MG 271 Principles of Supervision
U1T 2009 DLA
Martin, Sarah E.W.
BS, English Literature, United States Military AcademyMPA, University of OklahomaMA, English Literature, National University
8am-10pm Pacific Time
1 June - 26 July 2009
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
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Educational Philosophy: My educational philosophy previously involved many deep and complex thoughts and theories, but the longer I teach and the older I get, the simpler my philosophy becomes. Learning is very basic. It involves either internal or external motivation to achieve an intellectual goal that will enhance one’s quality of life, usually in more ways than initially anticipated. It thereby enhances the lives of others.
The key participants in learning are teachers and students. The teacher’s job is to be a wellspring of knowledge, from which students draw information and inspiration. While teachers must impart knowledge to students, they must help students recognize their own desire and capability to learn. In this manner, teachers are facilitators who help till the fertile ground of learning in the classroom.
Today, students have more resources than ever before to help them fulfill their educational and learning goals. As in the past, they can look to libraries and books—in the present, they now have nearly unlimited electronic resources. As students become engaged, they enter into a relationship with learning; subsequently, their relationship with themselves becomes deeper, more intimate and more fulfilling. But perhaps the greatest tool students have are teachers who have been trained to help them find and maximize their unique learning style. It seems a recent development in education that we see students as individuals, each with strengths, weaknesses and needs, each coming to the real or virtual classroom for different reasons and each making a contribution to the learning experience of the other.
The final aspect of education is its application. In theory, education is great. In practice, it is even greater. When students and teachers come together, the sum of their experience is much greater than the individual parts. Teachers become better as they work with different learners. As students leave the classroom to practice what they have learned, whether it is writing an analytical essay or case study or applying the complex thought processes involved in solving obscure mathematical formulas, they have left their mark on the classroom and the teacher. And while students may forget the facts that they learn for exams, the process of learning and knowing themselves as learners becomes a part of their everyday lives.
My philosophy on education is simple, then. Teachers bring their knowledge and experience to share with students who seek education for a myriad of reasons. In a good educational situation, in which education is a process of drawing the best out of individuals, students and teachers alike, everyone comes out richer . . . and so does the world.
Learning Outcomes: Core Learning Outcomes
Students will write a case study during week 7 of an 8 week course and week 15 of a 16 week course.
Link to Class RubricClass Assessment:
Comprehensive Core Assessment will be conducted in the final exam and is at least 30% of the final grade.
The final is CLOSED BOOK, CLOSED NOTE and is not a take home exam.
The course grade for students will be based on the overall average of homework and tests taken during the course in accordance with the weighting of the various requirements as stated in the syllabus.
All final exams in all School of Business and Management courses will be comprehensive and will be closed book and closed notes. They will constitute 30% of the total course grade and will not be a take-home exam. They will be completed during the test week in the period designated by the registrar or by the Proctor in the case online courses. If calculators are allowed, they will not be multifunctional electronic devices that include features such as: phones, cameras, instant messaging, pagers, and so forth. Electronic Computers will not be allowed on final exams unless an exception is made by the Dean of the School of Business and Management.
Classroom Rules of Conduct:
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 2008-2009 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 2008-2009 Undergraduate Catalog Page 87
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2008-2009 Undergraduate Catalog Page 89-90
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 .
Last Updated:5/20/2009 12:46:57 AM