MPDL645 Capstone Project: Applying EF in Varying Educational Contexts
This course is one in the series of courses for the Landmark College online professional certificate program titled: Learning Differences (LD) and Neurodiversity: Specialization in Executive Function.
Course Description: This capstone course promotes the synthesis and integration of learning gained in the previous four certificate courses and provides opportunity for learners to apply what they have learned in their own educational contexts. Participants select an area of investigation that is relevant to their current vocational needs and professional interest in order to create a capstone project. The capstone course offers options for personalizing the learning experience by selecting experiences, readings, and modes of expression that best suit participants’ goals and learning profile.
Capstone students have gone on to:
-Design websites for their schools
-Restructure procedures and policies for incoming students with disabilities
-Publish their work in peer-reviewed journals
The course will be conducted at a distance via one-on-one, biweekly meetings with the faculty mentor, either via skype or the telephone and two synchronous sessions. Biweekly meetings will focus on discussions regarding the readings, activities, and project work of each student. The faculty mentor will customize and support project work in collaboration with each student. Two synchronous sessions will be offered to engage students in discussion regarding their project and to assist with motivation and accountability.
Graduate Credit: Three graduate credits will be awarded per course for students achieving a grade of 80% or greater.
This is an 8-week course. The course consists of independent work and biweekly meetings with the instructor scheduled at mutually agreeable times.
The course also includes 2 online synchronous sessions (i.e., live, group video discussions) scheduled primarily in the evenings (Eastern Time). We will make every attempt to accommodate individual schedules, but participants should plan on attending all synchronous sessions. Synchronous sessions will be hosted via Big Blue Button (available in Canvas).
The course uses Canvas as its Learning Management System (LMS). Registered participants will be provided with details to log on during the week before the start of classes.
The course objectives align with professional standards in the field of LD, specifically the standards for special educators established by the Council for Exceptional Children (CEC). We have chosen to align to the “Advanced” set of Preparation Standards, as this higher-level set of standards more closely matches the level of content and expertise required of a graduate level course in the field. The CEC Advanced Preparation Standards are linked here, or can be found on the CEC’s website: www.cec.sped.org.
The specifics of the course activities will be developed by the student in collaboration with the faculty mentor.
Course Learning Objectives
CEC Advanced Preparation Standard
1. Understand executive functions of students who learn differently, and practical solutions to supporting those students.
2. Synthesize prior course learning to identify and create a project that addresses a problem in their own educational context
3. Analyze scholarly writings (course readings), media perceptions, and experiences to create a literature review and annotated bibliography that support the aims of the capstone project
4.0, 4.1, 4.2, 4.3
4. Create materials and products related to serving students with learning differences that can be used in current or future professional endeavors.
Assignment and Grading Specifications
Synchronous Sessions – 3 points each.
2-3 points – Present at Synchronous Session and contributes to discussion
1 point – Present at Synchronous Session but did not contribute to discussion.
0 points – Did not attend Synchronous Session
2-page Proposal – 14 points.
14 points – Proposal is fully described and includes a rationale; length is 2 pages and it is double spaced
11-13 points – Proposal is fully described and includes a rationale, but is either too short or not double spaced
6-10 points – Proposal is not fully described, is missing a rationale or is too short and not double spaced
0-5 points – Proposal is not fully described, does not contain a rationale, is not 2 pages in length, and is not double spaced.
Annotated Bibliography – 10 points.
An annotated bibliography is a list of citations for various books, articles, and other sources on a topic. The annotated bibliography looks like a Reference page but includes an annotation after each source cited. An annotation is a short summary and critical evaluation of a source.
You will create an annotated bibliography of 8-10 sources. An example annotated bibliography is posted on the course Canvas site and should be used as a guide for formatting.
7-10 points – Contains 8-10 sources, annotations are provided for each that include summary and critical evaluation of the source, and adheres to specified formatting
3-6 points – Contains 4-8 sources, annotations are not complete, and/or formatting is only partially followed
0-2 points – Contains fewer than 4 sources, annotations are not complete or missing, and/or formatting is not followed
Project – 60 points.
10-page, double spaced paper or a PowerPoint presentation, or other format, as approved by the instructor. Project should include: rationale, literature review, description, desired outcomes/impact, timeline, assessment plan
Final Presentation – 10 points.
10-minute presentation describing your capstone project and reviewing what you learned from your certificate program experience. A 5-minute Q&A will follow.
10 points – Presentation was clear, professional, and fully described the project
5 points – Presentation was moderately clear and professional but the project was not fully described
0 points – Presentation was unclear, unprofessional, and not fully described
Note: The instructor reserves the right to make changes to the syllabus as needed.