EDSE 5330 - Acad Achievement Assessment: Acad Achievement Assessment (Sub I- Aug 25 to Oct 10)
Fall 2025 Syllabus, Section 680, CRN 16869
Instructor Information
Blanchard Keith Ben-Hanania Lenz, Ph.D.
Adjunct Faculty
Email: bkeithlenz@gmail.com
Office: Online
Office Hours:
Virtual Appointments Scheduled Through Email or Texts
Office Location: Personal Zoom Meeting Address
Keith's Personal Zoom Meeting
https://us06web.zoom.us/j/2214540381?pwd=I9ibyd5wEKC4XEkpl5v0cfoHLziUaX.1
Office Phone: 5013588715
Cell Phone: 5013588715
Text Before You Call
Times and Location
Does Not Meet Face-to-Face
Course Description
Additional Course Information
Use of AI in this Course
AI use is welcome in this course when used transparently and thoughtfully. Always include an AI Use Statement describing what you used, how you used it, and how it contributed to your learning. Specific guidelines for noting and citing your use of AI are included below and in the first course module.
Purpose of AI in This Course
AI tools (ChatGPT, Claude, Bard, etc.) may be used to support your learning. Use AI to clarify concepts, brainstorm ideas, outline assignments, generate examples, and improve clarity. Your final work must reflect your own thinking and analysis.
AI Use Statement (Required When You Use AI)
Include at the end of your assignment:
1. Tool(s) used
2. How I used AI
3. How AI supported my learning
4. Which parts represent my own reasoning
Examples (Special Education Law)
Example A: “I used ChatGPT to explain Rowley and Endrew F. in simpler language, compared it to class readings, and rewrote the analysis myself. The explanation helped clarify differences between the cases, but the final analysis is my own.”
Example B: “I used Claude.ai to brainstorm sample FAPE violation scenarios, rejected inaccurate ones, and rewrote one scenario using course materials. The final scenario reflects my legal reasoning.”
This AI Use Rubric (8 Points) May be used to provide feedback on some assignments.
Transparency (0–2): Clear, complete description of AI use.
Purposeful Use (0–2): AI used appropriately to support—not replace—thinking.
Student Thinking (0–2): Work shows original analysis and judgment.
Critical Evaluation (0–2): Student shows how they revised or corrected AI output.
Program Learning Outcomes
Student Learning Outcomes
Special Education Program Student Learning Outcomes (SLO)
SLO1.Examine historical, philosophical, and legal foundations of academic achievement assessment and special education evaluation.
Texas Standards: 3 (Content Expertise), 6 (Professional Practices)
SLO2. Investigate federal and state disability criteria and identification procedures to determine educational need.
Texas Standards: 2 (Knowledge of Students), 6 (Professional Practices)
SLO3. Select and administer appropriate formal and informal academic achievement assessments.
Texas Standards: 1 (Instructional Planning & Delivery), 5 (Data-Driven Practice)
SLO4. Develop a protocol integrating student assessment, evaluation, program planning, and instructional decision-making.
Texas Standards: 1 (Planning), 5 (Data-Driven Practice)
SLO5. Discuss ethnic, cultural, linguistic, and socioeconomic diversity and its significance for evaluation, planning, and instruction.
Texas Standards: 2 (Knowledge of Students), 4 (Learning Environment), 6 (Professional Practices)
SLO6. Prepare a comprehensive evaluation report based on interpretation of formal and informal assessment results.
Texas Standards: 1 (Planning), 5 (Data-Driven Practice), 6 (Professional Practices)
SLO7. Describe the professional practices, roles, and ethical responsibilities of individuals conducting academic achievement assessments.
Texas Standards: 6 (Professional Practices and Responsibilities)
Important Dates
Visit the Academic Calendar (tamiu.edu) page to view the term's important dates.
Textbooks
| Group | Title | Author | ISBN |
|---|---|---|---|
| Required | Essentials of WJ IV tests of achievement assessment. New York: Wiley. (2015) | Mather, N., Wendling, B. J. Woodcock, R. W. | 9781118799154 |
| Required | Assessment in special and inclusive education. (13th ed.). Boston: Houghton Mifflin (2013) | Salvia, J., Ysseldyke, J. E, and Witmer, S. | 9781305642355 |
Other Course Materials
Required Materials
Notice of Procedural Safeguards (TEA, 2021) Pro_Safeguards_ENG (4).pdf (ENG) Pro_Safeguards_SPAN Febrero 2021.pdf (SPAN) Other languages found at https://www.spedtex.org/index.cfm/parent-resources/procedural-safeguards/
Recommended Resources
Flanagan, D. P. & Alfonso, V. C. (2017). Essentials of WISC-V Assessment. Hoboken: Wyley.
Flanagan, D. P. & Alfonso, V. C. (2017). Essentials of Specific Learning Disability Identification. Hoboken: Wyley.
Lichtenberger, E. O., Mather, N., Kaufman, N. L., Kaufman, A. S. (2004). Essentials of Assessment Report Writing. Hoboken: Wyley.
Web Resources (Optional):
State standards for certification programs:
- Educator program standards (http://www.tea.state.tx.us/index2.aspx?id=5938&menu_id=2147483671&menu_id2=794)
- Certification domains/competencies (http://cms.texes-ets.org/texes/testframeworks/)
- TEKS (http://www.tea.state.tx.us/index2.aspx?id=6148&menu_id=720&menu_id2=785)
- College and Career Readiness Standards (http://www.thecb.state.tx.us/collegereadiness/crs.pdf)
Additional useful websites:
Office of Special Education and Rehabilitative Services (OSERS). https://www2.ed.gov/about/offices/list/osers/osep/index.html
OSERS guides and supports a comprehensive array of programs and projects that support individuals with disabilities
Texas Education Agency - Special Education Rules and Regulations
Council for Exceptional Children (CEC): http://www.cec.sped.org
The Council for Exceptional Children is the largest international professional organization dedicated to improving the educational success of children and youth with exceptionalities. CEC is known as the source for information, resources, and professional development for special educators and school professionals.
IRIS Center: https://iris.peabody.vanderbilt.edu
The IRIS Center is a national center dedicated to improving education outcomes for all children, especially those with disabilities birth through age twenty-one, through the use of effective evidence-based practices and interventions.
Grading Criteria
Schedule of Topics and Assignments
| Week of | Agenda/Topic | Reading(s) | Due |
|---|---|---|---|
| 8/25 | Module #1: | Read Salvia, Ysseldyke, & Witmer, “Assessment in Special and Inclusive Education” Chapter 12 Read Zirkel (2018) “RTI and Child Find” Go to: https://law.justia.com/cases/ | - Assignment 1 Due Day 7 - Discussion Forum 1 Due Day 3 & Day 7 |
| 9/1 | Module #2: | Read Salvia, Ysseldyke, & Witmer, “Assessment in Special and Inclusive Education” Chapter 13 & 14 Read Mather & Wendling (2015) “WJIV Tests of Achievement” Chapters 4 & 6 G’s Chart | - Assignment 2 Due Day 7 - Discussion Forum 2 Due Day 3 & Day 7 |
| 9/8 | Module #3: | Read Salvia, Ysseldyke, & Witmer, “Assessment in Special and Inclusive Education” Chapter 15 & 16 Read Mather & Wendling (2015) “WJIV Tests of Achievement” Chapter 7 Read “Evaluating the impact of dyslexia laws on the identification of specific learning disability and dyslexia” Additional Resource (Not Required): “The State of Dyslexia” and the Texas Dyslexia Handbook 2021 | - Assignment 3 Due Day 7 - Discussion Forum 3 Due Day 3 & Day 7 |
| 9/15 | Module #4: | Read Salvia, Ysseldyke, & Witmer, “Assessment in Special and Inclusive Education” Chapter 6 & 9 Read Texas HHS “Determination of Intellectual Disability: Best Practice Guidelines” | - Midterm Quiz with Essay Question Due Day 7 - Discussion Forum 4 Due Day 3 & Day 7 Begin working on the Final Case Study (Due Module 6) |
| 9/22 | Module #5: | Read Salvia, Ysseldyke, & Witmer, “Assessment in Special and Inclusive Education” Chapter 20, 21, & 22 | - Work on the Final Case Study Due Module 6 Day 7 - Discussion Forum 5 Due Day 3 & Day 7 |
| 9/29 | Module #6: | Read Mather & Wendling (2015) “WJIV Tests of Achievement” Chapter 4 Read TEA “Substance Abuse and Intervention” Web page: Substance Abuse Prevention and Intervention | - Assignment 6- Submit the Case Study Final Project Due Day 7 - Discussion Forum 6 Due Day 3 & Day 7 |
| 10/6 | Module #7 | Putting it All Together | - Final Exam – Student IEP Due Day 3 |
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
Course Expectations
Syllabus Subject to Change
While information and assurances are provided in this course syllabus, it should be understood that content may change in keeping with new research and literature and that events beyond the control of the instructor could occur. Students will be informed of any substantive occurrences that will produce syllabus changes.
Participation
Students are expected to read the materials assigned to be able to actively participate in the learning process. This course utilizes a discussion forum as a collaborative learning tool to ensure candidates are actively engaged in learning with the assigned instructional materials. In order to enhance learners’ participation through active contribution to group/class discussions, including supporting your opinions, sharing your knowledge and experiences, raising important issues and topics and formulating questions, it is required to keep up with the readings and assignments.
Academic Honesty
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 following site: https://www.tamiu.edu/studentaffairs/pdf/judicial/Honor%20Code.pdf
Violations of the Honor Code tend to involve claiming work that is not one’s own, most commonly plagiarism in written assignments and simple cheating on exams and other types of assignments.
Course Structure
This course contains seven learning modules. Each module consists of learning objectives and tasks, including assigned readings, discussion forum, related activities, and assignment(s). In each module, students are required to (a) complete the assigned readings, (b) participate in discussion forums through being engaged in an initial post and peer replies, (c) complete an assignment, and (d) respond to questions on quiz.
To keep up with the class and important announcements, students are expected to log on daily. On-line class can be both challenging and exciting. To succeed in this course, students need to commit the time and effort to actively participate in learning process and complete the assigned tasks by the due date.
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 Technology and Distance Education Services’ webpage.
Accommodations/Accessibility Policy
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 Director of Student Counseling and to contact the faculty member in a timely fashion to arrange for suitable accommodations. For more information, contact the online at Office of Disability Services for Students (DSS), or via phone at 956.326.2230, or by visiting the staff at the Senator Judith Zaffirini Student Success Center, room 138. 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 Instructional Technology and Distance Education Services’ page on University Resources and Support Services.
Student-Instructor Communication Policy and Response Time
Course Messages/Emails
Email is the main and preferred method of contact to communicate with the instructor (keith.lenz@tamiu.edu)
To effectively communicate with the instructor via email, students are expected to:
- Use their university dusty email.
- Make sure the emails begin by addressing "To whom” and display his or her full name in the "From" field.
- Always use an informative subject line.
- Allow up to 48 hours for the instructor to reply during weekdays; possibly more if it is a weekend or holiday.
Assignments and Assessments
Feedback for assignments will be provided within 72 hours from the assignment deadline unless specified otherwise. Students will be given notification of any delay if there is delays due to unforeseen circumstances.
Course Communication Guidelines (Netiquette)
There are course expectations concerning etiquette or how we should treat each other online. It is vital that we consider these values as we communicate with one another. Visit Instructional Technology and Distance Education Services’ web page on Netiquette for further instruction.
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 Technology and Distance Education Services’ webpage when using the learning management system (LMS) of the University.
Additional Hardware. For this class, you will need the following additional hardware: a webcam and microphone. Recently purchased laptops may have these built-in web cameras. 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.
NOTE: Instructional Technology and Distance Education Services may check out available webcams to students on a first-come, first-served basis. To check out a webcam, please stop by Killam Library, Room 259 and request an available webcam.
Additional Software. You will need the following additional software: Microsoft PowerPoint for viewing lesson presentations and Microsoft Word for viewing course files and submitting assignments. TAMIU Students may access online versions of this software through their Dusty Office 365 account at https://dusty.tamiu.edu/. This site also provides students access to download the Microsoft suite for educational use. See instructions for downloading the Microsoft Office suite.
Note: Students, if you do not own the required hardware, software or do not have access to internet, it will be highly challenging for you to make any progress in this class. However, my goal is to assist you to find solutions and guide you appropriately most of the required materials can either be found free of charge at TAMIU’s library, computer labs, and classrooms. In addition, you may also purchase any of these items at any electronic store.
Learning Management System (Blackboard)
Students are provided with 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.
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.
Grading and Evaluation
In this course, the course week begins on Monday; therefore, Day 1 is Monday and Day 7 is Sunday. Each module opens on Monday (Day 1) at 12:00 a.m. The submission for all assigned works is due by at 11:59 p.m. on the designated day in Central time.
The due date for the Discussion Board is on Wednesday (Day 3) for the initial post and on Sunday (Day 7) for two substantive responses to colleagues’ posts.
There are four ways to receive points per module that must be completed and submitted by Sunday (Day 7). This includes: one post and two peer responses in the Discussion Board and one assignment or quiz/exam based on all the module reading materials.
The midterm quiz contains a set of questions to check for student understanding about topics covered by the textbook and are due by Sunday (Day 7).·
The final exam for the course will cover material from the quizzes and will be scheduled after Module 7, which is the final deadline for all assignments.
Discussion Board Posts and Peer Responses
- Blackboard will not allow you to post before the forum opens (if you are working ahead of schedule) or after it closes.
- When the forum opens, click on the instructor’s original post to read the topic question.
- For your Initial Post, reply to the instructor’s topic questions. This post should be substantive with at least 2 academic paragraphs of at least 250 words each (see Figure 1 for the structure of academic paragraphs), a concluding question, at least two references to the module readings, and experiences and insights from your teaching background (see Figure 2).
- Your initial post should use the organization provided in Figure 2. Points will be deducted for lack of substantive content. Please see an example.
- For the other two responses to classmates, reply to a classmate. Each response much have at least one full paragraph of at least 200 words (5 sentences) that states an opinion, example, or experience, or other source of information. Exemplary responses will include citations to module resources.
- Engage in a written discussion by providing new information, not just by agreeing with the individual. Yes/no responses without elaboration or support are not acceptable and will not receive points.
- Posts and responses should include a short References list at the end.
- If you cite any resource in the text, please provide an in-text citation and page number.
- Use appropriate language and be polite.
- It is fine to disagree but be responsible, reasonable, and courteous. Discourteous and rude language will result in zero points for the response.
- You may not respond to your own posts or responses for credit. Two responses in a row to the same person count as one for credit.
- Be mindful that this is a different experience for every participant. Some class members are not as experienced educators as others may be.
- A substantive academic paragraph should have at least 5 sentences and be organized as the example in Figure 1.
Discussion Evaluation
- Discussions must be completed by Sunday Day 7 on each given Week.
- You must engage in a minimum of one post on the topic and two responses to your classmates for full credit. Two responses in a row to the same person count as one for credit.
- The instructor will give credit based on the quality of the response. “Yes”, “no”, “I agree”, “I disagree” responses without elaboration will not receive credit.
- Each post is worth 20 points and each discussion response is worth 5 points. Weekly discussion post is a total of 30 points.
- See the point breakdown on the Discussion Post Rubric in Figure 3 and peer responses in Figure 4.
Quizzes/Tests
Quizzes/tests will need to be completed in one session and are limited to 500 minutes before it is timed out. This should be more than enough time to complete the quiz in one session. Taking a lengthy break and coming back to the assessment may result in the quiz being timed out and submitted. Please plan accordingly. Once the quiz/test is submitted, it will not be reopened again.
Assignments
Each module will have course assignment descriptions, points per question, and a corresponding rubric.
Mental Health, Suicide, and Substance Abuse Trainings: Go to the TEA “Substance Abuse and Intervention” Web page: Substance Abuse Prevention and Intervention | Texas Education Agency and complete trainings of your choice in Suicide, Substance Abuse, and Mental Health Interventions. Post which three trainings you completed in the Module 7 discussion thread (it will be open throughout the course) and a brief summary of the intervention. Add any additional thoughts you have about the trainings and your experiences in the public schools. Then respond to two peers to further the discussion. (20 points) Choose two posts to respond to for 10 additional bonus points. Due in Module 7
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.
