2.8.4
e.       Use assessment data to differentiate instruction.	1.2.5.1 1.2.8.1 1.2.8.2 1.2.8.3 1.2.8.4
Magnifying Mind and Spirit
4.      Candidates communicate effectively within and beyond the classroom.
d.      Communicate orally in formal presentations.	1.2.7.1 1.2.7.4
e.       Communicate informally with individuals, small groups, and informal settings.	1.2.7.2 1.2.7.3 1.2.7.4
f.        Communicate in writing (reports, essays, letters, e-mails)	1.2.7.4
5.      Candidates demonstrate the central concepts, tools of inquiry and structures of the discipline(s) within the context of a global society.
Reflect the content of local, state, and national standards in curriculum and teaching methods.	1.2.1.1 1.2.4.1 1.2.4.3
Correctly state and explain key subject matter concepts.	1.2.1.1
Create learning experiences that make key subject matter meaningful for diverse populations.	1.2.1.2 1.2.3.4 1.2.4.2 1.2.4.3 1.2.5.1
Address misconceptions in key subject matter ideas.	1.2.4.3
Apply real life examples to key subject matter topics.	1.2.1.3

 

 

Uniting through Leadership and Service
Candidates demonstrate a commitment to professional ethics and behavior.
e.       Seek out mentors and read in the profession.	1.2.9.2 1.2.9.3
f.        Join professional organizations.	1.2.9.2
g.      Promote ethical and equitable practices.	1.2.7.2 1.2.9.3
h.      Demonstrate adaptability in reflecting on self in relation to diverse groups.	1.2.6.1 1.2.6.2
Candidates demonstrate the ability and willingness to assume leadership roles within a community of practice.
d.      Contribute to and improve overall quality of the learning community.	1.2.6.2 1.2.10.1 1.2.10.3
e.       Foster relationships in the larger community.	1.2.10.1 1.2.10.3
f.        Routinely reflect upon their own strengths and challenges as educational practitioners.	1.2.6.1 1.2.6.2 1.2.9.1
Technology Standards
Candidates integrate appropriate technology to enhance instruction.	1.2.11.1 1.2.11.5 1.2.5.1
Candidates utilize multiple technology applications to differentiate instruction.	1.2.11.2 1.2.11.3 1.2.11.4 1.2.7.4
Candidates utilize technology to promote higher level thinking skills needed for the twenty-first century.	1.2.5.2 1.2.11.3
Candidates promote ethical and legal use of technology.	1.2.11.6

 

Non-Discrimination Policy: Central Methodist University does not discriminate o the basis of race, color, sexual preference, religion, sex, national origin, age, or federally defined disability in its recruitment and admission of students. The University’s educational programs, activities, financial aid, loan, and scholarship programs are made available to all qualified students without regard to race, color, sexual preference, religion, sex, national origin, age, or federally defined disability. The University complies with all federal and state non-discrimination requirements.

 

Course Description:

General Methods in Education—2 hours. This course is designed to acquaint pre-service teachers with effective teaching methods and classroom management strategies. Emphasis will also be placed on general information regarding teacher professionalism, ethics, job search and interview process, teacher certification requirements, and development of a portfolio.

 

Course Rationale:

 

            The intent of this course is to give final preparation for the student teacher prior to their student teaching experience.

 

Course Objectives and Specific Outcomes

 

1. Students who successfully complete this course will be able to:

 

1. Know characteristics of effective teachers
2. Understand what to expect the first day and first year of teaching
3. Develop lesson plans with consideration to the show me standards, grade level expectations/course level expectations
4. Communicate learning objectives
5. Have a working knowledge of the basics of classroom, time, and behavior management
6. Navigate the teacher certification process
7. Prepare letters of inquiry or application, a resume, and personal philosophy of education
8. Participate in the job interview process
9. Express knowledge and understanding of school organizational structures at the building, district and state levels
10. Articulate an understanding of the laws pertaining to the teaching process and the implication of these laws as they relate to the professional responsibility of teachers, including: professional ethics and confidentiality, recognizing and reporting child abuse, teacher tenure and rights and responsibilities relating to teacher contracts.
11. Basic knowledge of performance based teacher evaluation, mentoring, professional development
12. Develop strategies for assessing student progress
13. Explain the importance of managing additional duties (bus, lunchroom, assemblies, school group functions, extra-curricular activities)
14. Demonstrate an understanding of how to work with parents and involve them in their student’s education
15. Develop strategies for creating a professional portfolio

 

1. The student will demonstrate the ability to use professional resources related to teaching, including but not limited to various classroom techniques.

 

1. The student will demonstrate an understanding of the strategies essential to secure a teaching position by completing a job placement folder that will include: a personal philosophy of education and discipline, a letter of inquiry, and a resume.

 

Missouri Standards for Teacher Education Programs (MOStep)

 

1.2.1 Subject Knowledge. The pre-service teacher:

 

            1.2.1.1  Knows subjects applicable to area(s) of certification

            1.2.1.2 Presents subject(s) in multiple ways

            1.2.1.3 Uses students prior knowledge

 

1.2.4 Curriculum Planning. The pre-service teacher:

 

            1.2.4.1 Selects and creates learning experiences that are appropriate for curriculum goals

            1.2.4.2 Creates lessons and activities that recognize needs of diverse learners

            1.2.4.3 Evaluates plans relative to long and short term goals – adjust them to meet student needs and to

                        enhance learning.

 

1.2.5 Instructional Strategies. The pre-service teacher:

 

            1.2.5.1 Selects alternative teaching strategies to achieve instructional purposes and meet student needs

            1.2.5.2 Engages students in active learning

 

1.2.6 Motivation and Management. The pre-service teacher:

 

            1.2.6.1 Knows motivation theories, behavior management strategies and techniques

            1.2.6.2 Manages time, space, transitions, activities effectively

            1.2.6.3 Engages students in decision making

 

1.2.7 Communication. The pre-service teacher:

 

            1.2.7.1 Models effective verbal/nonverbal skills

            1.2.7.4 Uses a variety of media communication

 

1.2.8 Assessment. The pre-service teacher:

 

            1.2.8.1 Employs a variety of formal/informal assessment techniques

            1.2.8.3 Evaluates the effect of class activities on both individual and the class as a whole

            1.2.8.4 Maintains records of student performance and can communicate progress to students, parents,

                        colleagues

 

1.2.9 Reflective Practitioners. The pre-service teacher:

 

            1.2.9.1 Applies a variety of self-assessment and problem solving strategies for reflecting on practices

            1.2.9.2 Uses resources available for professional development

            1.2.9.3 Practices professional ethical standards

 

1.2.10 Relationship with colleagues, parents, students community. The pre-service teacher:

 

            1.2.10.1 Participates in collegial activities to make the entire school a productive learning environment

            1.2.10.2 Seeks opportunities to develop relationships with parents/guardians of students

           

Course Expectations:  

 

1. Attendance: Because this course is learner centered and interactive, attendance is extremely important! There are only thirteen class meeting dates, and there will be a great amount of information and materials covered during each meeting. It is expected that pre-service teachers enrolled in this course will be in attendance at each class. Attendance will be factored into the course grade. Each absence will deduct ten percent (10%) of the attendance/participation points.

 

1. Professional Behavior: This class serves as professional development for becoming a teacher. Professional behavior for teachers includes the qualities, habits of mind, attributes and skills necessary for being a good teacher. These include:

 

• Dependability: Dependability is demonstrated through regular attendance, turning in work on time, and being prepared on time for the assigned presentations. See attendance policy above.

 

• Scholarship: During class, your attention should be directed on the learning activities presented in class with respect to the instructor and other students shown at all times. Your grade will be penalized if such behaviors occur.

 

• Pedagogical Skills: You will be expected to demonstrate critical thinking, reflection, dedication, and communication skills (speaking, writing, and listening) during your active participation in class discussion.

 

• Good Character: Teachers are expected to demonstrate good character. As students preparing to be teachers, you need to be aware that behaviors considered to be in bad character that are public in nature (such as information posted on public internet sites) can impact your ability to work as a teacher. Any indication that you do not have the disposition to fairly teach students in a diverse society will be taken into account when recommendations are made for your employment.

 

• Appearance: You need to begin presenting yourself as a professional educator, as opposed to a college student. Acceptable dress is expected at all times, especially when you are observing your cooperating teacher. Body piercings and tattoos will most probably be unacceptable by school districts, therefore you need to plan to remove/cover up body piercings and obvious tattoos. Follow the school district dress code where you are student teaching.

 

1. The student should be able to accomplish course objectives.

 

1. The student should be able to evaluate their personal strengths and weaknesses in preparation for student teaching.

                                                                                                           

1. The student will submit each assignment to the instructor on the date and time it is due. If extenuating circumstances arise, the student must notify the instructor of these situations before the due date to receive special consideration. (* The instructor reserves the right to determine whether the situation warrants special consideration.)

 

Requirements for Assessment:

 

1. The following assignments/assessments are required:

 

• Philosophy of Education – due April 3, 2017
• Sample Lesson Plan - due April 10, 2017
• Resume– due April 17, 2017
• Classroom Management Plan – due April 24, 2017

 

2. Classroom participation/discussion.

 

** Note: All written assignments shall exhibit the use of standard grammar, spelling, and punctuation.

 

NOTE: In an attempt to maintain a positive learning environment with a minimum number of distractions, working on assignments for other classes, use of cell phones or laptop computers, text messaging, or any other behavior that distracts you, or fellow students, is not acceptable. Points will be deducted from the student’s grade if this is not followed.

 

GRADING CRITERION:

                                                                                                                        Grade Scale

            Resume                                               20 Points                                 A = 90% to 100%

            Philosophy of Education                    20 Points                                 B = 80% to 89%

            Lesson Plan                                         20 Points                                 C = 70% to 79%

            Classroom Management Plan              20 Points                                 D = 60% to 69%

            Class Attendance/Participation                       10 Points                                 F = 59% or below

            Class Presentation                               10 Points

           

Late assignments will not receive full credit.

 

• The instructor reserves the right to alter/change the contents of this syllabus at any time.

 

Institutions Sanctioned Absence Policy:

 

• Absences incurred as a result of competitions, performances, or event (with appropriate email notification and the student’s name on the list provided) will not be considered when dropping a student’s grade because of absences.

 

• Each coach is responsible for working with the Athletic Director’s Office to ensure that all conference limits are adhered to – in regards to how many competitions can be held on class days in a season.

 

• Each coach/director/instructor (or his/her designee) is responsible for sending an e-mail communication to all CLAS faculty 2-4 days ahead of time, for each competition, performance or event that will interfere with class days. This communication should include departure time, when students will return to campus, and a list of students involved.

 

• Students who will miss a class or lab because of an institution-sanctioned event are responsible for talking with each professor ahead of the absence. Where possible class assignments, exams or exercises are to be made up before the departure time.

 

• Faculty members should contact the coach/director/instructor if a student on the list should consider (because of class performance or previous absences) not attending the competition or performance.

 

• If a student chooses to attend class and skip the competition, performance, or event there will be no direct penalty (extra running, grade penalty, pushups, etc.), from the coach/director/instructor.