EDCU 5326 - Res Prog Eval in Schl Couns: Res Prog Eval in Schl Couns (Sub II- Oct 20 to Dec 09)
Fall 2025 Syllabus, Section 780, CRN 17220
Instructor Information
Dr. Angela Cano Sampson, Ph.D., LPC, NCC, CSC
Assistant Professor
Email: angela.cano@tamiu.edu
Office: Pellegrino Hall 313F
Office Hours:
Virtual Appointments by scheduled appointments only 8:00 a.m.- 7:00 p.m. Monday - Thursday
Office Phone: 956-326-3166
Email is the best way to contact me
Times and Location
Does Not Meet Face-to-Face
Course Description
Additional Course Information
Hello and welcome! I am absolutely thrilled to have you in EDCU 5326: Research & Program Evaluation in School Counseling this term! I'm Dr. Angela Cano Sampson, and I can't wait to embark on this journey with you as we explore how to use data and research to make a real difference in our schools.
About Your Professor
My own journey into this field has been a winding and wonderful road! It all started with a passion for service, which led me to earn my first degrees in Social Work and Education. From there, I delved deeper into the school system with a Master's in Curriculum and Instruction before finding my true calling in counseling. I earned a Master of Science in Clinical Mental Health Counseling and, ultimately, my Ph.D. in Counselor Education and Supervision from St. Mary’s University. I believe this blend of social work, education, and counseling gives me a unique and holistic perspective on the incredible, multifaceted role of a school counselor.
Before stepping into higher education, I spent over two decades in Texas PreK-12 schools, and I loved every minute of it! I’ve had the privilege of working as an Elementary Special Education Teacher and Coordinator , a School Counselor at the middle and high school levels , and an administrator as both a Vice Principal and Assistant Principal. These experiences gave me a 360-degree view of the challenges and rewards you'll encounter, and they fuel my passion for preparing you to be the best school counselor you can be.
Now, as an Assistant Professor here at TAMIU, my mission is to equip you with the practical skills and theoretical knowledge to excel. I teach a variety of graduate courses, from ethics and group counseling to career development and crisis intervention. I am particularly excited about this course, "Research & Program Evaluation in School Counseling," which I designed specifically for our students to empower you to become a data-informed practitioner who can create, evaluate, and improve vital school programs.
Outside of the university, my husband and I run a private practice, Evolución Counseling Practice, in San Antonio. In addition to serving a diverse client population , a core part of our mission is to provide clinical supervision and mentorship to the next generation of counselors, helping LPC-Associates on their path to full licensure.
My Research & Scholarly Activity
My passion for this work extends into my research, where I focus on practical questions that impact students and counselors every day. My research agenda examines the evolving role of the school counselor, and I'm particularly interested in reconceptualizing your future role as a social-emotional leader and an integrated mental health professional. A lot of my work is focused on finding better ways to meet the academic and mental health needs of diverse students, especially at-risk and refugee youth, using culturally responsive and trauma-informed strategies.
This focus shows up in the work I publish and present. I have several manuscripts currently under review for publication that explore topics like counselors working in collaborative systems, creating strategies for mental health and academic achievement, and cultivating allyship for marginalized groups in educator preparation programs. I absolutely love sharing this work and learning from others, which is why I frequently present at state and international conferences on topics such as bridging school counseling to community mental health and supporting refugee students' wellness and college readiness.
I am so excited to get to know each of you. School counselors are vital educators, leaders, advocates, and agents of change. My goal is to support you every step of the way on this incredible path. Let's have a fantastic term!
Sincerely,
~Dr. Angela Cano Sampson
Program Learning Outcomes
Course Objectives
This course is related to the following program(s): School Counseling
Program Mission: To prepare highly effective culturally competent professional counselors for Texas K-12 schools and other professional settings.
Relationship to/Alignment with Program Mission: To prepare highly effective culturally competent professional counselors for Texas K – 12 schools and other professional settings.
In this course, we will reinforce the counseling candidate’s knowledge of basic counseling helping skills, therapeutic building blocks in the art of helping and therapeutic factors common to most theoretical orientations used throughout the counseling process.
Program Student Learning Outcomes (PSLOs):
PSLO 1: Utilize culturally appropriate counseling practices with regard to age and stage of life.
PSLO 2: Transform a variety of counseling theories and interventions for efficacy in a multicultural environment
PSLO 3: Apply professional, ethical, and legal principles when collaborating or consulting with stakeholders (exp., parents, teachers, other professionals)
PSLO 4: Impact school and non-school counseling programs through the application of leadership and advocacy skills by designing, implementing, and evaluating counseling programs in a myriad of settings.
PSLO 5: Actively engage in professional counseling associations.
Student Learning Outcomes
Course Student Learning Outcomes (CSLOs)
Course Alignment for EDCU 5326
Research & Program Evaluation in School Counseling
CO2
Important Dates
Visit the Academic Calendar (tamiu.edu) page to view the term's important dates.
Textbooks
| Group | Title | Author | ISBN |
|---|---|---|---|
| Required | Practical approaches to applied research and program evaluation for helping professionals (1st ed.). | Minton, C. A. B., & Lenz, A. S. (2019). | |
| Required | Program Evaluation in School Counseling: Improving Comprehensive and Developmental Programs (1st ed.). Routledge. | Trevisan, M.S., & Carey, J.C. (2020). | |
| Required | ASCA National Model Implementation Guide: Mange and Assess (2nd ed.). Author. | American School Counselor Association. (2019). |
Other Course Materials
To go to the bookstore, click here.
Supplemental Readings and Videos
See Course Alignment Document and Syllabus for supplemental readings, videos, and handout in each module.
Recommended Textbook(s) and Materials:
American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). Washington, DC: American Psychological Association
Grading Criteria
| GRADE | PERCENTAGE |
| A 100-90 | 2040-1836 |
| B 89-80 | 1835-1632 |
| C 79-70 | 1631-1428 |
| D 69-60 | 1427-1224 |
| F Below 60 | 1223 and Below |
Grading and Evaluation
Grading and Evaluation (Subject to Change)
In determining the final course grade, the following point value will be used.
| ASSIGNMENT - Please review all of your assignments the first week of class and plan accordingly. You will have multiple assignments on a weekly basis, please plan wisely. You will have a Final Project that begins on Week 4 and Concludes Week 7 Please review the entire assignment prior to Week 4 to plan. | VALUE - Calculated Points for Assignments |
| Assignment #1 - Syllabus Acknowledgement 20 Points Meet and Greet 20 Points | 40 points |
| Assignment #2 - Discussion Post(s) 9X100 Points Each | 900 points |
| Assignment #3 - Application Assignment – Research Paper Assignment 8X100 Points Each | 800 points |
| Assignment #4 - VoiceThread 3X100 | 300 Points |
| Assingment #5 - Final Project Texas Model Alignment Proposal | 300 Points - Breakdown Stage IA = 50 Points, Stage IB = 50 Points, Stage 2= 100 (Voice Thread), Stage 3 = 100 for a Total of 300 Points |
| Total Points | 2340 |
EDCU 5326 Research & Program Evaluation In School Counseling Module, Chapter, Assignment Breakdown
| Week of | Agenda/Topic | Reading(s) | Due |
|---|---|---|---|
| 10/20 | Weeks 1 - Practical Approaches... Minton Practical Approaches… Minton Program Evaluation… Trevisan | Chapter 1 (MO1.1, MO1.2) Chapter 2 and Chapter 3 (MO2.1, 2.2) Chapter 1 (MO1.3, 2.3) | Discussion Post # 1 Application Activity #1 Voice Thread #1 |
| 10/27 | Week 2 - Practical Approaches... Minton Practical Approaches… Minton Program Evaluation… Trevisan | Chapter 4 (MO3.1) Chapter 5 and Chapter 6 (MO4.1, 4.2) Chapter 2 MO4.3) | Discussion Post # 2 Application Activity #2 Application Activity #3 Voice Thread #2 |
| 11/3 | Week 3 - Practical Approaches... Minton Practical Approaches… Minton Program Evaluation… Trevisan | Chapter 7 (MO5.1,5.2) Chapter 8 and Chapter 9 (MO5.1, 5.2, 5.3, 6.1, 6.2) Chapter 2 (MO6.3) | Discussion Post #3 Application Activity #3 Voice Thread #3 |
| 11/10 | Week 4 - Practical Approaches... Minton Practical Approaches… Minton Program Evaluation… Trevisan Start Final Project Texas Model Alignment Proposal | Chapter 13 (MO7.1,7.2). Chapter 14 (MO8.1,8.2). Chapter 8 (MO8.3) Read/Review Texas Model for Comprehensive School Counseling Programs. (MO9.1,9.2) | Discussion Post #4 Application Activity #4 Discussion Post #5 Begin Final Project - Texas Model Alignment Proposal Complete Stage 1 Part A Organization and Planning (MO9.1,9.2) Read and Review Texas Model for Comprehensive School Counseling Programs |
| 11/17 | Week 5 - Practical Approaches... Minton Practical Approaches… Minton Program Evaluation… Trevisan Continue Final Project Texas Model Alignment Proposal | Chapter 15 (MO10.1) Chapter 16 (MO10.2) Chapter 9 (MO10.3) Read/Review Texas Model for Comprehensive School Counseling Programs. (MO11.1, 11.2) | Discussion Post #6 Application Activity #5 Discussion Post #7 Continue Final Project - Texas Model Alignment Proposal Complete Stage 1 Part B Organization and Planning |
| 11/24 | Week 6 - Practical Approaches... Minton Practical Approaches… Minton Program Evaluation… Trevisan Continue Final Project Texas Model Alignment Proposal | Chapter 17 (MO12.1) Chapter 18 (MO12.2) Chapter 10 (MO12.3) Read/Review Texas Model for Comprehensive School Counseling Programs. (MO13.1, 13.2) | Discussion Post #8 Application Activity #6 Discussion Post #9 Continue Texas Model Alignment Proposal Complete Stage 2 Design and Implementation (MO13.1, MO13.2) This portion of the Final is a VoiceThread see below in BB for VoiceThread. |
| 12/1 | Week 7 - Module 7 *Done with Program Evaluation… Trevisan | Practical Approaches... Minton Practical Approaches… Minton Chapter 19 (MO14.1) Chapter 20 (MO14.2) Application Activity #7 Continue Final Project Texas Model Alignment Proposal Read/Review Texas Model for Comprehensive School Counseling Programs. (MO15.1, 15.2) |
Discussion Post #10 Application Activity #7 Continue Final Project - Texas Model Alignment Proposal Complete Stage 3 Evaluation |
University/College Policies
Please see the University Policies below.
COVID-19 Related Policies
If you have tested positive for COVID-19, please refer to the Student Handbook, Appendix A (Attendance Rule) for instructions.
Required Class Attendance
Students are expected to attend every class in person (or virtually, if the class is online) and to complete all assignments. If you cannot attend class, it is your responsibility to communicate absences with your professors. The faculty member will decide if your excuse is valid and thus may provide lecture materials of the class. According to University policy, acceptable reasons for an absence, which cannot affect a student’s grade, include:
- Participation in an authorized University activity.
- Death or major illness in a student’s immediate family.
- Illness of a dependent family member.
- Participation in legal proceedings or administrative procedures that require a student’s presence.
- Religious holy day.
- Illness that is too severe or contagious for the student to attend class.
- Required participation in military duties.
- Mandatory admission interviews for professional or graduate school which cannot be rescheduled.
Students are responsible for providing satisfactory evidence to faculty members within seven calendar days of their absence and return to class. They must substantiate the reason for the absence. If the absence is excused, faculty members must either provide students with the opportunity to make up the exam or other work missed, or provide a satisfactory alternative to complete the exam or other work missed within 30 calendar days from the date of absence. Students who miss class due to a University-sponsored activity are responsible for identifying their absences to their instructors with as much advance notice as possible.
Classroom Behavior (applies to online or Face-to-Face Classes)
In the classroom, students are expected to listen attentively, participate respectfully, and adhere to established rules. Behavior that interferes with the class lecture may result in disciplinary action, ensuring a productive and respectful learning environment for everyone. Any disputes over academic matters should be addressed calmly and constructively, ideally during designated times such as office hours or after class. If a student does not agree with a decision, they can request a meeting with the instructor to discuss their concerns in more detail. Should further resolution be needed, the student may escalate the matter to the department head or use formal grievance procedures as outlined in the sections below. (please refer to Student Handbook Article 4).
TAMIU Honor Code: Plagiarism and Cheating
As a TAMIU student, you are bound by the TAMIU Honor Code to conduct yourself ethically in all your activities as a TAMIU student and to report violations of the Honor Code. Please read carefully the Student Handbook Article 7 and Article 10 available at Student Handbook.
We are committed to strict enforcement of the Honor Code. Violations of the Honor Code tend to involve claiming work that is not one’s own, most commonly plagiarism in written assignments and any form of cheating on exams and other types of assignments.
Plagiarism is the presentation of someone else’s work as your own. It occurs when you:
- Borrow someone else’s facts, ideas, or opinions and put them entirely in your own words. You must acknowledge that these thoughts are not your own by immediately citing the source in your paper. Failure to do this is plagiarism.
- Borrow someone else’s words (short phrases, clauses, or sentences), you must enclose the copied words in quotation marks as well as citing the source. Failure to do this is plagiarism.
- Present someone else’s paper or exam (stolen, borrowed, or bought) as your own. You have committed a clearly intentional form of intellectual theft and have put your academic future in jeopardy. This is the worst form of plagiarism.
Here is another explanation from the 2020, seventh edition of the Manual of The American Psychological Association (APA):
“Plagiarism is the act of presenting the words, idea, or images of another as your own; it denies authors or creators of content the credit they are due. Whether deliberate or unintentional, plagiarism violates ethical standards in scholarship” (p. 254). This same principle applies to the illicit use of AI.
Plagiarism: Researchers do not claim the words and ideas of another as their own; they give credit where credit is due. Quotations marks should be used to indicate the exact words of another. Each time you paraphrase another author (i.e., summarize a passage or rearrange the order of a sentence and change some of the words), you need to credit the source in the text. The key element of this principle is that authors do not present the work of another as if it were their own words. This can extend to ideas as well as written words. If authors model a study after one done by someone else, the originating author should be given credit. If the rationale for a study was suggested in the discussion section of someone else's article, the person should be given credit. Given the free exchange of ideas, which is very important for the health of intellectual discourse, authors may not know where an idea for a study originated. If authors do know, however, they should acknowledge the source; this includes personal communications (p. 11). For guidance on proper documentation, consult the Academic Success Center or a recommended guide to documentation and research such as the Manual of the APA or the MLA Handbook for Writers of Research Papers. If you still have doubts concerning proper documentation, seek advice from your instructor prior to submitting a final draft.
TAMIU has penalties for plagiarism and cheating.
- Penalties for Plagiarism: Should a faculty member discover that a student has committed plagiarism, the student should receive a grade of 'F' in that course and the matter will be referred to the Honor Council for possible disciplinary action. The faculty member, however, may elect to give freshmen and sophomore students a “zero” for the assignment and to allow them to revise the assignment up to a grade of “F” (50%) if they believe that the student plagiarized out of ignorance or carelessness and not out of an attempt to deceive in order to earn an unmerited grade; the instructor must still report the offense to the Honor Council. This option should not be available to juniors, seniors, or graduate students, who cannot reasonably claim ignorance of documentation rules as an excuse. For repeat offenders in undergraduate courses or for an offender in any graduate course, the penalty for plagiarism is likely to include suspension or expulsion from the university.
- Caution: Be very careful what you upload to Turnitin or send to your professor for evaluation. Whatever you upload for evaluation will be considered your final, approved draft. If it is plagiarized, you will be held responsible. The excuse that “it was only a draft” will not be accepted.
- Caution: Also, do not share your electronic files with others. If you do, you are responsible for the possible consequences. If another student takes your file of a paper and changes the name to his or her name and submits it and you also submit the paper, we will hold both of you responsible for plagiarism. It is impossible for us to know with certainty who wrote the paper and who stole it. And, of course, we cannot know if there was collusion between you and the other student in the matter.
- Penalties for Cheating: Should a faculty member discover a student cheating on an exam or quiz or other class project, the student should receive a “zero” for the assignment and not be allowed to make the assignment up. The incident should be reported to the chair of the department and to the Honor Council. If the cheating is extensive, however, or if the assignment constitutes a major grade for the course (e.g., a final exam), or if the student has cheated in the past, the student should receive an “F” in the course, and the matter should be referred to the Honor Council. Additional penalties, including suspension or expulsion from the university may be imposed. Under no circumstances should a student who deserves an “F” in the course be allowed to withdraw from the course with a “W.”
- Caution: Chat groups that start off as “study groups” can easily devolve into “cheating groups.” Be very careful not to join or remain any chat group if it begins to discuss specific information about exams or assignments that are meant to require individual work. If you are a member of such a group and it begins to cheat, you will be held responsible along with all the other members of the group. The TAMIU Honor Code requires that you report any such instances of cheating.
- Student Right of Appeal: Faculty will notify students immediately via the student’s TAMIU e- mail account that they have submitted plagiarized work. Students have the right to appeal a faculty member’s charge of academic dishonesty by notifying the TAMIU Honor Council of their intent to appeal as long as the notification of appeal comes within 10 business days of the faculty member’s e-mail message to the student and/or the Office of Student Conduct and Community Engagement. The Student Handbook provides more details.
Use of Work in Two or More Courses
You may not submit work completed in one course for a grade in a second course unless you receive explicit permission to do so by the instructor of the second course. In general, you should get credit for a work product only once.
AI Policies
Your instructor will provide you with their personal policy on the use of AI in the classroom setting and associated coursework.
TAMIU E-Mail and SafeZone
Personal Announcements sent to students through TAMIU E-mail (tamiu.edu or dusty email) are the official means of communicating course and university business with students and faculty –not the U.S. Mail and no other e-mail addresses. Students and faculty must check their TAMIU e-mail accounts regularly, if not daily. Not having seen an important TAMIU e-mail or message from a faculty member, chair, or dean is not accepted as an excuse for failure to take important action.
Students, faculty, and staff are encouraged to download the SafeZone app, which is a free mobile app for all University faculty, staff, and students. SafeZone allows you to: report safety concerns (24/7), get connected with mental health professionals, activate location sharing with authorities, and anonymously report incidents. Go to SafeZone for more information.
Copyright Restrictions
The Copyright Act of 1976 grants to copyright owners the exclusive right to reproduce their works and distribute copies of their work. Works that receive copyright protection include published works such as a textbook. Copying a textbook without permission from the owner of the copyright may constitute copyright infringement. Civil and criminal penalties may be assessed for copyright infringement. Civil penalties include damages up to $100,000; criminal penalties include a fine up to $250,000 and imprisonment. Copyright laws do not allow students and professors to make photocopies of copyrighted materials, but you may copy a limited portion of a work, such as article from a journal or a chapter from a book for your own personal academic use or, in the case of a professor, for personal, limited classroom use. In general, the extent of your copying should not suggest that the purpose or the effect of your copying is to avoid paying for the materials. And, of course, you may not sell these copies for a profit. Thus, students who copy textbooks to avoid buying them or professors who provide photocopies of textbooks to enable students to save money are violating the law.
Students with Disabilities
Texas A&M International University seeks to provide reasonable accommodations for all qualified persons with disabilities. This University will adhere to all applicable federal, state, and local laws, regulations and guidelines with respect to providing reasonable accommodations as required to afford equal education opportunity. It is the student's responsibility to register with the Office of Disability Services for Students located in Student Center 124. This office will contact the faculty member to recommend specific, reasonable accommodations. Faculty are prohibited from making accommodations based solely on communications from students. They may make accommodations only when provided documentation by the Office of Disability Services for Students.
For accommodations or assistance with disabilities, contact the Disability Coordinator, Karla Pedraza, at karla.pedraza@tamiu.edu, call 956.326.2763, or visit Student Center 124.
Student Attendance and Leave of Absence (LOA) Policy
As part of our efforts to assist and encourage all students towards graduation, TAMIU provides
LOA’s for students, including pregnant/parenting students, in accordance with the Attendance Rule (Section 3.07) and the Student LOA Rule (Section 3.08), which includes the “Leave of Absence Request” form. Both rules can be found in the TAMIU Student Handbook (URL: Student Handbook).
Pregnant and Parenting Students
Under Title IX of the Education Amendments of 1972, harassment based on sex, including harassment because of pregnancy or related conditions, is prohibited. A pregnant/parenting student must be granted an absence for as long as the student's physician deems the absence medically necessary. It is a violation of Title IX to ask for documentation relative to the pregnant/parenting student's status beyond what would be required for other medical conditions. Students who experience or observe alleged or suspected discrimination due to their pregnant/parenting status, should report to the TAMIU Title IX Coordinator (Lorissa M. Cortez, 5201 University Boulevard, KLM 159B, Laredo, TX 78041, TitleIX@tamiu.edu, 956.326.2857) and/or the Office of Civil Rights (Dallas Office, U.S. Department of Education, 1999 Bryan Street, Suite 1620, Dallas, TX 75201-6810, 214.661.9600). You can also report it on TAMIU's anonymous electronic reporting site, Report It, at https://www.tamiu.edu/reportit.
TAMIU advises a pregnant/parenting student to notify their professor once the student is aware that accommodations for such will be necessary. It is recommended that the student and professor develop a reasonable plan for the student's completion of missed coursework or assignments. The Office of Compliance (Lorissa M. Cortez, lorissam.cortez@tamiu.edu) can assist the student and professor in working out the reasonable accommodation. For other questions or concerns regarding Title IX compliance related to pregnant/parenting students, contact the Title IX Coordinator. In the event that a student needs a leave of absence for a substantial period of time, TAMIU urges the student to consider a Leave of Absence (LOA) as outlined in the TAMIU Student Handbook. As part of our efforts to assist and encourage all students towards graduation, TAMIU provides LOAs for students, including pregnant/parenting students, in accordance with the Attendance Rule and the Student LOA Rule. Both rules can be found in the TAMIU Student Handbook.
For parenting-related rights, accommodations, and resources, contact the Parenting Liaison, Mayra Hernandez, at mghernandez@tamiu.edu, call 956.326.2265, or visit Student Center 226.
For pregnancy-related rights, accommodations, and resources, contact the TIX Coordinator, Lorissa Cortez, at lorissaM.cortez@tamiu.edu, call 956.326.2857, or visit Killam Library 159.
Anti-Discrimination/Title IX
TAMIU does not discriminate or permit harassment against any individual on the basis of race, color, sex, religion, national origin, age, disability, genetic information, veteran status, educational programs, or employment. If you would like to file a complaint relative to Title IX or any civil rights violation, please contact the TAMIU Director of Equal Opportunity and Diversity/Title IX Coordinator, Lorissa M. Cortez, 5201 University Boulevard, Killam Library 159B, Laredo, TX 78041, TitleIX@tamiu.edu, 956.326.2857, via the anonymous electronic reporting website, ReportIt and/or the Office of Civil Rights (Dallas Office), U.S. Department of Education, 1999 Bryan Street, Suite 1620, Dallas, TX 75201-6810, 214.661.9600.
Incompletes
Students who are unable to complete a course should withdraw from the course before the final date for withdrawal and receive a “W.” To qualify for an “incomplete” and thus have the opportunity to complete the course at a later date, a student must meet the following criteria:
- The student must have completed 90% of the course work assigned before the final date for withdrawing from a course with a “W”, and the student must be passing the course;
- The student cannot complete the course because an accident, an illness, or a traumatic personal or family event occurred after the final date for withdrawal from a course;
- The student must sign an “Incomplete Grade Contract” and secure signatures of approval from the professor and the college dean.
- The student must agree to complete the missing course work before the end of the next long semester; failure to meet this deadline will cause the “I” to automatically be converted to an “F”; extensions to this deadline may be granted by the dean of the college. This is the general policy regarding the circumstances under which an “incomplete” may be granted, but under exceptional circumstances, a student may receive an incomplete who does not meet all of the criteria above if the faculty member, department chair, and dean recommend it.
WIN Contracts
The Department of Biology and Chemistry does not permit WIN contracts. For other departments within the college, WIN Contracts are offered only under exceptional circumstances and are limited to graduating seniors. Only courses offered by full-time TAMIU faculty or TAMIU instructors are eligible to be contracted for the WIN requirement. However, a WIN contract for a course taught by an adjunct may be approved, with special permission from the department chair and dean. Students must seek approval before beginning any work for the WIN Contract. No student will contract more than one course per semester. Summer WIN Contracts must continue through both summer sessions.
Student Responsibility for Dropping a Course
It is the responsibility of the student to drop the course before the final date for withdrawal from a course. Faculty members, in fact, may not drop a student from a course without getting the approval of their department chair and dean.
Independent Study Course
Independent Study (IS) courses are offered only under exceptional circumstances. Required courses intended to build academic skills may not be taken as IS (e.g., clinical supervision and internships). No student will take more than one IS course per semester. Moreover, IS courses are limited to seniors and graduate students. Summer IS course must continue through both summer sessions.
Grade Changes & Appeals
Faculty are authorized to change final grades only when they have committed a computational error or an error in recording a grade, and they must receive the approval of their department chairs and the dean to change the grade. As part of that approval, they must attach a detailed explanation of the reason for the mistake. Only in rare cases would another reason be entertained as legitimate for a grade change. A student who is unhappy with his or her grade on an assignment must discuss the situation with the faculty member teaching the course. If students believe that they have been graded unfairly, they have the right to appeal the grade using a grade appeal process in the Student Handbook and in the Faculty Handbook.
Final Examination
All courses in all colleges must include a comprehensive exam or performance and be given on the date and time specified by the Academic Calendar and the Final Exam schedule published by the Registrar’s Office. In the College of Arts & Sciences all final exams must contain a written component. The written component should comprise at least 20% of the final exam grade. Exceptions to this policy must receive the approval of the department chair and the dean at the beginning of the semester.
Mental Health and Well-Being
The university aims to provide students with essential knowledge and tools to understand and support mental health. As part of our commitment to your well-being, we offer access to Telus Health, a service available 24/7/365 via chat, phone, or webinar. Scan the QR code to download the app and explore the resources available to you for guidance and support whenever you need it. The Telus app is available to download directly from TELUS (tamiu.edu) or from the Apple App Store and Google Play.
Distance Education Courses
Regular and Substantive Interaction:
This course is designed to foster regular and substantive interaction despite its asynchronous online format. At the start of each week, you will receive a "Monday Mail" announcement. This communication will serve as our primary weekly check-in, clearly outlining the module's agenda, learning objectives, and specific expectations to guide your learning for the week. For the most prompt reply to your questions, please email me directly rather than using the Blackboard course messaging system. I will provide feedback on your weekly assignments after the submission deadline has passed. As assignments are due on Sunday at midnight, you can typically expect feedback within the following week. Any updates or changes to this grading timeline will be communicated in the weekly "Monday Mail".
Online Courses and On-Campus Meetings
Texas Administrative Code (TAC), Title 19, Part 1, Chapter 2, Subchapter J, Section 2.202, defines distance education as the formal educational process that occurs when students and instructors are not in the same physical setting for the majority (more than 50%) of instruction. Distance education includes hybrid and 100% online courses and programs as defined by the Texas Higher Education Coordinating Board (THECB):
- Hybrid Course - A distance education course in which more than 50 percent but less than 100 percent of instructional activity takes place when the student(s) and instructor(s) are in separate physical locations.
- 100-Percent Online Course - A distance education course in which 100 percent of instructional activity takes place when the student(s) and instructor(s) are in separate physical locations. Requirements for on-campus or in-person orientation, testing, academic support services, internships/fieldwork, or other non-instructional activities do not exclude a course from this category.
In this online course, be sure to confirm what in-person meetings may be required of you (if applicable).
Course Structure
Welcome to EDCU 5326! This course is conducted in an asynchronous online format, which provides you with the flexibility to engage with course materials on your own schedule each week. To be successful, you are expected to log in to our Blackboard (BB) course site regularly to keep up with course content, announcements, and assignments.
The course is organized into seven sequential modules. You can navigate the course by accessing the module folders in the course menu. Within each weekly module, you will find:
- Readings: Required chapter readings from the two primary textbooks: Practical Approaches... by Minton and Program Evaluation... by Trevisan.
- Materials: Additional resources, including the Texas Model for Comprehensive School Counseling Programs, which is essential for the final project.
- Activities & Assessments: A variety of assignments to assess your learning, including Discussion Posts, Application Activities, and VoiceThreads.
- Updates: Be sure to check for the "Monday Mail" announcement each week, which will provide important updates and guidance.
All assignments for a given week are due by Sunday at midnight in the corresponding module on Blackboard.
A significant component of this course is the final project, the Texas Model Alignment Proposal. This project is broken down into several stages that you will work on throughout the semester. You will begin the project in Module 4 and continue completing different stages through Module 7. To ensure you have a clear understanding of the project's scope and expectations, we will hold a mandatory synchronous meeting during Week 3 to discuss it in detail.
Student-Instructor Communication Policy and Response Time
Announcements/Course Messages/Emails
At the start of each week, you will receive a "Monday Mail" announcement. This communication will serve as our primary weekly check-in, clearly outlining the module's agenda, learning objectives, and specific expectations to guide your learning for the week. For the promptest reply to your questions, please email me directly rather than using the Blackboard course messaging system.
Assignments and Assessments
I will provide feedback on your weekly assignments after the submission deadline has passed. As assignments are due on Sunday at midnight, you can typically expect feedback within the following week. Any updates or changes to this grading timeline will be communicated in the weekly "Monday Mail".
Course Communication Guidelines (Netiquette)
There are course expectations concerning etiquette or how we should treat each other online. We must consider these values as we communicate with one another. Visit https://www.tamiu.edu/distance/students/netiquette.shtml for further instruction.
Accommodations/Accessibility Policy
Texas A&M International University seeks to provide reasonable accommodation for all qualified persons with disabilities. This University will adhere to all applicable federal, state, and local laws, regulations, and guidelines with respect to providing reasonable accommodations as required to afford equal educational opportunity. It is the student's responsibility to register with the Director of Student Counseling and to contact the faculty member in a timely fashion to arrange for suitable accommodation. For more information, contact the online at Disability Services for Students, via phone at 956.326.3086 or by visiting the staff at the Student Center, room 118. A link to the Disabilities Services for Students site has also been included under the "Resources" tab inside the course.
Student Support Resources
The University wishes to have all students succeed in their courses. To provide support to our students, an array of services in the areas of technology support, academic support, student support, and accessibility support may be found at the University. For more information, visit the Instructional Technology and Distance Education Services page on University Resources and Support Services.
Computer/Technology Requirements
When participating in distance education courses, it is vital to consider the technology involved in order to have a successful course. Online students will need regular access to a personal computer that runs on a broadband Internet connection. It is recommended that you meet the technical requirements listed on the Instructional Technologieswhen using the learning management system (LMS) of the University.
Additional Hardware For this class, you will need a webcam and microphone for VoiceThread discussions. Recently purchased laptops may have these built-in. If you do not have this equipment, it is recommended to purchase a stand-alone webcam, microphone, or a webcam with a built-in microphone from your local electronic store or any online store.
Additional Software You will need the following additional software for this course:
- Microsoft Word for viewing course files and submitting assignments.
- Microsoft PowerPoint for viewing lesson presentations.
- Access to Zoom, VoiceThread, and Turnitin.
TAMIU students may access online versions of Microsoft software through their Dusty Office 365 account at <-block _nghost-ng-c2000544056="" class="ng-star-inserted">https://dusty.tamiu.edu/. This site also provides students access to download the Microsoft suite for educational use.
Note: If you do not own the required hardware or software or do not have access to the Internet, it will be highly challenging for you to make any progress in this class. However, my goal is to assist you in finding solutions. Most of the required materials can be found free of charge at TAMIU’s library and available computer labs. You may also purchase any of these items at any electronic store.
Learning Management System (Blackboard)
Students are provided with an orientation (*eLearning (Blackboard) Student Orientation*) and access to guides on how to use the Blackboard LMS. Guides may be available at Instructional Technology and Distance Education Services' Student eLearning Tutorial Videos page or by contacting the eLearning team at elearning@tamiu.edu.
Minimum Technical Skills Expected
When participating in distance education courses, it is vital to consider the technology involved in order to have a successful course. Students in distance education should have knowledge of basic computer and Internet skills, as mentioned on the Instructional Technologies
Technical Support Services
Because of the nature of distance education courses, the Office of Information Technology (OIT) computing and information services are vital to the success of online students. This webpage covers contact information for Distance Education Services (Blackboard Support), the OIT Help Desk, and E-mail support: Technical Support Services
Rubrics
Rubrics are provided at the end of each assignment.
Late Work Policy
All assignments for the course are due in the Blackboard website course page on their respective due dates with mostly due Sunday of the week assigned at midnight and/or noted in your syllabus or in Monday Mail. No late work will be accepted without prior written notice and upon approval by the professor due to medical and/or family emergencies or any other reasons.
You are encouraged to email your professor regarding your circumstances as soon as possible.
Course Evaluation
At the end of this course, students are encouraged to complete a course evaluation that will be distributed to them via email and through a course link.
Turnitin Policy Or Other Types of Assignments in Other Systems
Candidates may be required to submit work to TurnItIn. Candidates are encouraged to submit their work to TurnItIn before they submit the assignment for a grade in order to view the similarity index. To do this, candidates, go to “Optional Settings”; select “No-repository” and submit.
Accessibility and Privacy Statements on Course Technologies
At Texas A&M International University, we believe that all students should have equal technology opportunities in the classroom. These technologies/sites may also require user data, such as the creation of a username and password. In this class, we will utilize Blackboard, VoiceThread, and Turnitin. You may find the accessibility and privacy policies of these technologies on the following pages: Accessibility: Our Commitment
