Course Syllabus

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EDG 2940. CM01: Experiential Learning in Education

School of Teacher Education, College of Community Innovation and Education

3 Credit Hours

Download the Syllabus here. Download here.

Table of Contents

General Course Information
Course Description
Course Materials and Resources
Student Learning Outcomes
Course Activities
Grading Information
Course Schedule
Policy Statements

Instructor Information

Instructor: Daniel Edelen
Office Location: 222 D, Education Complex
Office Hours: Tuesdays 2pm – 6:00 pm or by appointment
Digital Contact: Daniel.Edelen@ucf.edu or Webcourses@UCF messaging

Course Information

Term: Summer 2021
Course Number & Section: EDG 2940. CM01
Course Name: Experiential Learning in Education
Credit Hours: 3 Credit Hours
Class Meeting Days: Tuesdays
Class Meeting Time: 6:00 to 8:50 pm
Class Location: TA 102 and Zoom Virtual Meetings
Course Modality: Mixed Mode

Welcome!

This course is designed to prepare you to participate in schools and other educational settings as a professional. In order for this course to be useful to you and for you to be successful in it, you should carefully read this syllabus and adhere to the policies and procedures outlined. If we all practice the core values of the UCF Creed (integrity, scholarship, community, creativity, and excellence), this course should be a productive and positive experience for everyone!

Course Description

Students will learn about the field of education through a variety of field experiences. Course experiences will rely heavily on students’ engagement in these targeted field experience placements and their structured reflections. **Due to social distance requirements, the summer 2021 course will participate in virtual observations and experiences in lieu of visiting school sites. The variety of field experiences will remain, along with opportunities for learning your role as a professional educator.

Purpose of Course

Participating in educational experiences as a learner and as a teacher, counselor, or leader are very different roles. The purpose of this course is to begin your transition from participating as a learner to taking the role of a professional educator.

Florida Educator Accomplished Practices (FEAP) – Adopted 2011

Each effective educator applies the foundational principles through six (6) Educator Accomplished Practices. Each of the practices is clearly defined to promote a common language and statewide understanding of the expectations for the quality of instruction and professional responsibility.

The following FEAPs are addressed by the objectives of EDG 2940

Continuous Improvement, Responsibility and Ethics

Continuous Professional Improvement

Engages in targeted professional growth opportunities and reflective practices FEAP 2.b.1.e.

Professional Responsibility and Ethical Conduct

Adheres to the Code of Ethics and the principles of Professional Conduct of the Education Profession of Florida and fulfills the expected obligations to students, the public and the education profession FEAP 2.b.2

KEY: FEAP/PEC = Florida Educator Accomplished Practices/ Professional Education Competencies

ESOL = English for Speakers of Other Languages

NGSSS = Next Generation Sunshine State Standards

FS= Florida Standards

CEC = Council for Exceptional Children

Course Materials and Resources

Required Materials/Resources

No textbook is required for this course.

Optional Materials/Resources

A one-subject notebook

ZOOM

Because of the continued remote instruction requirement due to the COVID-19 pandemic, this course will use Zoom for some synchronous (“real time”) class meetings. Meeting dates and times will be scheduled through Webcourses@UCF and appear on the course calendar. Check course agendas in the modules for links and password.

Please take the time to familiarize yourself with Zoom by visiting the UCF Zoom Guides at <https://cdl.ucf.edu/support/webcourses/zoom/>. You may choose to use Zoom on your mobile device (phone or tablet).

Things to Know About Zoom:

The Zoom sessions are recorded.
Improper classroom behavior is not tolerated within Zoom sessions and may result in a referral to the Office of Student Conduct.
You can contact Webcourses@UCF Support at <https://cdl.ucf.edu/support/webcourses/> if you have any technical issues accessing Zoom.

Student Learning Outcomes

Students will participate in experiential exercises that will familiarize them with appropriate professional behaviors for interacting with students, teachers, staff and leaders in school and informal education settings.
Know and use a variety of group management techniques. FEAP 2.a.2.b /PEC 2.2
Establish a set of group and classroom routines and procedures for utilization of materials and movement of students. FEAP 2.a.2.b/PEC 2.2
Demonstrate knowledge of methods for establishing a safe group and classroom community and preventing problem behavior, in keeping with the state code of ethics and the principles of professional conduct FEAP 2.a.2.f /PEC 2.6; CEC 2.1
Participate in field experiences appropriate for major area of specialization and reflect on the teaching strategies, classroom climate, and behavior management plans in operation in these field experiences. FEAP 2.a.2.e,2.a.2.f,2.a.3.a,/PEC 3.1; applicable NGSSS and FS

Course Activities

1) Attendance & Participation: (Reflections, Exit Slips) Due to the interactive and experiential nature of the course and in-class activities, discussions, readings, and lectures, students are required to attend all distance learning Zoom class meetings. Students will only receive credit for being present if they are present for the entire class (i.e. you cannot leave early and earn full credit for attendance). Participation will be documented through in-class reflections and exit slips, as outlined in the Course Schedule.

2) Required “Field” Experiences and Documentation: Please NOTE – for Spring 2021, in response to the COVID-19 Outbreak and distance learning approach to teaching and learning we will not require the 45 hours of field experience for this course. In lieu of this assignment, we have put together a menu of choices that you will complete to provide you with experiences that mimic the classroom and require you to be a reflective practitioner. These will vary in their approach (i.e., reading, video, interview, etc.) however you will be required to complete 6 assignments to complete this course.

(FEAP 2.a.2.e,2.a.2.f,2.a.3.a,/PEC 3.1; applicable NGSSS and FS) Students will spend a minimum of 45 hours over the course volunteering over the course of at least 10 weeks in at least two educational settings:

Public School Placement (including Charter Schools)
- Must include at least 15 hours in a Title I School
Private Schools or Other Educational Settings

At least 15 hours should be spent in each of the settings above, but students can customize their preferences for splitting time across each setting (for example, students may choose to spend 30 hours in each setting or 15 hours in one and 45 hours in the other, with the requirement that at least 15 hours be spent in a Title I School). No student will be expected to work on a project to which she or he has significant religious, political, or moral objections. It is the student’s responsibility to let the instructor know about such objections.

This activity will address a need in the community, support the course objectives, involve a connection between the campus and the community, challenge students to be civically engaged, and involve structured student reflection. Students with criminal arrest records must see the Instructor immediately to discuss how their history may impact their ability to complete this course and to eventually become a teacher. Students enrolled in other education courses requiring a field experience may not use the same hours for both experiences.

Students will spend time reflecting on their field experiences through ongoing structured course discussions related to each course topic and a meta-reflective poster project. The service-learning efforts will be the core of much of the learning in the course. The "grade" for the service-learning requirement will come from the tangible class-related project and discussions, rather than simply from completion of the 45-hour minimum requirement.

To meet the objectives of the course, our activities will address the following needs of our educational communities:

Shortage of teachers
Need for special assistance for students in schools, especially high-risk students
Need for special assistance for special events in schools and informal settings.
Additional student assistance in preparation for high-stakes tests
Classroom management/proximity control by adults
Role models/mentors from diverse ethnic, linguistic, and socioeconomic backgrounds

Due to the Covid-19 Pandemic, students are not required to observe in person. Students will complete six (6), five-hour learning assignments. See course module for more information.

Reflective Educator Notebook- Students will maintain a “Reflective Educator Notebook” throughout their experiences where they take the stance of “Teacher as Researcher” and identify wondering questions or thoughtful reflections about their work. Students are encouraged to personalize their notebooks and organize them in a way that proves to be useful for them; however, snapshots of the notebook and included wonderings will be submitted throughout the semester.

Students will earn points for the timely submission of the documentation listed above, as indicated in the Course Schedule. Each of the required documentation forms must be submitted in order for the student to earn a grade in the course.

3) Structured Written Reflection Papers:

Students will write a total of four structured reflections based on their previous and current experiences with learning, teaching, and schools. Topics for the reflection papers include:

Reflection #1: Myself as an Educator

Reflection #2: Classroom/School Culture and My Role

Reflection #3: Culture of Students

Detailed assignment direction and a rubric will be provided in the Webcourse.

4) Final Reflection & Share Fair Presentation

Students will reflect on their field experience placements and their personal reflections and growth as they complete both parts of this culminating assignment:

Part 1: Reflection

Students will synthesize their reflections over the course of the semester as they write a reflective paper to demonstrate their growth as pre-service educators over the course of their field experiences this semester. Detailed paper requirements and a rubric will be provided in the Webcourse.

Part 2: Share Fair Presentation

Students will depict their reflections and learning from Part 1 of this assignment through a visual presentation format of their choice. Presentation options include, but are not limited to: posters, electronic presentations (displayed via laptop or tablet), infographics, concept maps, etc. Presentations will be shared among students in class on a designated day in class.

Activity Submissions

Unless stated in specific assignment directions, all submission must be submitted via Webcourses assignment submission portal.

Late Work Policy:

There are no make-ups for in-class assignments or quizzes. Assignments turned in late (will be assessed a penalty: late assignments will be accepted with a 50% grading penalty).

Attendance/Participation

Students are expected to attend all classes. If a student cannot attend a class, they should let the instructor know ahead of time.

Make-up Exams and Assignments

Per university policy, you are allowed to submit make-up work (or an equivalent, alternate assignment) for authorized university-sponsored activities, religious observances, or legal obligations (such as jury duty). If this participation conflicts with your course assignments, I will offer a reasonable opportunity for you to complete missed assignments and/or exams. The make-up assignment and grading scale will be equivalent to the missed assignment and its grading scale. In the case of an authorized university activity, it is your responsibility to show me a signed copy of the Program Verification Form for which you will be absent, prior to the class in which the absence occurs. In any of these cases, please contact me ahead of time to notify me of upcoming needs.

Zoom Etiquette

Many of the "rules of the road" that apply to conversations also apply to the use of interactive tools used in this course. Use the following conventions when interacting with the instructor and fellow students:

While using synchronous tools, such as Conferences or Zoom, situate yourself in a quiet, private environment. This will help you stay clear of disturbances.
If you want to send a personal message to the instructor or to another student, use Conversations rather than the Discussions.
Be patient. Don’t expect an immediate response when you post to a discussion or send a message.
Respect each other’s ideas, feelings, and experience.
Be courteous and considerate. It is important to be honest and to express yourself freely, but being considerate of others is just as important and expected online, as it is in the classroom.
Explore disagreements and support assertions with data and evidence.

Zoom Troubleshooting Tips

Review the following troubleshooting tips for Zoom meetings. Remember, you can always contact Webcourses@UCF SupportLinks to an external site. for assistance.

Dial-in to a Zoom meeting. If your microphone is not working, use the phone number listed in the Zoom invitation when you set up a Zoom call. You can use your phone as the microphone and audio source for your call rather than your computer’s built-in microphone if necessary.
Turn off your web camera if your Internet is unstable. If your Internet connection is slow or lagging, consider temporarily turning off your video stream and only maintaining the audio stream. Sometimes, running the web camera on your computer will use up the Internet’s bandwidth in a way that might make communication challenging. Turning off the video should improve communication quality and consistency.
Wear earbuds or headphones. If you have earbuds or a headphone set, wear them! Wearing earbuds or headphones will reduce the amount of noise that your computer will pick up while you're speaking, which will make it easier for your students to hear you. Similarly, you may want to advise your students to wear earbuds or headphones during the call.
Mute microphones when not speaking. Mute your microphones when you are not speaking and unmute the microphones when you wish to speak. Use the “raise hand” feature or simply seeing the microphone unmuted will give the group a visual cue for when you wish to speak.
Use chat. For questions, contributions, or concerns utilize chat. · Check the Zoom Help Center (Links to an external site.). The Zoom Help Center contains documentation, system status updates, and technical support.

Assessment and Grading Procedures

The table shows the weight distribution for each assignment group.
Assignment Group Name	Percentage of Grade
Required “Experience” documentation & timely Submission of reflective educator notebook	25%
Structured Written Reflection Papers (3 total)	25%
Attendance & Class Participation	30%
Paper/Poster Presentation	20%
Total	100%

Note: You must complete six (6) classroom “experience” assignments for this course in order to earn a grade in this course, regardless of your completion of course assignments.

The final grade for the course is based on the following scale:

Letter Grade	Points
A	90-100
B	80-89
C	70-79
D	60-69
F	59 or below

Consult the latest Undergraduate or Graduate catalog for regulations and procedures regarding grading such as Incomplete grades, grade changes, and grade forgiveness.

Course Schedule

Week/Dates	Mode	Topic	Assignments	Due Dates
Week 1 (5/18)	F2F (Zoom)	Introductions, Course Expectations	Graded Experiential Learning Survey (due by Friday, 5/21 at 5pm; Academic Engagement Assignment) Most Powerful Learning Experiences	1. 5/21 at 5:00pm EST 2. 5/23 @ 11:59pm EST
Week 2 (5/25)	F2F (Zoom)	Considering Your Stance as a Pre-Service Educator in the Field	Class Reflection Exit Slip (after class)	5/30 @ 11:59pm EST
Week 3 (6/1)	Online	Begin Your Experiential Learning Assignments/ Road Map	Written Reflection #1	6/6 @ 11:59pm EST
Week 4 (6/8)	Online	Working towards 30 hours of Experiential Learning Opportunities	Experiential Learning Assignment Road Map	6/13 @ 11:59pm EST
Week 5 (6/15)	F2F (TA 102) Signup	Considering School & Classroom Culture: Our Role as Educators	Reflective Educator Notebook Snapshot #1	6/20 @ 11:59pm EST
Week 6 (6/22)	Online	Working towards 25 hours of Experiential Learning Opportunities	1. Structured Written Reflection #2 2. Midpoint Survey	1 & 2 due 6/27 @ 11:59pm EST
Week 7 (6/29)	F2F (Zoom)	Courageous Conversations: Racism in Schools	Class Reflection Exit Slip
Week 8 (7/6)	F2F (Zoom)	Courageous Conversations: Culturally Relevant Education	Reflective Educator Notebook Snapshots #2	7/11 @ 11:59pm EST
Week 9 (7/13)	Online	Working towards 30 hours of Experiential Learning Opportunities	Written Reflection #3	7/18 (Changed to 7/25) @ 11:59pm EST
Week 10 (7/20)	Online	Working towards 30 hours of Experiential Learning Opportunities	1. Reflective Educator Notebook Snapshots #3 2. 30 "Experiential Hours" (6 Experiential learning opportunities)	1 & 2 due 7/25 @ 11:59pm EST
Week 11 (7/27)	F2F (TA 102)	Planning Learning Environments and Instruction that Meets the Needs of Each and Every Learner	Final Paper	8/1 @ 11:59pm EST
Week 12 (8/3)	F2F (Zoom)	In Class Share Fair	Share Fair Presentation	8/3 @ 11:59pm EST

University Services and Resources

Academic Services and Resources

A list of available academic support and learning services is available at UCF Student Services. Click on "Academic Support and Learning Services" on the right-hand side to filter.

Non-Academic Services and Resources

A list of non-academic support and services is also available at UCF Student Services. Click on "Support" on the right-hand side to filter.

If you are a UCF Online student, please consult the UCF Online Student Guidelines for more information about your access to non-academic services.

Policy Statements

Academic Integrity

Students should familiarize themselves with UCF’s Rules of Conduct. According to Section 1, "Academic Misconduct," students are prohibited from engaging in:

Unauthorized assistance: Using or attempting to use unauthorized materials, information or study aids in any academic exercise unless specifically authorized by the instructor of record. The unauthorized possession of examination or course-related material also constitutes cheating.
Communication to another through written, visual, electronic, or oral means: The presentation of material which has not been studied or learned, but rather was obtained through someone else’s efforts and used as part of an examination, course assignment, or project.
Commercial Use of Academic Material: Selling of course material to another person, student, and/or uploading course material to a third-party vendor without authorization or without the express written permission of the university and the instructor. Course materials include but are not limited to class notes, Instructor’s PowerPoints, course syllabi, tests, quizzes, labs, instruction sheets, homework, study guides, handouts, etc.
Falsifying or misrepresenting the student’s own academic work.
Plagiarism: Using or appropriating another’s work without any indication of the source, thereby attempting to convey the impression that such work is the student’s own.
Multiple Submissions: Submitting the same academic work for credit more than once without the express written permission of the instructor.
Helping another violate academic behavior standards.

For more information about Academic Integrity, students may consult The Center for Academic Integrity Links to an external site..

For more information about plagiarism and misuse of sources, see “Defining and Avoiding Plagiarism: The WPA Statement on Best Practices Links to an external site.”.

Responses to Academic Dishonesty, Plagiarism, or Cheating

Students should also familiarize themselves with the procedures for academic misconduct in UCF’s student handbook, The Golden Rule. UCF faculty members have a responsibility for students’ education and the value of a UCF degree, and so seek to prevent unethical behavior and when necessary respond to academic misconduct. Penalties can include a failing grade in an assignment or in the course, suspension or expulsion from the university, and/or a "Z Designation" on a student’s official transcript indicating academic dishonesty, where the final grade for this course will be preceded by the letter Z. For more information about the Z Designation, see http://goldenrule.sdes.ucf.edu/zgrade.

Course Accessibility Statement

The University of Central Florida is committed to providing access and inclusion for all persons with disabilities. This syllabus is available in alternate formats upon request. Students with disabilities who need specific access in this course, such as accommodations, should contact the professor as soon as possible to discuss various access options. Students should also connect with Student Accessibility Services (Ferrell Commons, 7F, Room 185, sas@ucf.edu, phone (407) 823-2371). Through Student Accessibility Services, a Course Accessibility Letter may be created and sent to professors, which informs faculty of potential access and accommodations that might be reasonable.

Campus Safety Statement

Fully online course sections (W, V)

Though most emergency situations are primarily relevant to courses that meet in person, such incidents can also impact online students, either when they are on or near campus to participate in other courses or activities or when their course work is affected by off-campus emergencies. The following policies apply to courses in online modalities.

To stay informed about emergency situations, students can sign up to receive UCF text alerts by going to <https://my.ucf.eduLinks to an external site.> and logging in. Click on “Student Self Service” located on the left side of the screen in the toolbar, scroll down to the blue “Personal Information” heading on the Student Center screen, click on “UCF Alert”, fill out the information, including e-mail address, cell phone number, and cell phone provider, click “Apply” to save the changes, and then click “OK.”
Students with special needs related to emergency situations should speak with their instructors outside of class.

Sections with face-to-face components (M, RA, RV)

Emergencies on campus are rare, but if one should arise during class, everyone needs to work together. Students should be aware of their surroundings and familiar with some basic safety and security concepts.

In case of an emergency, dial 911 for assistance.
Every UCF classroom contains an emergency procedure guide posted on a wall near the door. Students should make a note of the guide’s physical location and review the online version at <http://emergency.ucf.edu/emergency_guide.htmlLinks to an external site.>.
Students should know the evacuation routes from each of their classrooms and have a plan for finding safety in case of an emergency.
If there is a medical emergency during class, students may need to access a first-aid kit or AED (Automated External Defibrillator). To learn where those are located, see <http://www.ehs.ucf.edu/AEDlocations-UCFLinks to an external site.> (click on link from menu on left).
To stay informed about emergency situations, students can sign up to receive UCF text alerts by going to <https://my.ucf.eduLinks to an external site.> and logging in. Click on “Student Self Service” located on the left side of the screen in the toolbar, scroll down to the blue “Personal Information” heading on the Student Center screen, click on “UCF Alert”, fill out the information, including e-mail address, cell phone number, and cell phone provider, click “Apply” to save the changes, and then click “OK.”
Students with special needs related to emergency situations should speak with their instructors outside of class.
To learn about how to manage an active-shooter situation on campus or elsewhere, consider viewing this video You CAN Survive an Active Shooter Links to an external site.

Deployed Active Duty Military Students

Copyright

This course may contain copyright protected materials such as audio or video clips, images, text materials, etc. These items are being used with regard to the Fair Use doctrine in order to enhance the learning environment. Please do not copy, duplicate, download or distribute these items. The use of these materials is strictly reserved for this online classroom environment and your use only. All copyright materials are credited to the copyright holder.

Third-Party Software and FERPA

During this course you might have the opportunity to use public online services and/or software applications sometimes called third-party software such as a blog or wiki. While some of these could be required assignments, you need not make any personally identifying information on a public site. Do not post or provide any private information about yourself or your classmates. Where appropriate you may use a pseudonym or nickname. Some written assignments posted publicly may require personal reflection/comments, but the assignments will not require you to disclose any personally identity-sensitive information. If you have any concerns about this, please contact your instructor.

University-Wide Face Covering Policy for Common Spaces and Face-to-Face Classes

To protect members of our community, everyone is required to wear a facial covering inside all common spaces including classrooms (https://policies.ucf.edu/documents/PolicyEmergencyCOVIDReturnPolicy.pdfLinks to an external site.. Students who choose not to wear facial coverings will be asked to leave the classroom by the instructor. If they refuse to leave the classroom or put on a facial covering, they may be considered disruptive (please see the Golden RuleLinks to an external site. for student behavior expectations). Faculty have the right to cancel class if the safety and well-being of class members are in jeopardy. Students will be responsible for the material that would have been covered in class as provided by the instructor.

Notifications in Case of Changes to Course Modality

Depending on the course of the pandemic during the semester, the university may make changes to the way classes are offered. If that happens, please look for announcements or messages in Webcourses@UCF or Knights email about changes specific to this course.

COVID-19 and Illness Notification

Students who believe they may have a COVID-19 diagnosis should contact UCF Student Health Services (407-823-2509) so proper contact tracing procedures can take place.

Students should not come to campus if they are ill, are experiencing any symptoms of COVID-19, have tested positive for COVID, or if anyone living in their residence has tested positive or is sick with COVID-19 symptoms. CDC guidance for COVID-19 symptoms is located here: (https://www.cdc.gov/coronavirus/2019-ncov/symptoms-testing/symptoms.html (Links to an external site.)

Students should contact their instructor(s) as soon as possible if they miss class for any illness reason to discuss reasonable adjustments that might need to be made. When possible, students should contact their instructor(s) before missing class.

In Case of Faculty Illness

If the instructor falls ill during the semester, there may be changes to this course, including having a backup instructor take over the course. Please look for announcements or mail in Webcourses@UCF or Knights email for any alterations to this course.

Course Accessibility and Disability COVID-19 Supplemental Statement

Accommodations may need to be added or adjusted should this course shift from an on-campus to a remote format. Students with disabilities should speak with their instructor and should contact sas@ucf.edu to discuss specific accommodations for this or other courses.

Course Summary:

Date	Details	Due

April 2025

Calendar
Sunday	Monday	Tuesday	Wednesday	Thursday	Friday	Saturday
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Assignments are weighted by group:

Group	Weight
Attendance & Class Participation	30%
Structured Written Reflection Papers	25%
Timely Submission of Field Experience Course Assignments & Reflective Educator Notebook Snapshots	25%
Final Paper/Poster Presentation (Share Fair)	20%
Total	100%