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EDE 378 Science for Early Childhood and Elementary Teachers
Blythe, Mary


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

EDE 378 Science for Early Childhood and Elementary Teachers

Semester

FA 2006 HO

Faculty

Blythe, Mary

Title

Adjunct Faculty

Degrees/Certificates

Master of Science Curriculum and Instruction - Elementary Science,Emporia State University
Bachelor of Science in Education, Kansas State Teachers College

Office Location

CO 211

Office Hours

By appointment only

Daytime Phone

913) 248-0252, before 8:00PM

E-Mail

mary.blythe@park.edu

maryholly@everestkc.net

Semester Dates

August 22 - December 12-2006

Class Days

--T----

Class Time

1:00 - 2:40 PM

Prerequisites

ED 359A and admission to the School of Education

Credit Hours

2


Textbook:

Required

Martin, Ralph et al. Teaching Science for All Children. Fourth edition. Boston, MA: Allyn and Bacon, 2005.

Textbooks can be purchased though the Parkville Bookstore

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.

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Course Description:

COURSE DESCRIPTION: Science for Early Childhood and Elementary Teachers

A course designed to explore how children develop an interest in scientific exploration. Students will observe, design, implement and evaluate activities appropriate for early childhood programs and elementary classrooms.

Prerequisites: EDE 359 and admission to the School for Education. To be taken simultaneously with Practicum 3:0:3

Educational Philosophy:

FACULTY'S EDUCATIONAL PHILOSOPHY: The instructor and the students will work together to establish a foundation for effective standards based science instruction.  This course will include experiences that engage the students through active learning.  Active learning is developed by acquiring knowledge, understanding through discussion, interactive examples of effective teaching, collaborative groups, portfolio development, and reflective practice. 

 

Learning Outcomes:
  Core Learning Outcomes

  1. Demonstrate confidence and understanding in the methods for teaching science (MoSTEP Standards 1.2.1, 1.2.2, 1.2.3, 1.2.4, 1.2.5, 1.2.6, 1.2.7, 1.2.8, 1.2.9, 1.2.11)
  2. Establish a research-based personal philosophy and approach to teaching science (MoSTEP Standards 1.2.1, 1.2.2, 1.2.3, 1.2.9)
  3. Successfully construct, instruct, and evaluate diverse science lessons and/or units and include appropriate assessments (MoSTEP Standards 1.2.1, 1.2.2, 1.2.3, 1.2.4, 1.2.5, 1.2.6, 1.2.8, 1.2.11)
  4. Investigate and evaluate resources available to assist the classroom teacher in science instruction (MoSTEP Standards 1.2.9, 1.2.10, 1.2.11)
  5. Explore resources available in the community that can be used as support to the classroom curriculum and develop a standard-specific lesson utilizing those resources (MoSTEP Standards 1.2.10)


  Instructor Learning Outcomes
  1. 1. Demonstrate confidence and understanding in the methods for teaching science (MoSTEP Standards 1.2.1, 1.2.2, 1.2.3, 1.2.4, 1.2.5, 1.2.6, 1.2.7, 1.2.8, 1.2.9, 1.2.11) Science Unit/Mini-lesson/Mid-Term Essay/Class Exercises and Discussions
  2. 2. Successfully construct, instruct, and evaluate diverse science lessons and/or units and include appropriate assessments (MoSTEP Standards 1.2.1, 1.2.2, 1.2.3, 1.2.4, 1.2.5, 1.2.6, 1.2.8, 1.2.11) Science Unit/Mini-lesson
  3. 3. Understand, demonstrate, and apply the science inquiry process in a variety of learning experiences. (MoSTEP Elementary Science Competencies Standard 1.2.1.1,1.2.1, 1.2.2, 1.2.3, 1.2.4 1.2.5 1.2.6 1.2.7, 1.2.8, 1.2.11): SSC (1.1, 1.4): CR Gen Ed; ACEI: NSES: (E-A 1,A 2; S 7;ETS 0011: III.3-4) Experimental Design/Class Explorations/Mid-Term Essay
  4. 4. Creates vibrant and engaging learning environments when teaching and planning science instruction for the unifying concepts and process that are used in each of the science disciplines. (MoSTEP Standards 1.2.1.1,1.1.1, 1.1.2,1.1.3, 1.1.4, 1.1.5)(CR Gen Ed; ACEI Science: SSC: (1.2) Unit/Mini-lesson/Class Explorations/Mid-Term Essay/Chapter/ Class Exercises and Discussions
  5. 5. Examine and evaluate resources available to assist the classroom teacher in science instruction (MoSTEP Standards 1.2.9, 1.2.10, 1.2.11) Science Unit/Mini-lesson/Class Explorations/Journal Article
  6. 6. Investigate resources available in the community that can be used as support to the classroom curriculum and develop a standard-specific lesson utilizing those resources (MoSTEP Standards 1.2.10) Class Exercises and Discussions/ Science Unit/Field Trip Lesson
Core Assessment:
personal philosophy of teaching science

Class Assessment:

COURSE ASSESSMENT: The following Assessments will meet the requirements of the course learning Outcomes provided in this syllabus.

1.      Science lesson from your unit presented to the group with two written copies of the lesson. One copy will be submitted to the instructor at the beginning of the lesson. This lesson must be “hands - on” with enough materials for your peers to participate in the activity.  This lesson will be one of the required lessons in your unit. *

2.      Experimental design project presented both in a notebook and displayed for evaluation by the instructor and peers. One written copy of the project will be given to the instructor.

3.      Unit Plan that includes: Cover page, a concept map, Five lesson plans one being a field trip plan that supports the unit, Lesson plans demonstrate “Constructivist Teaching Methods” resources synthesized in the unit cited, Missouri Science Standards (GLE's) activities appropriate for the age, integration with other disciplines, vocabulary, appropriate children's literature suggestions and a method of evaluation, and other appropriate artifacts and attachments.*

4.      Mid-term essay

5.      Science Education Journal presentation with a reaction paper.

6.      Chapter Reflection Questions

7.      Active participation in class discussion and various standards based science activities conducted in class and out of class.

Grading:

GRADING PLAN: Assignments    (Tentative)                           Point Value

Class Explorations, labs, and discussions (16 x 10 pts)                      160         

Chapters Reflection Questions                                                            24

*Mini-lesson plan & presentation                                                         20

Experimental design and presentation                                                  65

Journal article and presentation                                                           15

*Science Unit Plan remaining elements of the unit                                50 (20 + 40 +20 =80 pts)

*Field trip included in the unit                                                              20

Mid-term essay                                                                                  50    

                                                                  Total                             384

Grading will be based on your total points.

Scale 100% - 90%= A, 89% - 80%=B, 79% - 70% = C, 69% - 60% =D, 59% and below = F

 

Late Submission of Course Materials:

 

LATE SUBMISSION OF COURSE MATERIALS: Late assignments will not be accepted for credit unless arrangements have been made in advance with the instructor. Full or partial credit may be awarded at the discretion of the instructor depending on the circumstances that resulted in the assignment being turned in late.

 

Classroom Rules of Conduct:

CLASSROOM RULES OF CONDUCT:

  1. Please     demonstrate respect to your peers, the instructor, the material covered, and     any visitors to the classroom. Respect includes listening when the     instructor, guest or peer is speaking or has the floor.  Remember that respect is something you     earn.
  2. Students     must recognize that technology can create problems such as printers that     run out of ink or hard drives crash.  Students must be responsible     for planning ahead and meeting deadlines in spite of technology.      Be sure to save copies of your work to a disk, hard drive, and print out     paper copies for backup purposes. Technology malfunctions do not excuse     late assignments.
  3. When     absences do occur, you must inform your instructor through email     before the next class session in order to receive an excused absent, it is     your responsibility to obtain and turn in the work missed.

Course Topic/Dates/Assignments:

COURSE TOPICS/DATES/ASSIGNMENTS: Note Some Topics and Dates Listed are Subject to Change

                                                                                                           
 

Date

 
 

Topics

 
 

Assignments

 
 

8-22-06

 
 

Syllabus  –discussion of requirements

 

Active  Engagement-Class Builder “Find Some One Who                      

 

Introduction  to 4 E - Learning Cycle

 

·    Using Science Processes - “The Orange”

 

 
 

Read  Chapter 1 Pg. “What is Science” and Chapter 2 “Learning Science”

 

·    Chapter 1& 2 Reflection Questions

 

 
 

8-29-06

 
 

How  do we "learn" science?  Inquiry

 

The  Science Standards

 

Hands on activities

 
 

·   Turn in Chapters 1 & 2  reflection questions.

 

·   Read chapters 4 “Planning  Inquiry Lessons”

 

·    Chapter 5 “Assessing Student Performance”

 

·    Chapter 4 & 5  Reflection questions

 

Use  Part II starting on page 397 and sources in the Park University children's  section of the library to assist in selecting your unit topic.

 
 

9  -05-06

 

 

 
 

Standards; “How can you assess student performance?”

 
  • The Unit Plan       Requirements
  • Sign up for date to       teach mini lesson to your peers.
 

 

Hands  on activities

 
 

Turn in Chapters 4 & 5  Reflection Questions

 

·   Select a Unit topic and prepare a lesson  from your unit that you will teach to the class. (This must be a  constructivist lesson with you classmates using the materials to participate  in the lesson.)

 

Chapter 6 “Inquiry for Science Literacy”

 

·   Chapter  6 Reflection Questions

 
 

9  - 12 - 06

 
 

Video  Inquiry Science

 

“Planning Inquiry Lessons” and the Science

 

·       Concept Mapping Activity

 

What  is Science Literacy?

 
 

Turn in Chapter Reflection Questions

 

·   Science  lesson – begins 9 - 19 (4 students)

 

This lesson will be one that you fully develop for your  unit. It will follow the 4 - E lesson plan format. Another format must  contain 4 –e learning cycle and be approved by the instructor.

 

 
 

9  - 19 - 06

 
 

Questioning  & Inquiry Discussion

 

Experimental  Design Project:

 

Power  Point Presentation; Q & A

 

Science  lesson - (4 Students)

 

 
 

·   Begin searching for a  project idea for your experimental design project

 

 
 

9  - 26 -06

 
 

“What  is Integration?”

 

Science  lesson presentation  (4 students)

 

 
 

Prior to class read Chapter 8 “Integration –How Can I  Do It All?”

 

Chapter 8 Reflection Questions

 
 

10  - 03 - 06

 
 

Safety  –“How Do You Plan for Safety?”  

 

Discussion

 

Science lesson presentation (4 students)

 

Your  presentation should be no longer than 15 minutes Q &A 1 Minute

 

 
 

Prior to Class Read Chapter 9 “Creating a  Safe, Efficient, Inquiry –Based Science Classroom”

 

 
 

10  - 10 – 06

 

 

 

 

 

 

 

 

 

 

 

 
 

Mid  - term essay will focus on a detailed description of your science classroom.  You will need to describe the type of activities that would be given based on  GLE standards, brain-based research and Piaget. Describe what an observer  would see students doing, what you as the teacher will be doing.  

 

You  should include, safety, lesson integration and accommodations for students  with disabilities.

 

Assignment  -- Selection of educational journal article Presentation -- Due 10-31-06 (See  description in the syllabus).

 
 

·   Journal Article Reaction  Paper and Presentation due 10-24-06

 

   

 

 
 

10 - 17 – 06

 

 

 

 

 
 

Fall recess

 
 

·    Prior to Class on 10-24-06 Read Chapter 10  “Using Technology”

 

·  Unit Plan - Work on your  Unit

 

·  Select your experimental  design project.

 

·  Journal Article Reaction  Paper and Presentation due 10-24-06

 
 

10 – 24 -06

 
 

Diversity  & Exceptional Children”

 

Science  lesson presentations 4-students

 

Science  Inquiry Activity: Stating a question and hypothesis/prediction

 

Selecting your experimental  design project.

 

 
 

Prior  to Class Read Chapter 3 “Inquiry For All Students”

 

We  will discuss key concepts in the chapter

 

Ongoing  assignments:

 

·    Unit Plan - Work on lesson plans, concept map, outline etc

 

Select your Experimental Design –start your  project now so that you have valid data and avoid the last minute stress.

 
 

10 - 31 - 06

 
 

What  are kit - based programs?

 

Reflex action from Foss

 

Journal  presentations and a short reflections summary

 

 
 

Prior  to Class Read Chapter 11

 

“Resources  for Best Practices”

 

Ongoing  assignments:

 

·    Unit Plan - Work on lesson plans

 

·    Experimental Design - Question and Hypothesis due.

 
 

11 - 07 - 06

 
 

Hands on activities

 
 

·   Unit Plan - Work on lesson  plans

 

·   Experimental Design –start  your project so that you have valid data.

 
 

11 - 14 - 06

 
 

Hands on activities

 
 

·    Revise and complete unit  (due- 11-21)

 

·    Experimental design presentations and evaluation 12- 05- and 12/12

 
 

11  - 21  - 06

 
 

Hands  on activities

 
 

Science  Teaching Unit Due Today

 

Ongoing  assignments:

 

·    Experimental design presentations and evaluation 12- 05- and 12/12

 
 

11 – 28 - 06

 
 

Hands on activities

 

Final discussion and  assistance with experimental design projects.

 

 
 

·   Complete your experimental projects make sure your  have the components required for the project.

 
 

12 – 05 - 06

 
 

Hands - on science  activities

 

Initial evaluation of  Experimental Design Projects

 
 

·    All Experimental Design papers due today

 

·    Experimental Design Presentations

 
 

12 – 12 - 06

 
 

Experimental  Design Presentations and Peer Evaluation

 

 
 

·   Last Day for Experimental  Design Presentations and peer evaluation

 

ASSIGNMENTS

All assignments must be typed, have proper sentence structure, grammar, and correct spelling. Make sure you proofread your work before you submit it.  Points may be subtracted because of excessive errors.

CHAPTER REFLECTION QUESTIONS

Some of the reading assignments will have two or more questions for the student to answer prior to class.  These questions need to be placed in your file folder at the beginning of class.  We will spend some class time discussing these questions in collaborative groups structures.  The questions will be given to you the week before they are due.

Mid –term essay

One exam will be given.  The exam will focus on a detailed description of your future science classroom. You will need to describe the type of activities that would be presented based on MOSTEP standards, brain-based research and Piaget. Describe what an observer would see students doing, what you would be doing as the teacher.  You will also need include, safety, lesson integration and accommodations for students with disabilities

JOURNAL ARTICLE (15 points)

Students will choose an article about science education from an educational journal such as Science and Children, Ed Leadership, Kappan, Instructor, Teaching Children Mathematics etc. that is dated from 2000 to present.  A written reflection paper will be handed in and a short presentation about the main ideas in the article will be presented to the class.  Class members will have the opportunity to ask questions about the article.

UNIT PLAN Description

Students will use the Missouri Grade Level Expectations and Curriculum Frameworks to develop a Unit Plan for the grade level they plan or will be teaching.  Some parts of this plan will be due throughout the semester.  Each student is required to turn in a folder containing all unit plan artifacts and any feedback/grade sheets from the instructor. Make sure that you correct any errors and follow suggestions for improvement with your final submission.

1.     MEASURABLE UNIT OBJECTIVES: (15pts.) Students will use information associated with MSIP Standard 6.1.1 to construct measurable learner objectives.  In class we will discuss how to construct objectives from the Science Grade Level Expectations and view examples of appropriate objectives.  Be sure to reference the Measurable Learner Course Objectives from the Unit Plan Rubric.

2.     CONCEPT MAP:(10pts.) Students will use the Missouri Department of Education Grade Level Expectations to create a concept map of the science topics they focused on in their unit. These concepts must be appropriate for the grade level they will teach. Be sure to include the Concept Map in the unit plan.

3.      UNIT LESSON PLANS The unit must have a minimum of *five lessons plans that are appropriate for the grade level selected.  Each plan must include the Missouri Grade Level Expectation (GLE) and Measurable Learner Objectives. Students will construct effective lesson plans that incorporate the NSES Science Standards and MoSTEP Science Standards from examples in science textbooks, curriculum kits, unit strands in part II of your text, examples presented in class, other resources and information associated with MSIP Standard 6.1.1.   Make sure that you examine the lesson plan template and rubric. (Note this template is based on the 4-e lesson plan in your text.). *This unit will have one lesson plan that you will teach to your classmates as a mini-lesson. This lesson will be due early in the semester.  A second required lesson will be a Field Trip Plan that enhances the unit you are developing. This plan will also be presented in class and will be due early.  (See descriptions below).

·       MINI SCIENCE LESSON (20 points) each student is responsible for using the Missouri Grade Level Expectations and Curriculum Frameworks to create a short (no more than 15 minutes) mini-science lesson that will be presented to the class. The lesson must use the learning cycle format for inquiry, have suggested literature that could be used as a read aloud, and have suggestions of how to extend the lesson. This lesson will be one of the five lessons included in your UNIT plan. Students will sign up for a presentation date and list the unit theme and title of a lesson to be presented.  Please have enough materials for each student in the class to complete the activity.  Use the 4 – e lesson plan template to develop your lesson.  You will turn in two copies of the lesson plan at the beginning of your presentation. Your lesson will be anonymously peer reviewed.  You will receive the peer reviews the following week after the lesson is presented.  

·       FIELDTRIP LESSON PLAN (20 points). Students will develop a field trip that will be the fifth lesson in their unit.  The purpose of this lesson plan is to enrich the curriculum of the grade level they plan to teach.  The field trip lesson will be presented to the class so that everyone will have an opportunity to learn about this site. The greater Kansas City area has abundant resources for the classroom teacher.  This field trip lesson plan must: demonstrate a connection to the Missouri Grade Level Expectations, be written so that it could be presented to a Principal for approval, include justification for why this trip would be beneficial to your students, and how it supports the curriculum.

·       The plan needs to include transportation costs and entrance fees that may be assessed. You will need an agenda that outlines the trip activities that you would include in an information letter to send home to parents/guardians.  The 4 – e lesson plan template will be used for this lesson. The goal of this assignment is to provide an opportunity for pre-service teachers to discover the vast resources that are available in the community and provide a list of community resources for the beginning teacher.

EXPERIMENTAL DESIGN (50 points)

Students will experience science inquiry methods by designing, presenting, and evaluating an experimental project.  MoStep Elementary Science Competency Standard 1.2.1.1.  

·  Students will select a topic and write an abstract describing the question to be investigated prediction/hypothesis and proposed method of investigation. The abstract will be submitted for approval of the project

·  The completed project must include a question or problem statement.

·  A literature review focused on the question being investigated with a minimum of three resources referenced using APA format.

·  A prediction or a hypothesis formed from the literature review or observations from previous testing.

·  A detailed procedure of investigation that includes materials, controls and variables, number of samples or tests to be conducted and how the tests/samples will be measured. The procedure should be clear enough so that anyone reading it could replicate the experiment with similar results

·  The data should be averaged and observations carefully documented and displayed in charts, graphs and logs.

·  The results of the data will be analyzed and communicated in sentence form.

·  Students will write a conclusion that explains whether their prediction or hypothesis was supported or refuted based on the data.  An explanation of any problems encountered during the investigation and how the project might be extended or improved if repeated in the future.

  • The     project will be organized in logical order and displayed for peer and     instructor evaluation with a rubric.
  • Two     written copies of the project must also be presented to the     instructor.  One copy will be     placed in your portfolio with the rubric.

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2006-2007 Undergraduate Catalog Page 87-89
ACADEMIC HONESTY: “Academic integrity is the foundation of the academic community.  Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.” Park University 2005-2006 Undergraduate Catalog Page 85-87


Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2005-2006 Undergraduate Catalog Page 87
PLAGIARISM: “Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing.”  Park University 2005-2006 Undergraduate Catalog Page 85-87


Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "WH".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2006-2007 Undergraduate Catalog Page 89-90
ATTENDANCE POLICY:

Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "WH".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

NOTE: An attendance report of “P” (present) will be recorded for students who have logged in to the Online classroom at least once during each week of the term. Recording of attendance is not equivalent to participation. Participation grades will be assigned by each instructor according to the criteria in the Grading Policy section of the syllabus.

Park University 2006-2007 Undergraduate Catalog Page 89

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .
Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Park University is committed to meeting the needs of all learners that meet the criteria for special assistance. These guidelines are designed to supply directions to learners concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the American with Disabilities Act of 1990, regarding learners with disabilities and, to the extent of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Additional Information:
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Last Updated:7/21/2006 11:37:31 AM