Prospectus

EDCI 9850 (91651)

Fall 2020
Hybrid/Blended - iCollege

Instructor Information:
Email: [email protected]
Caroline C. Sullivan, Ph.D.
Office: 653 CEHD
Phone: 404.413.8404
Office Hours: by appointment

This syllabus is based on the Georgia State University Professional Education Faculty’s 2013-2020 Conceptual Framework for
Advanced Educator Preparation.

The course syllabus provides a general plan for the course; deviations may be necessary based on class needs & scheduling.

*NOTE: Successful completion of this course does not mean that you have successfully defended your prospectus or have
earned approval from your dissertation committee or IRB process. Students receive an IP in EDCI 9850 until the prospectus is
successfully defended and approved by the committee. This course reflects the beliefs and practices of the instructor;
students are responsible for maintaining communication with their dissertation chair & committee and facilitating
feedback and revisions. Always discuss revisions, changes, and new ideas with your chairperson.

I. Course Description
Considers the identification, planning, and implementation of advanced research projects. Seminar may extend beyond one
term. This course is graded as satisfactory/unsatisfactory; IP is assigned until the prospectus is successfully defended and
approved by the dissertation committee. A minimum grade of “S” is required for completion of the prospectus.
(Repeatable/1.000 - 3.000 Credit Hours/S, U, or IP assessment)

II. Course in Relation to the College of Education and Human Development’s Conceptual Framework
The Georgia State University Professional Education Faculty (PEF) represents a joint enterprise within an urban research
university between the College of Arts and Sciences and the College of Education, working in collaboration with P-16 faculty
from diverse metropolitan schools.

The goals, content, and organization of this course are intended to support the College of Education and Human Development
(CEHD) theme, “Moving Lives Forward.” The mission of the CEHD is to provide research and scholarship that enhances human
potential through high quality professional preparation and instruction with dedicated service to our local, state, national, and
international communities (Strategic Plan 2013-2020). Consequently, the faculty is committed to planning, implementing, and
assessing programs that prepare educational professionals focused on pupil learning and development. This course has been
designed to be consistent with the assumptions guiding CEHD programs in the following ways:

 This course and my teaching adapt continually considering changes in society and the expanding knowledge base of the
field of teaching and learning.
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 I recognize that your learning should be an active process and that my scaffolding of your learning should be based on my
ongoing assessment of your differences as learners and your individual needs. I will maintain careful monitoring of your
progress and will support your writing through a variety of strategies.
 We will maintain an atmosphere of generosity and kindness in our course.
 This course is structured to enable you to write manuscripts based on your knowledge of the content, skills, attitudes,
technologies, and theories related to the field of curriculum and instruction and how these are applied in classroom
situations.

Vision:
The vision of the Georgia State University (GSU) Professional Education Faculty (PEF) is to provide international leadership in
educational research and to create and implement exemplary educational programs in metropolitan areas. The PEF envisions
a world that embraces diversity; where social justice, democratic ideals, and equal opportunity can be increasingly enacted;
and where technology is used to enhance opportunities for human development. The PEF believes that all people should be
lifelong learners.

Mission:
The GSU PEF represents a joint enterprise within an urban research university between the College of Arts and Sciences and
the College of Education, working in collaboration with P-16 faculty from diverse metropolitan schools. Grounded in these
collaborations, our mission is to prepare educators (i.e., teachers and other professional school personnel) who are:

 informed by research, knowledge, and reflective practice;

 empowered to serve as change agents;
 committed to and respectful of all learners; and
 engaged with learners, their families, schools, and local and global communities.

Equity and Inclusion—Culturally and Historically Responsive Stance

Courses taught in the Department of Middle & Secondary Education rest upon the assumption that all learners bring a variety
of linguistic, cultural, and cognitive strengths from their families and communities into the classroom, and these strengths are
to be appreciated and utilized rather than ignored or dismissed. Culturally responsive teaching is not simply “about” certain
subjects nor does it merely offer “perspectives” on issues; rather, it is an orientation to our purposes in education and life.
Emphasizing the importance of cultural diversity in scholars’ professional development, this course will provide an education
about teaching and learning that is integrally tied with culturally responsive pedagogy in these areas:

 Attention to issues (historically and presently) unique to urban education;

 attention to issues that advance equity, inclusion, and criticality;
 research that leads to further understanding of issues related to learning with diverse populations in urban settings;
 attention to cultural and linguistic diversity in university and urban settings;
 attention to culturally and historically responsive teaching and learning.

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III. Course Content
A. Course Goals
In this course, students will read previously defended doctoral dissertation prospectuses, study the structure of
prospectuses, take Institutional Review Board (IRB) tests (if needed), study IRB protocols (including the draft submission
of IRB application), and study the form and character of scholarly / academic writing used in prospectuses.

Lecture, class discussions, small group activities, and guest speakers will be used to support class members as they
explore these areas. This course is also designed as a writing support group. Each class member must be prepared to read
and respond to others’ work and to offer substantive feedback on the quality of the research, writing, and methodology.

This course is meant for students who are ready to write their actual research prospectus for their dissertation, not as a
“practice” for writing research proposals. Students should plan to use this course in preparation of their dissertation
prospectus, and they are responsible for close communication with their major advisor about topic/focus, questions, IRB
approval, submission of proper forms, abstract, and prospectus design and defense.

B. Course Objectives:
The purpose of this course is to support doctoral students during their research prospectus process. The course enables
participants to:

 Develop, monitor, and revise a research and writing plan for their prospectus;
 build oral and written knowledge of current research and theories that have the potential for informing research and
practice in their area of study;
 demonstrate an ability to reflect critically in terms of equity and power and synthesize research and theoretical works
within the lens of social justice;
 draft, revise, and produce components of the prospectus within the scope of work outlined at the onset of the course;
 use technology in the searches for information and in the preparation of the prospectus and multimedia presentation;
 describe various approaches to the development of a theoretical & conceptual framework, literature review, and
method;
 work with major advisor on prospectus/continually communicate ideas and drafts of prospectus with major advisor;
and
 present and defend their prospectus orally to class participants;
 utilize doctoral peer network for support and feedback.

C. Social Justice and Equity

In order to meet the needs of an increasingly diverse population and advocate for critical change in our communities,
individuals responsible for the care and education of students need to develop strategies that are sensitive to the effect
culture has on teacher professional learning and development. Issues of culture and diversity are discussed from a
research and experiential perspective. Social justice is a construct underpinning this course wherein we view our

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 responsibility towards cultural diversity from an advocacy stance, not simply from an opportunity for knowledge,
awareness, or tolerance.

This course further reflects the College of Education and Human Development’s commitment to cultural diversity. Courses
taught in the Departments of Middle-Secondary Education and Early Childhood Education rest upon the assumption that
all learners bring a variety of linguistic and cognitive strengths from their families and communities into the classroom,
and these strengths are to be appreciated and utilized rather than ignored, dismissed, or devalued. Multicultural education
is not simply "about" certain subjects nor does it merely offer "perspectives" on issues; rather, it is an orientation to our
purposes in education and life. Emphasizing the importance of cultural diversity in teachers' professional development,
your experience at GSU will provide an opportunity to demonstrate what you have learned throughout your program
about language and literacy to enable you to teach in ways that are infused with multicultural perspectives. The goal of
professional education programs at Georgia State University is to prepare outstanding educators who are competent,
capable, and caring in complex, diverse educational arenas. Such individuals are effective:

a. in their roles as culturally-responsive teachers, designing and implementing sound, meaningful and balanced
instruction with the full range of learners;
b. as they assist learners in their comprehension of issues surrounding diversity; and
c. in their contributions of thoughtful and informed discourse to their own educational communities as they work to
build equitable and supportive environments for all learners.

The core knowledge base for the course will be rooted in academic disciplines of curriculum and pedagogy and the broad
theoretical field of teaching and learning and education for social justice and equity inclusive of national and international
professional organizations, publications, journals, and websites. These resources are found via the GSU library and
databases, as well as the online presence of the organizations and journals.

D. Intellectual Opportunities
A variety of strategies will be used to support participants during the prospectus process. Reading and discussion will
connect to research designs, methods, and formats of writing supportive of the areas of study. Collaborative learning,
development of visual schematics, peer reviews, and joint writing may also be used. School Reform Initiative (SFI)
dialogue-based protocols may be used to help collaboration, de-privatize the process, provide useful feedback, and build
shared norms and values (http://www.schoolreforminitiative.org).

E. Course Materials
1. Required:
 American Psychological Association. (2020). Publication manual of the American Psychological Association: The
official guide to APA style (7th ed.).
 Endnote computer program or digital database system (via GSU technology resources for students)
 Additional research articles/texts will be self-selected to support your research topics.
 Supplemental materials will be posted in iCollege.

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2. Online Sites and Documents:
 Sample Prospectuses and Dissertations: Scholar Works
 CEHD Guide for Preparation of Prospectuses and Dissertations , Doctoral Calendar, and College Forms and Policies
(from the OAA)
 Writing Support & Samples: Purdue Online Writing Lab
 Doctoral Writing SIG
 Patthompson.net
 Humans Subjects Research site and IRB Manual
 CITI: Training for the Protection of Human Research Subjects
 CEHD Graduate Commencement

3. Recommended Materials:

Bolker, J. (1998). Writing your dissertation in fifteen minutes a day: A guide to starting, revising, and finishing your
doctoral thesis. Holt.
Booth, W. C., Colomb, G. G. & Williams, J. M. (2008). The craft of research (3rd ed.). University of Chicago Press.
Goodson, P. (2016). Becoming an academic writer: 50 exercises for paced, productive, and powerful writing. Sage.
Paltridge, B., & Starfield, S. (2007). Thesis and dissertation writing in a second language: A handbook for supervisors.
Routledge.
Roberts, C. M. (2018). The dissertation journey: A practical and comprehensive guide to planning, writing, and defending
your dissertation. (3rd ed.). Corwin.
Silvia, P. J. (2007). How to write a lot: A practical guide to productive academic writing. Washington, DC: American
Psychological Association.
Single, P. (2012). Demystifying dissertation writing: A streamlined process from choice of topic to final text. Stylus
Publishing.
Wallace, M., & Wray, A. (2016). Critical reading and writing for postgraduates (3rd ed.). Sage.
Zerubavel, E. (1999). The clockwork muse: A practical guide to writing theses, dissertations, and books. Harvard
University Press.

4. Technology Requirements
Both students and instructor will use technology in multiple ways throughout the course, including email
communication, Internet searches, digital presentations (e.g., PowerPoint, Prezi, etc.). You are expected to have access
to a computer and Microsoft Office Suite as well as the internet. I will communicate with you via your GSU account
only. Be sure to check your email daily, in case there are any class announcements. Students should be familiar with
Georgia State University's official email student notification policy and are expected to check their GSU email accounts
on a daily basis and to respond promptly to email messages. GSU email is used as a regular means of communication.
Messages will not be sent to personal email accounts and messages sent from students’ personal email accounts may

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 not receive response. Support is available for those who require it. All students are expected to have access to the
Internet, please let your instructor know if this is an issue.

iCollege will be used as an online course organizer. Please access this platform regularly and bring all materials to
class. You may be asked to both upload assignments to iCollege and to turn in paper materials.

IV. Learning Opportunities / Assignments

Assignments are designed to fully support the development of a prospectus for defense. Assignments are not mere “exercises”
and should be taken seriously. It is imperative that students have a strong idea of the questions they wish to study. If these
questions are not yet developed, the class will support students to develop strong questions, and develop a strong first draft of
a prospectus.

A. Participation and Collaborative Discussion

Purpose:
One of the key tasks of becoming a scholar-educator is considering, developing, and advancing well-argued ideas and
defending them orally with credible evidence in data, research, and/or theory. The purpose of participation is to develop
abilities to critique the subject at hand in a variety of response formats (verbally, in writing, video, feedback models, etc.).
We will read from books and articles as foundational texts in education, education research, and epistemology in part to
form the basis of our interactions. Graduate student work, and becoming a scholar-educator, is not a passive exercise.

Tasks:
1. Complete course readings as scheduled in the syllabus.
2. Consistently participate in (verbally/written format) and otherwise engage with class sessions.
3. Connect readings, ask further questions, look up different references, outside readings, reference readings from other
classes, use fieldwork, teaching, and personal experiences as examples, models and opportunity for further
consideration, and make original contributions.
4. Offer ideas and/or new questions and evidence for your assertions or argument.
5. Respond appropriately to others’ input for each discussion/feedback session and carry the conversation forward.
6. Participation involves more than “talking in class” and taking part in activities; participation requires a level of
sensitivity in interactions with one another. We discuss some potentially contentious topics, and there will likely exist
opposing beliefs and understandings among the group. Respectful participation demands you conduct yourself with
these two things in mind: a spirit of generosity when your point of view differs from another student’s and a
commitment to contributing to a safe space for us to disagree agreeably and grow in our own understandings of
ourselves and the world.
7. Finally, participation must not be at the expense of colleagues, either in time or expression of thought. Please be
respectful of the amount of time you are speaking in class and that your comments are not redundant or such that
others become hesitant to speak.

Criteria:

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 1. Your respectful participation, adherence to the following discussion agreement, and discussion leadership contributes
towards your final course grade.
2. DISCUSSION AGREEMENT: By participating in this graduate-level seminar class, you are agreeing to abide by ground
rules for discussion
a. Seek to understand first before trying to be understood.
b. Promote an environment conducive to learning. If something does not make sense, ask about it because it is likely
that others feel the same.
c. Respect differences of culture, nationality, language, values, opinion, and style.
d. Welcome disagreement and alternate or unfamiliar explanations because they provide opportunities to learn.
e. Encourage participation. Everyone has something to contribute.
f. Promote clear communication: be specific; give examples; ask questions
g. Speak for yourself. Let others speak for themselves.
h. Help achieve today's class goals in the time available.
i. Add to what has already been said; be conscious of time and do not monopolize discussions

B. Research Table
Should be drafted; include research questions, potential data sources, and methods.

C. Instructor Conferences
You will meet with the instructor at least twice at the beginning and end of the semesters to discuss your goals, progress,
and needs. Individual mentorship appointments may be arranged as needed; please discuss with instructor.

D. Ongoing Writing: Prospectus & Prospectus Defense Preparation

As a writing course, to be successful, a student must commit to individual writing sessions; engage in thoughtful
discussions when in class or iCollege, collaborate with partners on assignments and contribute equally to those
collaborations, prepare the prospectus with professionalism. Class sessions are scheduled as indicated on the course
calendar. Further, when practice sessions with colleagues are scheduled, your presence, compassionate feedback &
critique, and full engagement is required. All work should be word-processed and formatted in APA 6 th Edition or the GSU
dissertation template format. It is important that you pay homage to sources when you are drawing on another’s work.
When doing this, please use APA style 6th edition. Refer to section on Academic Honesty / Plagiarism for more support. It
is expected, in fact required for success, for students to engage in additional sustained writing / reading sessions
outside of the course calendar.

Students will submit the following chapters as related to their research prospectus:

1. Chapter 1 Draft
Write a draft of your chapter 1, introduction. Consider a captivating way to introduce your research topic/problem
and why it is significant. Include the necessary sections of your Chapter 1 (see CEHD Dissertation Template). Submit
your draft and a copy of the reviewed draft by your Accountability Partner.

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 2. Chapter 2 Draft
Write a draft of your chapter 2, literature review. This should include clear themes that you have found within the
literature, and a paragraph or two at the end that describes how your research study fills a niche that is not currently
in the literature. Include the necessary sections of your Chapter 2 (see CEHD Dissertation Template). Submit your
draft and a copy of the reviewed draft by your Accountability Partner.

3. Chapter 3 Draft
Write a draft of your chapter 3, methodology. Include the necessary sections of your Chapter 3 (see CEHD Dissertation
Template). Submit your draft and a copy of the reviewed draft by your Accountability Partner.

4. Prospectus Defense Powerpoint

Each person will present her/his prospectus to the class; 15-minute presentation (strictly timed).

E. Status Reports
The purpose of this assignment is to support accountability to complete the semester writing goal targets.
According to the schedule in iCollege complete the status chart to report on progress. During class sessions, students will
share status reports verbally with class and instructor for update on progress.

V. Class Operations
A. Professionalism
1. Students are expected to know and abide by the policies set forth in the Georgia State University student handbook as
described on the following websites: Georgia State University Student Code of Conduct and Disruptive Student
Conduct in the Classroom or Other Environment.

2. Additionally, the following list is a collection of dispositions as that may serve as a helpful reminder regarding
professionalism choices. We will use these reminders to guide us in constructing an engaging and respectful learning
community.
a. Dependability and Reliability - shows responsible attendance; arrives punctually and remains for entire time;
completes assignments on time and is organized and prepared;
b. Respect – shows respect towards others (peers, instructors, speakers, etc.); deals with frustrations, problems, and
differences in opinion that are inherent in any learning environment in mature ways;
c. Commitment – takes assignments seriously; demonstrates a commitment to learning and children rather than just
completing assignments for a grade; perseveres when faced with challenges;
d. Responsiveness – seeks and values constructive feedback from others; utilizes suggestions for improvement;
continuously self-assesses own development and works toward improvement; relates well to others;
e. Collaboration – helps create positive relationships in the classroom; participates in the learning process by
sharing diverse experiences and perspectives; is an active member of the learning community; keeps a sense of
humor;

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 f. Open Mindedness – demonstrates a willingness to be flexible when dealing with uncertainty and complexity of
educational issues; asks insightful questions;
g. Knowledgeable – is aware of current educational issues; models and facilitates reflective and critical thinking; is
developing the knowledge and ability to engage children in developmentally appropriate learning events;
demonstrates effective written and oral communication;
h. Confidentiality – reflects on information about children and specific anecdotes in confidential and respectful
ways; shares this information only with those who need to know;
i. Academic Honesty – takes responsibility for producing independent work when required; credits others’ work in
appropriate ways;
j. Communication – maintains communication with instructors, classroom teachers, and peers about progress
toward goals.

B. Classroom (either synchronous or asynchronous) Interactions

As college students, your communication with others in this class should be professional and polite. Even when we
disagree strongly, we will focus on the content of arguments, not evaluations of other people’s character. We will use
language that is respectful, we will not “play devil’s advocate,” engage in “sea lioning” (insisting that others provide
academic evidence for their argument when we ourselves have access to it), or repeat our points after we have made
them. To encourage respectful interaction, students are unable to revise or delete their comments on discussion board, so
think carefully before you post. For this reason, I encourage you to read the discussion board assignment early in the unit,
think about it for a few days, and then return to write and revise your answer before you post. If you see something of
concern on our discussion board, please tell me. I’m not able to monitor posts as they arrive, so I rely on students to alert
me if a post violates our classroom standards.

D. Attendance and Punctuality

You are expected to attend all virtual class meetings for the entire class session and be punctual. Attendance is a
component of the class participation grade. Class discussion (both synchronous and asynchronous) is an integral aspect of
the course, and absences result in missed learning opportunities for every individual in the class. If you are unable to attend
class because of extenuating circumstances, you should contact the instructor immediately. Regardless of the reason,
students are still responsible for work that may be due and for information covered during the absence. Please ask your
classmates to gather a set of handouts or notes and review you on missed material.

E. Submission Expectations
Turning in your work on time is necessary not only to determine your learning and growth, but also to ensure that your
insights inform and inspire us, and that you receive formative feedback opportunities from your peers and from me. Since
in this class our work is iterative and reliant on feedback and support at each stage of submission, it is particularly
important that each of us follow the timeline for submission and feedback. Since all work is listed on the syllabus, you are
able now to schedule your time to ensure that you can complete it. Missing work receives a 0%. Work that is submitted
later than the due date/time will not be reviewed or included in the peer review and formative feedback processes and

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 late work may be eligible for up to 50%. Any late work is graded per my assessment schedule, typically AFTER the last day
of the class. It will remain in my “to-grade” pile until that point.

F. Assignment Format
All work should be word-processed and double-spaced with a 12-point Times New Roman font and submitted
electronically on iCollege unless specified otherwise. It is important that you honor sources when you are drawing on
another’s work. Please use APA 7th edition style.

VI. Assessment
Grading is a highly subjective process that is not easily reducible to formulae or tables. It is basically the judging of the quality
of the work. Students’ grades on assignments are neither personal judgments nor a reflection of the amount of time spend on
those projects, rather a judgment on the quality of the work. Students who complete course assignments will earn an S. Those
who do not may receive a U. Students still in the process of completing the dissertation will receive an IP. Note that grades will
not be posted outside of iCollege/GoSolar.

Assessments are designed for the purpose of learning (Earl & LeMahieu, 1997) and are continual, seamless, and respectful
(Wiggins, 1995). They involve goal setting, individual and group responsibility, negotiated expectations, self-peer-faculty
assessment, making connections to practice, and sharing work publicly. All assessments are considered formative until the
final week of the course. Quality of thought, creativity, clarity of expression, and mechanics of products are important. If you
are concerned about your participation or the quality of your work, you may turn in a draft for feedback and/or schedule a
conference with me to discuss your progress. If you are one to procrastinate, we can set short-term goals for assignments.

Required Assignments to Earn “S” (Satisfactory – Enroll then in Dissertation Hours)

1.All assignments required to Earn “IP” PLUS
2.Successfully defend Prospectus by December 15, 2020
Required Assignments to Earn “IP” (In Progress – Enroll again in Prospectus Class)
Participate actively in all collaborative discussions, synchronous or asynchronous
Participate actively in all defense practices
Participate actively in at least two (beginning and end of semester) Instructor Conferences
Submit 2 Status Reports (beginning and end of semester)
Submit regular weekly Update Reports
Submit Research Table, Drafts of Chapters 1-3, Presentation Slides – per First Instructor
Conference/Status report
Incomplete Assignment Submission – Earn “U” Unsatisfactory
If any of the above assignments required to earn “IP” are not thoughtfully completed and submitted in
a timely manner, then a grade of “U” will be earned.

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VII. HOW TO GET HELP

There are different resources for different problems you may encounter throughout the course.  Be sure to contact the right
resource to get help. If you contact the wrong person it will delay getting your problem solved. If there are other resources you
need that are not on the following list, and you don’t know where to find it, please ask!

For Course-Related Help

1. If you don’t understand a course Contact your University Supervisor first, or Dr. Sullivan next.
concept or requirement; or have a
problem in the Field Experience or
with your Mentor Teacher
If you have a question about an assignment requirement, like a due date,
check iCollege. You can also post your question in our Class FAQ on
2. Assignment Help iCollege, the forum dedicated to students answering each other’s
questions, or email a classmate. If the group remains unclear on the
response, check with your University Supervisor to clarify at that point.
The CEHD Student Online Learning Help Center will be available
3. CEHD Student Online Learning Help
this fall to support students regarding online instruction. This
Center
support will be available via videoconference and email.
See Georgia State Ahead or GSU Coronavirus News for information about
4. COVID19 Information
COVID19 at Georgia State.
For support with a learning disability register with the GSU Access &
5. Support with Learning Disabilities
Accommodations Center (AACE); 404.413.1560
For technical problems with iCollege and (Recommended Technology for
6. iCollege Technical Problems iCollege) or all other technical problems with online systems at the
university, contact our GSU Tech Help or 404-413-4357 (HELP).
For help with resources for remote learning GSU Center for Excellence in
7. Help with Remote Learning Teaching and Learning; Help Requests:  help.gsu.edu; Other
Inquiries:  [email protected]
8. Registration Help Contact your advisor or the Registrar’s Office; 404.413.2900
For help locating resources or for a research project, contact a research
9. GSU Library Help
librarian by chat at the GSU Library.
To improve your writing set up an on-campus or remote meeting with a
10. Writing Support
writing tutor from our GSU Writing Studio.
Other GSU Help Resources
For help with groceries, accessing enough food to eat every day, contact
Panther’s Pantry; if you need a safe and stable place to live, please contact
11. Living Needs
the Dean of Students EMBARK. GSU Foundation also provides emergency
loans to students.
12. GSU Police To speak with the GSU Police Office 404.413.3333.
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13. GSU Safety Escort or Vehicle Assist 404.413.3333 - request a safety escort or vehicle assist
To talk to someone about resolving conflict contact the Office of the
14. Conflict Resolution
Ombudsperson or call 404.413.2510.
For an appointment with a mental health counselor, call our GSU
15. Mental Health Support
Counseling and Testing Center at 404.413.1640 (answered 24/7).
16. Sexual Abuse, Violence, or Rape Victim For help dealing with sexual abuse, violence and/or rape contact GSU
Assistance Sexual Assault Support, GSU Student Victim Assistance or call
17. GSU Military Outreach Military Outreach Center
18. Other GSU Student Opportunities To learn about other GSU Student Services or call 404.413.1860.
Community Help Resources
Help is available dealing with suicide, contact National Suicide
19. Suicide Prevention
Prevention Lifeline or 800.273.8255.
Georgia Collaborative ASO 855.606.2725;
Georgia Crisis and Access Hotline 800.715.4225 (answered 24/7);
If you would prefer to text someone regarding mental health, text NAMI
20. Mental Health Support
to741741;
For help accessing various state mental health crisis services contact
Georgia Crisis & Access Line or 800-715-4225 (24/7).
For counseling self-help contact National Alliance on Mental Illness
21. Counseling Self-Help
Atlanta or 800.715.4225
For child care referrals contact Quality Care for Children or
22. Child Care Assistance
877.255.4254, or 211
23. Child Abuse Victim Assistance or For help dealing with child abuse, or to file a report of abuse contact GA
Reporting Division of Family & Children Services or 855.GACHILD (855.422.4453).
404.413.1965; National Sexual Assault Online Hotline or 800.656.HOPE
24. Sexual Abuse, Violence, or Rape Victim (4673);
Assistance Sexual Assault Prevention and Response Services or 800.871.7741
(24/7).
Contact Planned Parenthood or call 800.230.7526;
26. Women’s Health Support Feminist Women’s Health Center or 800.877.6013;
Summit Medical Centers or 404.607.0042.
For help with sexual health issues you may contact AidAtlanta, at
29. Sexual Health Support
800.551.2728.
For help with children/youth psychiatric clinic contact Emory University
30. Child/Youth Psychiatric Help Department of Psychiatry and Behavioral Sciences or 404.727.3973;
Laurel Heights or 404.888.7860
32. Domestic Violence Victim Assistance If you would like to talk to someone anonymously about domestic
violence, call the National Domestic Violence Hotline at 1-800-799-SAFE

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 (7233).
33. Substance Abuse Help For Substance Abuse Counseling or call 844.767.9425
For help with alcohol issues Alcoholics Anonymous Atlanta 404-525-
34. Alcoholics Anonymous
3178
Contact Atlanta Victim Assistance 404.588.4740 or Office of the Fulton
35. Legal, Victim, or Witness Assistance
County District Attorney 404.612.4986
36. For family, parental, or children’s Contact the Georgia Department of Human Services Family & Children
support services Services or 404.657.3433.
To find a Youth Shelter or 770-912-2972;
37. Youth Shelter Help
or an emergency shelter Gateway Center or 404.215.6600, 311, or 211
39. Community Corrections Officers Contact City of Atlanta Department of Corrections or 404.865.8001

I. COURSE AND UNIVERSITY POLICIES

A. Academic Honesty
See Policy on Academic Honesty which includes definitions and examples, discussion of burden of proof, and procedures
of resolving matters of academic honesty as stated in the Georgia State University Catalog.

Other resources to learn about and learn how to avoid issues of plagiarism include:
1. APA 7th Edition Manual: Chapter 1 & Tutorial
2. GSU Graduate Catalog
3. GSU College of Education and Human Development
4. iCollege makes use of Turnitin program technology
5. Cornell University College of Arts and Sciences - basic descriptions, has a basic quiz
6. Indiana University School of Education - certificate that demonstrates students have reviewed the module 
7. Plagiarism.org - sponsored by Turnitin, and other tech companies with self-plagiarism and plagiarism checkers
8. OWL Purdue Online Writing Lab
a. Using research in your writing
b. Avoiding plagiarism
9. Wisc-Online

B. Basic Needs
Students who face challenges securing food or housing should contact the Dean of Students Office for support. Other
available options are: Panther Pantry for food and EMBARK for housing. Your University Supervisor, Program
Coordinator, or other professors and faculty may also be able to assist you in obtaining resources.

C. Course Withdrawal
If you need to withdraw from the course(s) please see GSU guidelines on withdrawing. Please also notify Dr. Sullivan. The
last day to withdraw from a course without penalty is:
Fall 2020: October 13, 2020

13 Preparing informed, empowered, committed, and engaged educators.

D. Email
Your GSU student email is a regular and official means of communication (see Distribution of Official GSU Notifications to
Students). You must check your GSU email daily and promptly respond to email messages from your course instructor,
Mentor Teacher, University Supervisor, or other university faculty and/or staff. Do not use your personal email accounts
for GSU related communication; we will not use your personal account for messages and those messages sent from
personal accounts may not receive response.

E. FERPA (Family Educational Rights Privacy Act) Compliance

In keeping with USG and university policy, our course website will make every effort to maintain the privacy and accuracy
of your personal information. Specifically, unless otherwise noted, it will not actively share personal information gathered
from the site with anyone except university employees whose responsibilities require access to said records. However,
some information collected from the site may be subject to the Georgia Open Records Act. This means that while we do not
actively share information, in some cases we may be compelled by law to release information gathered from the site. Also,
the site will be managed in compliance with the Family Educational Rights and Privacy Act (FERPA), which prohibits the
release of education records without student permission.

F. Recording and/or Sharing Class Content

It is a violation of copyright law and may be a violation of FERPA (if you include student-related content) to share
recordings or images produced in this or any other class without explicit permission from the instructor. Students in
violation of this may be charged with an academic misconduct violation. We encourage you to discuss what you are
learning in this class with friends and family members, you may not share recorded lectures, notes, or other content we
have created without our written permission, and you may NEVER share comments or other content written by your
classmates. This is a violation of the trust in our classroom as well as copyright law.

G. Sexual Misconduct Policy

Please see this link for details regarding the GSU Sexual Misconduct Policy. Should you have concerns regarding sexual
misconduct at your assigned school, please contact Dr. Sullivan immediately.

H. Student Learning Accommodations

Pursuant to the provisions of Section 504 of the Rehabilitation Act and the Americans with Disabilities Act, it is the
responsibility of the instructor to make reasonable accommodations for students who have disabilities. If any conditions
are present which influence the ability to learn or to participate in class activities, it is the student’s responsibility to
register with the Access & Accommodations Center (AACE) at Georgia State before an instructor can modify instruction or
expectations. Contact the Access & Accommodations Center at 404-413-1560. Any student with a disability who may
require special accommodations must make an appointment with the instructor at the beginning of the semester. Students
must self-identify so that faculty can make arrangements according to the University’s policies and guidelines provided by
AACE.

14 Preparing informed, empowered, committed, and engaged educators.

I. Student Evaluation of Instruction
Constructive assessment of this course plays an indispensable role in shaping education at GSU. Upon completion of the
course, please take the time to fill out the course evaluation. You will receive instructions for completing the evaluation
near the end of the semester.

J. Title IX Pregnant, Parenting Students Support

Please see this link for details regarding the Pregnant and Parenting Students Title IX Guidance.

15 Preparing informed, empowered, committed, and engaged educators.

 Georgia State University
The Executive Summary of Our Conceptual Framework
“Preparing informed, empowered, committed, and engaged educators”
Vision:
The vision of the Georgia State University (GSU) Professional Education Faculty (PEF) is to provide international leadership in
educational research and to create and implement exemplary educational programs in metropolitan areas. The PEF envisions
a world that embraces diversity; where social justice, democratic ideals, and equal opportunity can be increasingly enacted;
and where technology is used to enhance opportunities for human development. The PEF believes that all people should be
lifelong learners.

Mission:
The GSU PEF represents a joint enterprise within an urban research university between the College of Arts and Sciences and
the College of Education, working in collaboration with P-16 faculty from diverse metropolitan schools. Grounded in these
collaborations, our mission is to prepare educators (i.e., teachers and other professional school personnel) who are:

 informed by research, knowledge, and reflective practice;

 empowered to serve as change agents;
 committed to and respectful of all learners; and
 engaged with learners, their families, schools, and local and global communities.

Guiding Principles:
Educators are informed by research, knowledge, and practice. They critically examine theoretical and applied inquiry, their
own practices, and the practices of others to make well-reasoned, ethical, data-based decisions about teaching, learning, and
development (Bandura, 1977, 2001; Bowlby, 1969, 1980; Bruner 1996; Cochran-Smith & Lytle 2004; Darling-Hammond &
Bransford, 2005; Darling-Hammond, Bullmaster & Cobb 1995; Erikson, 1950, 1968; Feiman-Nemser & Floden 1986; Feiman-
Nemser, 2001; Freud, 1974; Heydon & Hibbert, 2010; Gilligan, 1982; Kohlberg, 1976; Kohlberg, Levine, & Hewer 1983; Piaget,
1952; Shulman 1987; Vygotsky, 1978, 1987; Watson & Raynor, 1920).

In addition, educators are empowered to serve as change agents in the pursuit of social justice and equity (Cochran-Smith
2004; Cochran-Smith & Lytle 1992, 2004; Edwards, 2011; Fairbanks, et al, 2010; Freire 1999; Nieto, Noffke, & Brennan 1997;
Sleeter, 1992). Along with being reflective and deliberate in their actions (King & Kitchener, 2004; Pultorak, 1996; Schon,
1983, 1987; Van Manen, 1977; Zeichner & Liston, 1996), they understand how educational policies and practices affect the
lives of those they serve (Freedman & Appleman, 2009; Milner, 2010; McDonough, 2009; Stenhouse & Jarret, 2012).

Outcomes
I.1 Our candidates use their knowledge of child, adolescent, and adult development and theories of learning to design meaningful
educational opportunities for all learners.
I.2 Our candidates possess and use research-based, discipline-specific knowledge and pedagogy to facilitate learning for all.

16 Preparing informed, empowered, committed, and engaged educators.

I.3 Our candidates reflect critically upon data as part of a recursive process when planning, implementing and assessing
teaching, learning, and development.
I.4 Our candidates navigate and critically analyze educational policies and/or ethical practices that affect learners in
metropolitan contexts.

Educators are respectful of all learners and committed to the belief that all people can learn (Delpit, 1995; Dewey, 1933; Gay,
2000, 2010; Hilliard, 1995; King & Castenell, 2001; Ladson-Billings, 1995a, 1995b; Neito, 1992; United States Department of
Education, 2002).They are caring, ethical, and knowledgeable advocates for students and their families (Freire 1999;
Noddings, 2002; Pianta 1999; Pianta & Nimetz 1991). Educators view education as the pathway to personal and societal
success (Goodlad, 2008; Kozol, 1992, 2005). Educators can design lessons and assessments for all students, including special
needs and English language learners to maximize the potential of all learners in diverse educational environments (Fitts &
Weisman, 2010). Additionally, educators continuously self-reflect, collaborate with colleagues, and are committed to their
professional development to ensure that all students will be able to participate as a productive, respectful member of our
global society (Connor, 2010; Darling-Hammond, 2005; Dee, 2012; Farnsworth, 2010; Garcia, Beatriz Arias, Harris Murri, &
Serna, 2010; Haberman & Post, 1998).

Outcomes
I.5 Our candidates know and respect individual differences, establish productive and ethical relationships with students, and
modify the learning environment to positively impact student learning.
I.6 Our candidates create engaging learning communities where the diverse perspectives, opinions, and beliefs of others are
acknowledged and respected.
I.7 Our candidates demonstrate and commit to continuing personal and professional development.

Educators are engaged with learners, their families, schools, and local and global communities (Ferrara, 2011; Gilson &
Martin, 2010; Lieberman & Mace, 2010; Kroeger & Lash, 2011; Marx & Moss, 2011). They understand and intentionally
consider the dynamic interactions between learners and educators within complex socio-cultural contexts (Bronfenbrenner,
1986; Habermann & Post, 1998; Hill, 2012; Vygotsky, 1978; Wenger, 2002). Educators use culturally relevant materials, draw
on community resources, and recognize the potential and use of technology to enhance learning and communication (Gee,
2003, Landow, 2006, Laurillard, 1993; Lin & Bates, 2010; Sherin, 2004; Waddell, 2011; Wysocki, 2004). They see technology as
a vital cultural tool with socio-cultural implications (Hobbs, Cabral, Ebrahimi, Yoon & Al-Humaidan, 2011).

Outcomes
I.8 Our candidates use knowledge of students’ cultures, experiences, and communities to create and sustain culturally responsive
classrooms and schools.
I.9 Our candidates coordinate time, space, activities, technology and other resources to provide active and equitable engagement
of diverse learners in real world experiences.
I.10 Our candidates collaborate to implement various ways of communicating to promote student interaction, learning,
innovation, and problem solving within local and global contexts.

17 Preparing informed, empowered, committed, and engaged educators.

Our candidates collaborate to implement various ways of communicating to promote student interaction, learning,
innovation, and problem solving within local and global contexts.
“Moving lives forward!”

18 Preparing informed, empowered, committed, and engaged educators.

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Updated Fall 2013.

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