lead165 syllabus ug by 2510O6T


									                                                            Successful Goal Achievement through
                                                                  Personal Responsibility
                                                                         LEAD 165
                                                                   Spring 2010 and beyond

COE Vision
The College of Education is a premier learning    Professor: Dr. Raymond Striler, EdD
community of teachers, leaders, and counselors               Dr. Elden Daniel, EdD
who contribute positively to a global society.
COE Mission
The College of Education prepares skilled         Phone: Dr. Ray Striler, 760-685-3711
professionals who inspire excellence and create          Dr. Elden Daniel, 719-852-2158
transformative change in the schools and
communities in which they serve.
                                                  E-mail: drstriler@aol.com
To this end we:
♦ Enhance scholarship, achievement, and
   service through collaborative partnerships,              drdaniel@wildblue.net
♦ Promote and model innovative, ethical, and
   research-based practices, and                  Office Hours: Monday through Friday, normal
♦ Embrace inclusion and social justice.                             business hours

COE Goals                                         Oakwood Solutions, LLC, Personal Responsibility Map
♦ Ensure high quality preparation of education    Professional Manual(s), Oshkosh, WI. Oakwood Solutions, LLC,
  and counseling professionals                    2004
♦ Engage in research-based inquiry and
                                                  Oakwood Solutions, LLC, Personal Responsibility Map
                                                  Achieving Academic and Career Goals RE Version, Oshkosh,
♦ Embrace diversity through action                WI. Oakwood Solutions, LLC, 2003.

♦ Proactively collaborate with the community      Additional Resources (or Recommended Textbooks):
♦ Provide continual professional growth           Course Format: This course consists of lectures, use of audio
  opportunities                                   and visual media, readings from required text and
                                                  supplementary journal articles, classroom discussions,
♦ Infuse and enhance the use of technology        technology-mediated interactions (webinar and on-line
                                                  discussions), student presentations, and in-class small group
COE Motto
Creativity                                        activities.
Opportunity                                       Course Overview: This course is designed to enhance development
Excellence                                        of a student’s goal achievement and personal responsibility skills.
                                                  Emotionally intelligent students will be able to model as well as talk
                Office Hours                      about the thoughts and behaviors most important to a person’s goal
             8:00am-5:00pm M-F                    and academic achievement and personal well-being. The student
                                                  skills learned in provide a research derived and validated approach to
                  Contact                         help them identify, understand and develop specific behaviors related
             Phone: 719-255-4996                  to critical thinking skills. This seminar/workshop uses the Personal
             Fax:   719-255-4110
                                                  Responsibility Map as a starting point for individual focused
         1420 Austin Bluffs Parkway               interventions emphasizing experiential and skill based learning
         Colorado Springs, CO 80918               experiences to improve learner achievement and personal
                                                  effectiveness. This model encourages self-awareness, self-
  http://www.uccs.edu/~coe/index.html             understanding, and positive personal change within the context of a
                                                  supportive relationship. The Personal Responsibility Map measures
                                                  the following areas: goal-setting, self-efficacy, values congruence,
                                                  achievement drive, supportive environment, self-esteem, self-
                                                  management, problem solving, and resiliency.
Course Objectives: Upon completion of this course, the participant will be able to:

    1. Learn how to use a learner’s individual needs to specific intervention strategies to improve
       achievement and personal responsibility skills.

    2. Understand and communicate the Personal Responsibility Skills concept for self-improvement.

    3. Lead introductory Personal Responsibility Skills workshops for peer groups.

    4. Bring to their classroom a variety of strategies, tactics and tools to change the traditional
       classroom into one of dynamic learning with peers.

    5. Create a cooperative classroom atmosphere and culture, which values diversity and a positive
       climate to tap the individual talents of each learner.

    6. Facilitate the development of individual curriculum applications.

    7. Lead peer discussions and small group analysis in assessing student learning using the Personal
       Responsibility Map.

NCATE Standards:

Course Expectations:

    1. Each student enrolled will participate in a nationally recognized train the exceptional student
       workshop produced by The Conover Company and sponsored by their educational institution.
    2. A student produced learning journal
    3. Post-seminar Concept Integration Paper (for two-credit only students)
    4. Student prepared Personal Responsibility Maps (2)
    5. Mid-Term (two each) and Final Examinations (for three-credit students)
    6. Attendance at all seminar and workshop sessions is mandatory for participants.

Technology Competencies. It is expected that candidates begin our program with basic computing skills
that include using Microsoft Word to write papers, accessing online research databases, and
corresponding by email. Knowledge of the use of technology-supported multimedia, such as PowerPoint
and other audio/video resources, is a plus; those who do not already have a working knowledge of their
use will develop it over the course of their program.

Communications outside of class will be by email. All students must obtain a UCCS email address and
check it regularly (at least every other day) so as not to miss announcements. An idea: if your UCCS
address is not your primary one, have emails from it rerouted to the one you check daily.

Attendance, Preparation, and Participation: Like the instructor, students are expected to come to class
on time and thoroughly prepared, meaning all assigned reading has been completed and questions on the
reading have been brought to class; concepts, definitions, examples, and procedures presented in the text
and previous classes are understood well enough to be discussed; individual or group assignments have
been prepared; and the student is ready to engage in classroom activities.

Class participation is vital for acquiring the knowledge necessary to meet the course objectives.
Additionally, students' presence and participation contribute to an interchange of ideas and experiences
that benefit everyone. The instructor reserves the right to reduce a student's grade for consistent lack of

Ethical Conduct: The responsibility for ethical conduct, academic honesty and integrity rests with each
individual member of the UCCS community. The Student Codes and Academic Policies (which may be
found at http://www.uccs.edu/~dos/studentconduct/index.html) are followed in this class. In general,
academic dishonesty includes, but is not limited to, cheating on assignments or examinations, plagiarism
(which means misrepresenting as your own any work done by another), misuse of academic materials, or
interfering with another student’s work. Violations of the honor code may result in dismissal from the

Diversity Statement: The faculty of the College of Education is committed to preparing students to
recognize, appreciate, and support diversity in all forms – including ethnic, cultural, religious, gender,
economic, physical, and intellectual – while striving to provide fair and equitable treatment and
consideration for all. Any student who believes that he/she has not been treated fairly or equitably for any
reason should bring it to the attention of the instructor.

Special Assistance: Reasonable accommodations will be made for students who have a documented
disability, which interferes with completion of this course. It is your responsibility to request any
accommodations before assignments are due. Please contact Disability Services (255-3354) or the
instructor if you have questions.

Military Students: Military students who have the potential to participate in military activities including
training and deployment should consult with faculty prior to registration for any course, but no later than
the end of the first week of classes. At this time, the student should provide the instructor with a schedule
of planned absences, preferably signed by the student's commander, in order to allow the instructor to
evaluate and advise the student on the possible impact of the absences.

In this course, the instructor will consider absences due to participation in verified military activities to be
excused absences, on par with those due to other unavoidable circumstances such as illness. If, however,
it appears that military obligations will prevent adequate attendance or performance in the course, the
instructor may advise the student to register for the course at another time, when she/he is more likely to
be successful.

Appeals: In any academic issue, including attendance decisions, students may exercise their right to
appeal. Should the faculty member and student be unable to agree on appropriate accommodation under
this policy, either party shall have the right to request mediation as outlined in the grievance policies of
the College of Education and the UCCS Student Standards.

ASSIGNMENTS: (graded activities)

2 Credits: Five-page concept integration paper on the concepts covered during the seminar/workshop.

3 Credits: During the entire course students will maintain a personal learning journal. Graded items of
student production include Personal Responsibility Maps One and Two, Midterms One and Two, a Final
Exam. Additionally, students will be graded on class participation.

Papers submitted to your assigned college/university/seminar instructor.

Class participation will be evaluated through the production of each student’s prepared personal
reflections journal, student workshop produced learning tools, and by instructor observed participation in
small group sessions.

Two Credits:             Personal Responsibility Map One: Pass/Fail
                         Seminar Participation: 20%
                         Student Learning Journal: 30%
                         Five-page Concept Integration Paper: 50%

Three Credits:        Personal Responsibility Map One: Pass/Fail
                      Student Produced Journal: 15%
                      Mid-Term Part One: 15 %
                      Mid-Term Part Two: 15 %
                      Personal Responsibility Map Two: 20%
                      Seminar Participation: 10%
                      Final Exam: 25%

Grade Distribution:   93-100% A
                       85-92% B
                       78-84% C
                       70-77% D
                       69 and below F

                                     Assignments and Assessments

Assignment or     Due                Description                  Assessment     Required Field
 Assessment       Date                                            Method(s)*      Component

  Personal                  Students will complete their         Peer Feedback   3 hours (total)
Responsibility              Personal Responsibility Map            Instructor
    Map                     followed by a review of their          Feedback:
                                 individual results.                Pass/Fail

                           Chapters topics consist of the
    Student                   following twelve topics:
  proceed to               these are Goal Setting, Values
   complete               Congruence, Self-Efficacy, Self-
 Chapters one            Esteem, Achievement Drive, Self-           Rubric       12 hours (total)
through twelve              Control, Self-Management,
                            Problem Solving, Resiliency,
                          Supportive Environment, Self-
                            Improvement and Personal

     Self-                 Candidates design, administer,           Rubric       6 hours (total)
 management                score, and interpret data from
  related to              curriculum-based assessments in
  Personal                 Goal Achievement. Candidates
Responsibility           include informal and formal data
(Chapters one            and observations, interviews, and
    – six)               an error analysis. Topic areas are
                                  first six chapters.

Midterm Part                Undergraduate students will          Rating Scale          NA
    One                  respond to 6 short essay topics in a
                             take-home midterm paper
                         covering the first six skills in Goal
                               Achievement Potential

      Self-                Candidates design, administer,           Rubric       6 hours (total)
 management                score, and interpret data from
   related to             curriculum-based assessments in
   Personal                Goal Achievement. Candidates
Responsibility           include informal and formal data
  (Chapters              and observations, interviews, and
seven – twelve)          an error analysis. Topic areas are
                                second six chapters.

Midterm Part                 Undergraduate students will         Rating Scale          NA
    Two                  respond to 6 short essay topics in a
                          second take-home midterm paper
                           covering the second six skills in
                             Goal Achievement Potential

                         Undergraduate students take the
  Personal                                                       Peer Feedback   6 hours (total)
                         Personal Responsibility Map a
Responsibility                                                     Instructor
                         second time and compare the
    Map                                                            Feedback:
                         differences between the results of
                                                                  Rating Scale
                         the first time the student took the
                         assessment versus the second time
                         – What are the differences? What
                         changed? Why these changes are
                         present now?

Final Exam   Undergraduate students write an      Rating Scale   In-class written final
             overall paper on the 12 scales and                     3 hours (total)
             the Personal Responsibility Map
             and how they are related to goal
             setting and goal achievement.

             Alignment of Course Objectives, Standards, and Conceptual Framework
Course Objective    Assignment, Activity, or   CEC   Colorado   Colorado     INTASC   NETS      COE
                     Required Reading(s)              PBSCT     Generalist                   Conceptual





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