Proposal

ELE 0699 - Applied Professional Experience in Elementary Education

I. Course Information Course: ELE 0699 - Applied Professional Experience in Elementary Education Semester Credit Hours: 3.0 Course CRN and Section: 21184 - P01 Semester and Year: Fall 2026 Course Start and End Dates: 10/12/2026 - 12/06/2026 Building and Room: Online Venue - CANVAS

II. Instructor Information Professor: Dr. Leah B. Nachman Email: [email protected] Office Hours: Feel free to text me at any time. I will return your message or call you within 24 hours.

III. Class Schedule and Location Day Date Time Location Building/Room

10/12/2026 - 12/06/2026 Programs On-line Online Venue-CANVAS

IV. Course Description This course will require graduate students to complete an applied professional experience in Elementary Education. The applied professional experience is a synthesis of concepts learned throughout the Master’s in elementary education program. Students will complete a capstone project that integrates educational research and professional development. This capstone project will be differentiated based upon the previous experience and needs of each student. Prerequisites: 24 credits, including CUR 0526, ELE 0502, ELE 0503, ELE 0504, ELE 0505, ELE 0506, ELE 0601, ELE 0602, ELE 0603. Course Rationale: This course provides an opportunity for candidates to apply the skills and knowledge that they have acquired through coursework and previous field and life experiences in Kindergarten through sixth grade settings.

V. Course Objectives / Learning Outcomes 1: Demonstrate knowledge and understanding of elementary students’ characteristics and behaviors. 2: Demonstrate the ability to create a supportive learning environment for diverse populations. 3: Demonstrate knowledge of the professional role and ethical responsibilities of the elementary education teacher. By the end of this course, the Candidate will be able to:

1. Identify best practices and limitations observed in elementary educational settings from K-6 (AP a1- b6; Elementary Education Competencies and Skills; InTASC Standards #1-10; CAEP Standards 1- 4).

2. Write suggestions for improvement in the curriculum (AP b5; Elementary Education Competencies and Skills; InTASC Standards #1-10; CAEP Standards 2-3; ESE Competencies and Skills, Competency #3.1-3.11).

3. Identify factors in the K-6 educational setting(s) that limit the effectiveness of the teacher’s plans for instruction and management (AP b5; ESOL Domain 3, CAEP Standard 3; ESE Competencies

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and Skills, Competency #3.1-3.11). 4. Design an age-appropriate thematic unit for a selected K-6 grade level student (AP a1, a2, a3;

ESOL Domain 3, Standard 3.2; CAEP Standards 1-4; Elementary Education Subject Area Competencies and Skills; ESE Competencies and Skills, Competency #3.1-3.11)

5. Summarize knowledge and understanding gained through this course and how that will be incorporated into future teaching experiences with K-6 students (AP b5, CAEP Standard 5)

6. Summarize knowledge and understanding of professional growth, reflection, and evaluation as well as the significance of collaboration with families, colleagues, and community agencies through the successful completion of a comprehensive examination. (CAEP Standards 5)

VI. Materials and Resources Book Url: NSU Book Store Course Required Texts and Materials:

Smidt, S. (ed.). (2009). Key issues in early years’ education: A guide for students and practitioners. (2nd ed.). New York, NY: Routledge.

Vaughn S., Bos, C.S. & Schumm, J. S. (2013). Teaching exceptional, diverse and at risk students in the general education classroom. (6th ed.). Englewood Cliffs, NJ: Prentice Hall. Course Supplemental Materials:

American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, D.C.: Author

VII. Course Requirements Each student must acquire a working NSU email address for enrollment in all courses, whether or not instruction is live or online. To open an NSU email, go

to http://www.nova.edu/resources/nsuidentity.html. Each student must use the appropriate programs/files (i.e., Microsoft Word, PDF, and JPG) when taking online courses in order to insure that the instructor can open and grade written work. Students are expected to attend all class sessions and maintain active participation throughout each session. Students are required to turn on their cameras unless prior arrangements are made with the instructor.

VIII. Course Schedule and Topic Outline Course Schedule:

Course Schedule/Topic Outline Primary methods of instruction that are utilized for this course are small group discussions, demonstrations, and hands-on activities.

Week Topics Class Activities and Assignments

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1 Best Practices in Early Childhood Education Curriculum Standards and Teacher/Student Accountability in Early Childhood Education

Readings: Textbook Vaughn, Bos & Schumm, Chapters 1-3 Textbook Smidt, Chapters 1-3

Video: What Makes A Great Teacher

https://youtu.be/2aPogRvBrlw?si=Cv--jGuEEP5Xie_l Discussion:

Identify two websites that identify best practices in early childhood education. Tell how you will use information from websites in your classroom instruction of young children.

2 Developmentally- Appropriate Instructional Activities for Kindergarten Students Curriculum Models in Early Childhood Education: Theory and Practice

Readings: Textbook Vaughn, Bos & Schumm, Chapters 4-6 Textbook Smidt, Chapters 4-6 Article: Developmentally Appropriate Practice https://www .naeyc.org/resources/topics/dap Article Relating early care and education quality to preschool outcomes: The same or different models for different outcomes? https://files.eric.ed.gov/fulltext/ED6118 93.pdf

Video: What Is Developmentally Appropriate Practice

(DAP)? https://youtu.be/JF8DzGPjPtw?si=l7Am7dtNv2OZ NGSS

Discussion: Research and discuss different curriculum models in Early Childhood education

3 Readiness in Young Children Early Intervention Programs for Young Children with Disabilities Effective Teaching Strategies for Kindergarten Students

Readings: Textbook Vaughn, Bos & Schumm, Chapters 7-9 Textbook Smidt, Chapters 7-9 Article: Factors influencing access to early intervention for families of children with developmental disabilities: A narrative review

https://onlinelibrary.wiley.com/doi/pdf/10.1111/jar. 12852

Discussion: What is Early Intervention? Why Early Childhood teachers need to know about Early Intervention?

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4 Multiculturalism in Early Childhood Programs Research on Family and Community Involvement in Early Childhood Education

Readings: Textbook Vaughn, Bos & Schumm, Chapters 10-12 to end of textbook Textbook Smidt, Chapters 10-12 Article: Creating Multicultural Community Spaces for All Children: Transformative Read-Alouds in the Early

Childhood Classroom Videos:

The Evolution of Diversity in Education https://youtu.be/yxz84yehFfY? si=2j2mqPBIhgc8X-_r

How can we encourage parents to be more involved in their children’s education? https://youtu.be/ODCU ZAP8qmU?si=p8Yj4s8AY0VbJf0u

Discussion: How do you address issues of diversity in the elementary classroom?

5 Best Practices in Exceptional Student Education Curriculum Standards and Teacher/Student Accountability in Exceptional Student Education Implications of ADA, IDEA, and Section 504 for the Exceptional Student (K-6)

Readings Textbook Vaughn, Bos, & Schumm, Chapters 13-15

Article: Teachers’ Perspectives on the Use of Differentiated Instruction in Inclusive Classrooms: Implication for Teacher Education https://files.eric.e d.gov/fulltext/EJ1277890.pdf

Videos: What is the ADA? Basics and Definitions of the

Americans with Disabilities Act https://youtu.be/zKyjshcxbI0?si=r-cHK8_-6zjF4Wd E

IDEA Video 1: What is IDEA? https://youtu.be/5QFmhXv7Xc4? si=tzl1XypCXHjnmHhR

Discussion: Research and discuss best practices in exceptional education programs.

6 Developing IEPs for Exceptional Students Education Involving Parents in Exceptional Student Education

Readings Textbook Vaughn, Bos, & Schumm, Chapters 16-20

Videos: One Question: How can special education teachers

and parents work together? https://youtu.be/vhM4a S-jdQM

What is an IEP? https://youtu.be/3prtngEgd-E?si=pYr Va3msIaH6xGZd

Discussion: Research and discuss best practices when having an IEP parent’s conference.

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7 Modifying Instruction for ESE Effective Teaching Strategies for ESE Adapting Materials for the Inclusive Classroom Assistive Technology

Readings Textbook Vaughn, Bos, & Schumm, Chapters 20-25 Article: A Framework for Preparing to Teach Students With Extensive Support Needs in the 21st Century https: //journals.sagepub.com/doi/pdf/10.1177/08884064211059 853

Discussion: How teachers can use technology to assist diverse learners?

8 Cultural/ Linguistic Diversity Student Effective Teaching Strategies for ESOL/ELL students

Readings Textbook Vaughn, Bos, & Schumm, Chapters 26-31 Article: The Evolution of Diversity in Education https://youtu.be/yxz84yehFfY?si=2j2mqPBIhgc8X-_r

Videos: The Paradox of Diversity: Dr. Marilyn Sanders https://youtu .be/WCgqkY5jlXc

Classroom Activities for Differentiated Instruction https://youtu.be/NgettZMZ-MY?si=uWze- 5e1uDvN8DfE

Accommodations for ELL Students: Tips and Strategies-Ep. 17: https://youtu.be/-pEPHY6tOR Y

Discussion: What differentiate learning means? How differentiate learning help ESOL/ELL students?

IX. Instructional Methods Primary methods of instruction that are utilized for this course are small group discussions, demonstrations, simulations, and hands-on activities.

X. Assignments Assignments

For assistance with writing, go to the Writing and Communication Center/SharkWrites at https://nsufl.libguides.com/c.php?g=746922&p=5351459 where there are writing-related resources. There is a link to make an appointment with a Writing Consultant (for a face-to-face or online meeting). There is another link for making an appointment with a library, for assistance with finding resources.

Assignment # 1: Capstone project (50 points) Due Week 8 The Capstone Project provides you with the opportunity to draw on the knowledge and skills you have learned throughout your graduate program in the creation of a product that has the potential to improve the quality of teaching and learning in your classroom, school, or district. This is the final program assessment and captures your development as you complete your master’s program work. Capstone project The elementary school-focused project includes four parts: a product, a paper, a presentation with an audience feedback form, and a reflection. The product may be a guide, manual, website, in-service presentation, or other activity that is the focus of your project. The paper is the document that describes your product and the process you followed to complete it. The presentation is for your classmates and the instructor. The reflection will follow the

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presentation of the project and incorporate any feedback you received from the audience. As a teacher-leader, you should plan to implement a project that encourages, equips, and/or empowers others through the work you are completing. Activities for the practitioner project

The Product (20 points): The product that you develop can be any number of things that you think will improve the quality of teaching and learning in the elementary classroom. In coming up with a topic, ask yourself and your colleagues the following questions: What are the most predominant needs in the elementary classroom? If I could make one change in my classroom, school, or district to improve the experience of the elementary classroom students, what would that one change be?

Some examples for the product are: Guide for substitute teachers in the elementary classroom Planning and implementation of a service-learning project Planning and implementing a training program for paraprofessionals in elementary classrooms.

Recommendation: Research your proposed project and topic and submit a short (1-2 page) proposal to your instructor for approval by the end of Week 2?

Rubric for the product

Element Not Met Met Exceeded The candidate demonstrated knowledge of creating a Product that is research-based (5 points)

Research synthesis was not used in the creation of the product.

The product was somewhat based on the research synthesis presented in the paper.

The product reflected exemplary use of the research synthesis presented in the paper.

The candidate created an original product that is unique and creative to address an elementary classroom need. (4 points)

The product was not original and/or audience appropriate and/or does not clearly address a need.

The product appears to adequately address a well-established need of an elementary classroom. The product is original and creative.

It is clear that it was designed to effectively address a need in a distinctive and creative way. The product is directly matched to the well-established need of an elementary classroom.

The candidate created a Product that is practical and useful to different elementary classrooms settings.

(3 points)

The product lacks usefulness. The Product lacks any option of being transferable to others’ use.

The product is useful with modifications. Product has potential for transferability to different elementary classrooms settings.

The product is immediately useful. The Product would be readily transferable to different elementary classrooms settings.

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The candidate identified the audience and aligned the Product to the audience (3 points)

Audience has not been identified and/or considered in the creation of this product. Inappropriate terms were used.

The product identifies the intended audience. Style of presentation somewhat matches the intended audience. Inappropriate terms were used in few instances.

The product identifies and describes the intended audience. Style of presentation matches the intended audience. Vocabulary was appropriate to intended audience.

The candidate created professional-looking product (3 points)

The product does not have an attractive appearance and/or format. The product contains significant errors

The product is attractive. Text is easy to read. Product contains few, if any, minor errors.

The product is attractive and professional in appearance. The format invites the audience’s use of the product. The product has been carefully proofread for mechanics, spelling, and grammar.

Citations/References: The candidate demonstrate knowledge on using the APA format (2 points)

Citations for the product did not follow APA format and/or were missing essential information.

Citations for the product followed APA format with no more than two errors in essential information.

Citations for the product did follow APA format. Essential information was accurate and complete.

Total 20 points The paper (15 points): The paper that accompanies the product describes the product and the process by which it was completed. This paper also includes the synthesis of the literature that was reviewed for the creation of the product. The literature review includes 10 to 15 references. The organization and the format of the paper will follow APA Style (7th edition). The paper needs to include: an introduction, synthesis of the literature reviewed, description of the creation of the product, and conclusions on the topic of your product.

Rubric for the paper

Element Not Met Met Exceeded Introduction: The candidate explains the rationale for selecting the topic and the type of product they created. (3 points)

The candidate did not include the rationale for the topic and the product.

The candidate described the need for the topic and the product.

The candidate adequately described the need for the product and explained the choice of product to be used.

The candidate provided a synthesis of the literature that supports the need for and choice of the product. (5 points)

The candidate used sources that do not match the product created or did not synthesize the research.

The candidate synthesized sources that adequately matched the product created, and citations are sparingly used to support the written narrative.

The candidate synthesized sources that matched the product created, citations are used judiciously to enhance the written narrative.

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The candidate described how they used the literature as a basis for their product (3 points)

Unclear focus, fails to describe how process equipped, encouraged, and empowered them or their colleagues.

Clear and somewhat detailed focus, describes how process equipped, encouraged, and/or empowered them or their colleagues.

Clear and detailed focus, describes how process equipped, encouraged, and/or empowered them and their colleagues.

The paper included an introduction, synthesis of the literature reviewed, analysis, and conclusion

(3 points)

The body of the paper was not organized, with subtopics appearing disjointed.

The body of the paper included all the parts in the correct order. Transitions tied sections together.

The body of the paper moved from general ideas to specific conclusions. Transitions tied paragraphs and sections together

Citations/references: The candidate used correct APA formatting (1 point)

Citations for the paper did not follow APA format and/or were missing essential information.

Citations for the paper followed APA format with no more than two errors in essential information

Citations for the paper followed APA format with no errors. Essential information was accurate and complete.

Total 15 points The presentation and the reflection (15 points):

A. You will be expected to share your work with the instructor and your classmates. The presentation should include appropriate technology. B. The reflection is a requirement for documenting your professional growth that was accomplished through the process of completing and presenting your practitioner project.

Rubric for the presentation and the reflection

Element Not Met Met Exceeded Presentation: The candidate demonstrated knowledge of the topic in presentation. (4 points)

The candidate demonstrated a limited knowledge of the topic and/or was unable to respond appropriately to audience questions.

The candidate demonstrated an adequate knowledge of the topic during the presentation and when answering audience questions.

The candidate demonstrated exceptional knowledge of the topic during the presentation and responded to questions from the audience appropriately, citing sources as needed.

Presentation: The candidate demonstrated appropriate communication skills to convey ideas related to the topic.

(3 points)

The candidate did not use effective communication strategies to convey ideas related to the topic.

The candidate used effective communication strategies to convey ideas related to the topic. Technology was used effectively. The audience was generally engaged.

The candidate integrated many forms of communication in an effective presentation of information related to the topic. Technology was an integral, seamless part of the presentation. The presenter engaged the audience.

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Reflection: The candidate analyzed their product, presentation, audience and Instructor feedback, and professional growth.

(5 points)

The reflection was a summary, rather than thoughtful analysis of their product, presentation, audience feedback, and professional growth, or is missing one or more of those components.

The reflection is an adequate analysis of their product, presentation, audience and Instructor feedback, and the professional growth as a result of the practitioner project.

The reflection is an in- depth analysis of their product, presentation, audience and Instructor feedback, and the professional growth that was a result of the practitioner project.

Conclusion: The Candidate incorporated feedback from the audience and modifications that would be made prior to the next use of the product. (3 points)

The conclusion minimally addresses the practitioner project experience. The candidate failed to incorporate audience and/or Instructor feedback and/or made no recommendations for modifications to the product and/or presentation.

The conclusion adequately synthesized the practitioner project experience. It incorporated feedback from the audience and Instructor and modifications that would be made prior to the next use of the product, based on that feedback.

The conclusion clearly synthesized the entire practitioner project experience. It incorporated feedback from the audience and Instructor and modifications that would be made prior to the next use of the product, based on that feedback.

Total 15 points Assignment # 2: Comprehensive exam (34 points) Due week 7

Candidates will take a comprehensive examination online. The comprehensive exam consists of two essay questions on the following topics:

Part I: Professional Growth, Reflection and Evaluation Part II: Collaboration with Families, Colleagues, Community Agencies

You are required to take a comprehensive exam composed of two essay questions at the end of the course, ELE 699 Applied Professional Experiences in Elementary Education. The comprehensive exam evaluates your awareness of and reflection on your practice in light of research on teaching, professional ethics, and resources available for professional learning and your knowledge of the importance of establishing and maintaining a positive collaborative relationship with families, school colleagues, and agencies in the larger community.

Rubric for the comprehensive exam

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Element ACEI Standard

Not Met Met Exceeded

Part I Criterion 1: Candidates understand practices and behaviors that are characteristic of developing career teachers. ACEI Standard 5.1: Professional Growth, Reflection and Evaluation

5 points

The candidate does not demonstrate an awareness of the teaching professional codes of ethical conduct and interdependencies among the various professions in elementary education.

The candidate demonstrates an awareness of the teaching professional codes of ethical conduct. The candidate demonstrates an understanding of basic interrelationships and interdependencies among the various professions and activities that constitute the disciplines, content, and processes of elementary education.

The candidate demonstrates an understanding of the teaching professional codes of ethical conduct. The candidate demonstrates an in-depth understanding of interrelationships and interdependencies among the various professions and activities that constitute the disciplines, content, and processes of elementary education.

Criterion 2: Candidates use child development knowledge on working with pedagogical problems.

ACEI Standard 5.1: Professional Growth, Reflection and Evaluation

4 points

The candidate cannot work independently on a variety of disciplinary and pedagogical problems. The candidate does not demonstrate a commitment to the professional codes of ethical conduct.

The candidate is able to work on pedagogical problems and responsibilities using knowledge in child development. The candidate demonstrates an awareness to the professional codes of ethical conduct.

The candidate can work on pedagogical problems and responsibilities using knowledge in child development. The candidate demonstrates a commitment to the professional codes of ethical conduct.

Criterion 3: Candidates reflect on their practice in light of research on teaching, professional ethics, and resources available for professional learning. ACEI Standard 5.1: Professional Growth, Reflection and Evaluation

5 points

The candidate has not mastered the ability of reflecting on practice in light of research on teaching and resources available for professional learning.

The candidate knows and uses major areas of research on teaching and resources available for professional learning.

The candidate reflects on practice and consults with other professionals to grow professionally. The candidate seeks out new sources of current research on teaching and resources of professional learning to continually update the level of professional practice.

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Criterion 4: Candidates evaluate the effects of their professional decisions and actions on students, parents, and other professionals in the learning community. ACEI Standard 5.1: Professional Growth, Reflection and Evaluation 4 points

The candidate does not evaluate the effects of professional practice.

The candidate evaluates the effects of professional decisions and actions on students, parents, and other professionals.

The candidate assesses and evaluates the effects of professional decisions and actions on students, parents, and other professionals.

Part II Criterion 1: Candidates know the variety of family beliefs, traditions, values and practices across cultures and within society.

ACEI Standard 5.2: Collaboration with Families, Colleagues, Community Agencies

5 points

The candidate does not know the variety of family beliefs, traditions, values, and practices across cultures and within society. The candidate does not recognize the importance of involving families as partners in supporting the school both inside and outside the classroom.

The candidate knows the variety of family beliefs, traditions, values, and practices across cultures and within society. The candidate recognizes the importance of involving families as partners in supporting the school both inside and outside the classroom.

The candidate establishes and maintains positive, collaborative relationships with families. The candidate knows multiple strategies to involve families that include a variety of family beliefs, traditions, values, and practices.

Element ACEI Standard

Not Met Met Exceeded

Part I

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Criterion 2: Candidates know how to work with families in order to encourage intellectual, social, emotional, and physical development of their students. ACEI Standard 5.2: Collaboration with Families, Colleagues, Community Agencies 5 points

The candidate does not know how to work with families in order to encourage intellectual, social, emotional, and physical development of students.

The candidate knows how to work with families in order to encourage intellectual, social, emotional, and physical development of students. The candidate knows how to involve families in planning for individual children, including children with disabilities, developmental delays, or special abilities.

The candidate knows how to establish and maintain positive, collaborative interactions with families to constantly generate the intellectual, social, emotional, and physical development of students. The candidate knows how to involve families in planning for individual children, including children with disabilities, developmental delays, or special abilities.

Criterion 3: Candidates collaborate with colleagues and agencies in the larger community to support their students’ learning goals and health. ACEI Standard 5.2: Collaboration with Families, Colleagues, Community Agencies 4 points

The candidate is unaware that collegial activities contribute to a productive learning environment. The candidate is not able to identify the appropriate specialists within the schools to support students’ learning goals and health.

The candidate recognizes that collegial activities contribute to a productive learning environment. The candidate can identify the appropriate specialists within the schools to support students’ learning goals and health.

The candidate participates in collegial activities to sustain a productive learning environment. The candidate develops collaborative relationships with specialists to support students’ learning goals and health. The candidate values and respects the contribution and uniqueness of all members of the school community.

Citations/References: The candidate demonstrate knowledge on using the APA format (2 points)

Citation for the review did not follow APA format and was missing essential information.

Citation for the review did follow APA format; however; a few (2) errors in essential information were evident.

Citation for the review did follow APA format. Essential information was accurate and complete.

Total 34 points

Element ACEI Standard

Not Met Met Exceeded

Part I

Assignment # 3: Interactive Participation (16 points) Due weeks 1-8 A-Discussion Board: Candidates are expected to read all of the assigned readings for the course and to participate in class. Candidates will post a response to the questions that will be posted by the instructor on canvas and they are also required to respond to two classmates’ postings. The response

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should relate to the material, asking questions, offering insights and referring to literature. All postings in the discussion area are public; therefore, you should always exhibit your best work. Postings should be free of grammar and other writing errors and should adhere to the requirements of APA (7th edition). You may earn 2 points per four postings for a total of 8 points. Rubric for interactive participation

1. Discussion Board Element Not

Met Met Exceeded

Quality of Information (1 points)

Information has little or nothing to do with the weekly discussion post questions or simply restates the main concepts.

Information clearly relates to the weekly discussion post questions. Contributions are thoughtful and relevant.

Information clearly relates to the weekly discussion post questions. Contributions are thoughtful and relevant to the discussion. Sources are cited in APA format. Comments expand upon and contribute additional knowledge to the subject.

Participation (1 Points)

The candidate does not respond to the Discussion board question and the two members of the class.

Respond to the Discussion board question and at least two members of the class.

Respond to the Discussion board question and at least two members of the class. The responses to the class members include potential answers and solutions to their questions.

Total 2 points Class sessions: The students are expected to actively attend and participate in all sessions and contribute to all discussions and group activities in class sessions. Students are required to turn on their cameras unless prior arrangements are made with the instructor.

You may earn 2 points for active participation in four live sessions for a total of 8 points. Rubric

Element Not Met

Met Exceeded

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Participation in live sessions and class activities (1 points)

Missed many sessions, and made few, if any, contributions to discussions or group activities.

Attended all sessions and made some contributions to discussions and group activities.

Actively participated, attended all sessions and contributed to all discussions and group activities in live session with their cameras on.

Total 2 points

XI. Grading Criteria Grade Quality Points Percentage Points

A 4.00 90 - 100

B 3.00 80 - 89

C 2.00 70 - 79

F 0.00 Below 70

NPR 0.00 -

P 0.00 - Additional Grades: I (Incomplete), W (Withdrawn), AU (Audit), NPR (No Progress), and TR (Transfer). The grade of PR (Progress) may be used for programs with a thesis or dissertation in which the student continues to demonstrate progress towards requirement completion. Programs with clinical rotations, internships, or externships in which grades may not be available within the university’s approved grading period may use the IP (In Progress) grade. Final Course Grade:

Final Course Grade

Assignment Points % Due Week # Comprehensive Exam 34 34 Final Project 50 50 Interactive Participation 16 16 Total: 100 100

XII. University Policies Sexual violence and sexual harassment are contrary to our core values and have no place at Nova Southeastern University. In accordance with Title IX and other laws, NSU prohibits discrimination, including sex-based discrimination and discrimination towards pregnant/parenting students. If you or someone you know experiences sexual violence and/or sexual harassment, there are resources and options available. To learn more or to report an incident, please visit the NSU Title IX website at www.nova.edu/title-ix. Please be aware that your instructor is not a confidential resource, and the instructor is required to report any incident of sexual misconduct to the NSU Title IX Coordinator. Alternatively, you may choose to contact Laura Bennett, Title IX Coordinator, directly at [email protected], 954-262-7858 to report an incident or receive support and resources.A. Academic Misconduct The University, as a community of scholars, embraces the free expression of ideas in furthering the acquisition of knowledge, while upholding the principles of trust, responsibility, honor, integrity, and ethical

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behavior in meeting program and degree requirements. As such, students are expected to adhere to a standard of academic honesty in all work submitted. Violations of academic honesty standards constitute academic misconduct, and violate the NSU Code of Student Conduct and Academic Responsibility, available online http://education.nova.edu/students/current-students/studentcataloghandbook.html.

The following acts violate the academic honesty standards and will result in a finding of academic misconduct: 1. Cheating in any form: intentionally using or attempting to use unauthorized materials, information, or study aids in any academic exercise, or having others complete work or exams and representing it as one's own. 2. Fabrication: intentional and unauthorized falsification or invention of any information or citation in an academic exercise. 3. Facilitating academic dishonesty: intentionally or knowingly helping or attempting to help another to violate any provision of this code. 4. Plagiarism: the adoption or reproduction of ideas, words, or statements of another person as one's own without proper acknowledgment (see Academic Honesty Standards). 5. Conspiracy to commit academic dishonesty: assisting others to commit acts of academic misconduct 6. Misrepresentation: intentionally making false statements or omissions of facts in a contract. Examples include, but are not limited to portfolios, cover sheets, and clinic, training station, and practicum agreements. 7. Bribery: offering of goods, services, property, or money in an attempt to gain an academic advantage. 8. Forging or altering documents or credentials: examples include, but are not limited to signatures, dates, and other information on portfolios, cover sheets, and clinic, training station, and practicum agreements. 9. Knowingly furnishing false information to the institution.

Penalties for academic misconduct can range from reduced grades on assignments or in courses, to failing grades on assignments or in courses, as determined by the course professor. Academic misconduct may also result in dismissal from the Abraham S. Fischler College of Education and School of Criminal Justice without the possibility of re-enrolling at any time. Students may not withdraw from a course in progress to avoid a failing grade upon receiving notice that academic misconduct may have occurred.

Note: If a charge of academic misconduct is determined in a course, any student-initiated withdrawal for that course will be administratively reversed and a grade of F will be entered on the student's transcript for that course.

B. Plagiarism Work that is submitted for credit must be the original work of the student. Original work: Assignments, such as course preparations, exams, texts, projects, term papers, practicum, or any other work submitted for academic credit must be the original work of the student. Original work may include the thoughts and words of another author. Entire thoughts or words of another author should be identified using quotation marks. At all times, students are expected to comply with the university and/or program center’s recognized form and style manual and accepted citation practice and policy. Work is not original when it has been submitted previously by the author or by anyone else for academic credit. Work is not original when it has been copied or partially copied from any other source, including another student, unless such copying is acknowledged by the person submitting the work for the credit at the time the work is being submitted, or unless copying, sharing, or joint authorship is an express part of the assignment. Exams and tests are original work when no unauthorized aid is given, received, or used before or during the course of the examination, reexamination, and/or remediation.

The use of Artificial Intelligence : Students' use of generative artificial intelligence (e.g., ChatGPT, Google Bard, Dall-E, Midjourney, etc.) or similar resources on any coursework or academic assessments

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without the prior permission of their faculty member, or the use of these resources in any way that violates the academic standards of NSU and/or a student's academic program, is expressly prohibited.

Tendering of information: All academic work must be the original work of the student. Knowingly giving or allowing one’s work to be copied, giving out exam questions or answers, or releasing or selling term papers is prohibited. This includes the posting of course content, exam questions and/or answers, or other work submitted for academic credit to online sources or otherwise making such materials publicly available without the prior consent of appropriate faculty members and/or their academic program.

Any assignment that is not the original work of the student is considered plagiarized and in violation of the Code of Student Conduct and Academic Responsibility. Plagiarism occurs when another person's work, words, or ideas are represented as one's own without the use of a school-recognized method of citation (e.g., copied from another source such as an author or another student without properly acknowledging the actual writer/author) or when another person's work is copied or otherwise duplicated for academic credit. Plagiarism also occurs when knowingly giving or allowing one's own work to be copied or otherwise duplicated by another for academic credit, or when resubmitting one's own work for academic credit (i.e., work that has previously been submitted for academic credit). Cutting and pasting from online sources on the Internet without proper acknowledgment and citation of primary and secondary sources (e.g., writers/authors/organizations) also constitutes plagiarism. Penalties for plagiarism may range from reduced grades on assignments or in courses, to failing grades on assignments or in courses, as determined by the course professor. A subsequent determination of plagiarism in a future course (i.e., a second violation) may result in dismissal from the Abraham S. Fischler College of Education and School of Criminal Justice without the possibility of re-enrolling at any time. Course assignments submitted in partial fulfillment of degree requirements may be checked for plagiarism. Students may not withdraw from a course in progress to avoid a failing grade or other consequence upon receiving notice that plagiarism may have occurred. If a charge of plagiarism is determined in a course, any student-initiated course withdrawal for that course will be administratively reversed and a grade of F will be entered on the student's transcript for that course [see Academic Misconduct]. Student access to online courses, and attendance at site-based courses, will be discontinued following a determination of plagiarism that results in an "F" for the course. All students are entitled to due process pursuant to Fischler College of Education policies and procedures.

C. Americans with Disabilities Act (ADA) Nova Southeastern University complies with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990. No qualified individual with a disability shall be excluded from participation in, be denied the benefits of, or be subjected to discrimination in any activity, service, or program of the university solely by reason of his or her disability. Each qualified individual with a disability who meets the academic and technical standards required to enroll in and participate in Nova Southeastern University's programs shall be provided with equal access to educational programs in the most integrated setting appropriate to that person's needs through reasonable accommodation. At the postsecondary level, it is the student's responsibility to initiate the process for disability services. The process for obtaining a reasonable accommodation is an interactive one that begins with the student's disclosure of disability and a request for a reasonable accommodation. The student has the responsibility to provide Nova Southeastern University with proper documentation of a disability from a qualified physician or clinician who diagnoses disabilities and sets forth the recommended accommodations.

The necessary forms and procedures for requesting disability-related accommodations can be obtained from the NSU Office of Student Disability Services through its website at http://www.nova.edu/disabilityservices/index.html, via e-mail at [email protected], or by calling 954-262-7185 (toll-free at 800-986-3223, ext. 27185).

To ensure that reasonable accommodations can be provided in a timely manner, all forms and documentation should be submitted to the NSU Office of Student Disability Services a minimum of four (4) weeks prior to the commencement of classes for any given semester.

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D. Course/Instructor Evaluation It is expected that all students will participate in the online Course/Instructor Evaluation at or near the end of the course. Notices of Course/Instructor Evaluation access are sent to registered students by NSU email.

E. The current edition of the FCE&SCJ Catalog and Student Handbook is available http://education.nova.edu/students/current-students/studentcataloghandbook.html. This document provides extensive information on University and FCE policies, regulations, and procedures.

Course Syllabus Management Team Herminia Janet Rivera, Ph.D, August 2026

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