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ED 630 Action Practicum
Hunt, David Scott

Mission Statement: The mission of the School of Graduate and Professional Studies at Park University is to provide leadership and directions to Park University's graduate and professional programs to assure that they are specialized, scholarly, innovative, and designed to educate students to be creative, independent, and lifelong learners within the context of a global community.

Vision Statement: Park University's School of Graduate and Professional Studies will be an international leader in providing innovative graduate and professional educational opportunities to learners within a global society.


ED 630 Action Practicum


S2P 2007 EDG


Hunt, David Scott


Adjunct Professor


BSED  teacher grades 1-8
MED principal
EDD  superintendant

Office Location

17302 R.D. Mize Rd.

Office Hours

M-F 8:00-4:00

Daytime Phone


Other Phone



Semester Dates


Class Days


Class Time

5:00 - 9:30 PM


15 hours in the program including ED629

Credit Hours


This course addresses the application of knowledge and competencies obtained throughout the master's degree program.  No text is required.

Additional Resources:

While no text is required, all writing assignmens are expected to adhere to the format provided by the Publications Manual of the American Psychological Association (5th edition).

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Course Description:
One of two concluding courses in the Master of Education designed to complete the praxis model. This is the action/application of information learned in the program. Each student will develop and apply an educational plan utilizing new learning. The project must be related to the emphasis area. Prerequisites: 15 hours in the program including ED 629.
a. general studies
b. school law
c. multi-cultural
d. teaching at-risk students
e. early childhood
f. adult education
3 cr.

Educational Philosophy:

The instructor’s role is to provide students with the opportunity to take an active role in reading, researching, presenting, discussing and applying information related to the course objectives and learner outcomes.  The instructor recognizes the importance of student contributions to the learning environment and encourages the cooperative exploration of ideas, issues, and contradictions.

Learning Outcomes:
  Core Learning Outcomes

  1. Apply the theories and practices learned in the program to an actual classroom or educational situation. [1.2.1 - 1.2.11]
  2. Demonstrate understanding of the current teaching situation and will identify areas that need improvement. [1.2.1 - 1.2.11]
  3. Develop and implement an action plan to meet the need for improvement. [1.2.1 - 1.2.11]
  4. Demonstrate the ability to identify pressing needs in the school environment, research information using educational and psychological sources, synthesize the information, apply it to a practical situation, and evaluate the success or failure of the effort. [1.2.1, 1.2.8]
  5. Demonstrate understanding of educational principles, ability to assess needs, sensitivity to student preferences and diversity, and the ability to implement sound educational practice. [1.2.2, 1.2.3, 1.2.4, 1.2.5, 1.2.6, 1.2..8, 1.2.9]
  6. The student will demonstrate the ability to be an independent, life-long learner. [1.2.9]

Core Assessment:

Class Assessment:


Student attendance and participation is essential in achieving maximum learning. It is generally expected that each student will attend all scheduled class sessions by contributing to the weekly discussion thread. Prompts will be provided to guide the discussion each week. (8@10 points each = 80 points)  

Presentation of final project-- To be presented week 8 and will be limited to 15-20 minutes. (55 points)

Practicum Project - Core Assessment -- The project has the potential of taking many forms, but it must be evident that it has addressed your stated objectives. It is expected that there be some written component (APA format) which will include a summary of the need and the environment in which the need exists. A literature review of current research and practice is appropriate and necessary in most cases. Relating the project to current best practice research is critical as is a description of the process used. Guidelines related to the structure of the written project follow. Chapters one through three, which were developed in ED629, will be refined and chapters four and five will be developed and submitted. (165 points)  Please note: The practicum project written paper serves as the core assessment activity for this course.  Core assessment activities are used for program evaluation and to ensure consistency of delivery across all instructional modalities.  While related to the project scoring guide, the scores earned on the Core Assessment Rubric (CAR) are not used in grade computation.

  1. Cover Page -- (1 page) Project title, your name, and date. (5 points*)
  2. Table of Contents (1 page) Identify chapters, primary subheadings (if appropriate), and relevant page numbers. (5 points*)
  3. Chapter 1 -- Introduction (1-3 pages) Establish the need for the project (the problem involved) and describe the environment in which the need/problem is found. (10 points*)
  4. Chapter 2 -- Literature Review (5-10 pages) Summarize literature that addresses best practice related to the identified need/problem. Citations are required. (10 points*)
  5. Chapter 3 -- Methodology (2-5 pages) Describe your plan of action, i.e. what procedures you used to address the need/problem and how. (10 points*)
  6. Chapter 4 -- Results (1-3 pages) Report your findings, i.e. report your successes, failures, etc. (40 points*)
  7. Chapter 5 -- Conclusions and Recommendation (1-2 pages) Summarize your project. What did you learn from doing the project. What suggestions/recommendations might you make to anyone attempting to address the same need/problem. (60 points*)
  8. References (1-2 pages) References page should be structured according to APA format. For consistency, use a "hanging indent" format. (5 points)
  9. APA Format - An additional 20 points will be awarded for spelling, punctuation, grammatical correctness and adherence to APA writing format.



Grading Scale – 

The grading scale is (300 points possible):

A = 270 - 300
B = 240 - 269
C = 210 - 239
D = 180 - 209
F = Less than 180

Late Submission of Course Materials:

Submission of Late Work: This is a labor-intensive course which allows for considerable independence on the student's part. Success in this class depends on your staying current with the assignments and following established time lines. For this reason, I will make a 20% deduction each day that assignments are submitted late except for assignments due during week eight. In that I must submit grades no later than midnight Tuesday following the end of the course, no assignment will be accepted later than midnight Sunday of week eight. If something catastrophic comes up that makes a late submission unavoidable, you must notify me in advance.

Classroom Rules of Conduct:
A student, whose behavior disrupts the classroom or interferes with the learning of other students, will be subject to disciplinary action, ranging from dismissal from the classroom to expulsion from Park University.  Such behavior includes, but is not limited to, the use of abusive or obscene language, attending the class under the influence of drugs or alcohol, excessive tardiness, or excessive absences.

Course Topic/Dates/Assignments:

March 21 and March 28
               Review of chapters 1-3
               Discussion, questions/answers concerning methodolgy and data collection
               Peer review of data collection
               Individual meeting/communications with instructor
April 4    No class due to instructor previous engagement with his school district
April 11 and April 18
               Discussion, questions/answers concerning project implementation and progression
               Individual meeting/communications with instructor
April 25 Chapter 4 Results due
            Discussion for implications
            Construction of imlications
May 2 Chapter 5 Implications due
        Final instructor review with suggestions
         Begin project presentations
May 9 Final project due
      Finish project presentations

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 Graduate Catalog Page 23-24


Plagiarism involves the appropriation of another person's ideas, interpretation, words (even a few), data, statements, illustration or creative work and their presentation as one's own. An offense against plagiarism constitutes a serious academic misconduct. Although offenses against academic integrity can manifest themselves in various ways, the most common forms of offenses are plagiarism and cheating. Plagiarism goes beyond the copying of an entire article. It may include, but is not limited to: copying a section of an article or a chapter from a book, reproduction of an art work, illustration, cartoon, photograph and the like and passing them off as one's own. Copying from the Internet is no less serious an offense than copying from a book or printed article, even when the material is not copyrighted.

Plagiarism also includes borrowing ideas and phrases from, or paraphrasing, someone else's work, published or unpublished, without acknowledging and documenting the source. Acknowledging and documenting the source of an idea or phrase, at the point where it is utilized, is necessary even when the idea or phrase is taken from a speech or conversation with another person.

Park University 2006-2007 Graduate Catalog Page 23-24

Attendance Policy:

Professors are required to maintain attendance records and report absences. Excused absences can be granted by the instructor, for medical reasons, school sponsored activities, and employment-related demands, including temporary duty. Students are responsible for any missed work. Absences in excess of four (4) class periods, in a 16-week semester (or 2, in an 8-week term) will be reported to the Director of the individual graduate program, or to the Dean, for appropriate action. Students with such a record of absences, without an approved excuse, may be administratively withdrawn from the class and notified by mail that an "F" will be recorded, unless the student initiates official withdrawal from the class(es).Park University 2006-2007 Graduate Catalog Page 27

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: .

Additional Information:

This course is designed to allow the student to implement actions and strategies to improve the educational environment.  Each student will identify a need (problem) in his/her classroom or school and develop a strategy to improve the situation. In accomplishing the goals for the course, the student will develop a proposal that identifies the need, describes the action to address the need, and specifies the way in which the action will be evaluated.  Additionally, in developing a proposed course of action, the student will research current information related to the need and relevant best practice.  Finally, the student will provide a written summary of the research conducted (findings), an explanation of the actions taken, and an assessment of the success or failure of the actions. 

This is one of the last classes in the master's program.  It is expected that you are able to do master's level, independent work applicable to your work setting.  This should be a creative, individual project of substantial worth to you as an educator and should demonstrate your effectiveness as a change agent in your school, as well as your ability to implement individual, life-long learning.  And while the course will emphasize individual work as dictated by the student's interest, it will also focus on the sharing of ideas and findings with your classmates.  My primary role will be to serve as a facilitator in the exchange of ideas among class members and to provide guidance and suggestions related to your course project.

Core Assessment Activity

Core Assessment Rubric

Discussion Thread Rubric

Discussion Response Rubric

Proposal Rubric

Journal Rubric

Project Scoring Rubric


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Last Updated:2/13/2007 7:06:03 PM