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College of Education Vision

“Learners and leaders of today and tomorrow”

We envision our graduates, and those they influence, as the learners and leaders of today and tomorrow.

As learners, our graduates will continue to grow and develop into leaders within their fields. As leaders,

they will build upon the diverse backgrounds and perspectives they encounter to ensure that all

individuals are able to construct the understandings necessary to become successful.

General Course Information

Course Number* EEC 4942, EDE 4942, EEX 4942, MAE 4942, SSE

4941, SCE 4941

CRN 11830, 11797, 11835, 11846, 11908, 11877

Course Title Integrated Field Experience

Semester and Year Spring 2018

College Education

Department/Division Teacher Education (undergraduate Division)

Course Credit Hours 3

Pre and Co-Requisites Prerequisites: See specific program requirements

Co-requisites: TSL 4340

Special Designations N/A

Classification (campus, online, hybrid),

Course Dates, Times, Location, Final

Exam

Level 1 Student Teaching. Students will conduct

student teaching activities in their assigned schools on

T & W, from approx. 7:00 am-4:00 pm. Students will

meet in the Caloosahatchee Room at the School

District of Lee County on January 9, 2018 from 9:00

am to 4:00 pm.

Instructor’s name Diane Kratt, Ed.D.

Instructor’s background See COE Website

Instructor’s contact information Address: Merwin hall 271

Phone: 239-590-7780

Email: dkratt@fgcu.edu

Office Hours: Monday 10:00a.m. till 2:00p.m.

Other times by appointment, email anytime

Course Description This course is a semester-long field experience, two

days per week, to observe and demonstrate effective

teaching practices. Students will partially assume the

teacher role in selected schools or agencies.

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Course Connection to COE Mission and Conceptual Framework

This course provides the practical application of theory, concepts, strategies, and skills learned in

foundational and methodology courses.

Course Requirements Student Learning Outcomes, Major Assessments, and State Endorsement-Related Competencies

and Other Applicable Standards

Student Learning Outcomes Major Assessments State Endorsement Related

Competencies and Other Standards

Demonstrate ethical and

professional behavior

Student Teacher mid-

semester and final evaluation

State

B.2.a

InTASC

Standard 9

FGCU/SLO

Social Justice and Ethic of Care,

Collaboration, High Standards

Demonstrate appropriate

dispositions for an educator

BATS

SRA

Mid-semester eval

State

InTASC

Standards 1 & 2

FGCU/SLO

Social Justice and Ethic of Care,

Diversity, High Standards

Write clear, comprehensive,

and effective lesson plans

Video lesson

Student Teacher mid-

semester and final evaluation

State

A.1.a-f

InTASC

Standards 4, 5, & 7

FGCU/SLO

Knowledge, Collaboration,

Technology, Diversity

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Deliver instruction effectively Video lesson

Student Teacher mid-

semester and final evaluation

State

A.3.a-j

InTASC

Standards 5 & 8

FGCU/SLO

Knowledge, Technology, Diversity,

High Standards

Maintain a pre-established

student-centered learning

environment that is safe,

organized, equitable, flexible,

inclusive, and collaborative

Student Teacher mid-

semester and final evaluation

State

A.2.a-i

InTASC

Standards 2 & 3

FGCU/SLO

Knowledge, Collaboration, Diversity,

High Standards

Engages in targeted

professional growth activities

and reflection

Professional Development

Plan

Video Lesson

Journal

Lesson plan reflections

State

B.1.e & f

InTASC

Standard 9

FGCU/SLO

Lifelong Learning

Required Textbook(s) and/or Readings

Lemov, D. (2010). Teach like a champion: 49 Techniques that put students on the path to college (K-

12). SanFrancisco: Jossey-Bass. ISBN: 978-1-118-90185-4

Wong, H. & Wong, R. (2009). The first days of school: How to be an effective teacher. Singapore: CS

Graphics Pte. Ltd.

Recommended Readings (optional)

See resources on Canvas

Schedule of Course Topics/Outline, and Assignments (Subject to change with notice. The instructor

reserves the right to make changes to this course schedule as needed. Plans may also be changed

based on feedback and other circumstances. Specific assignments are listed in the weekly unit files

on Canvas.)

Unit/

Week

Topics Assignments

1 Orientation with Dr. Kratt and

classroom visit Orientation exit ticket

2 First official week of student teaching

Lesson Plans

Directed observations

3 Lesson Plans

Directed observations

BATS

4 Lesson Plans

Professional Development Plan

5 Lesson Plans

SRA

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6 Lesson Plans

Video Lesson

7 Mid-semester seminar with Dr. Kratt Lesson Plan

Mid-semester evaluation

8 Work through FGCU spring Break

Take district spring break instead

Lesson Plans

Professional Development Plan report/reflect

9 Lesson Plans

Reflective journal entries

10 Lesson Plans

Reflective journal entries

11 Lesson Plans

12 Lesson Plans

Final student teacher evaluation

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14 Final seminar with Dr. Kratt

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The assignment designated to meet University first week requirement is in boldface. Federal Financial Aid requirements

stipulate FGCU must be able to demonstrate that each student receiving financial aid is eligible to receive aid. Therefore, you

are required to confirm your attendance through a participatory activity for this course by the end of the first week of classes.

Failure to do so will result in a delay in the disbursement of financial aid.

Assignment Overview

Detailed Directions are provided on Canvas.

Lesson Plans – All instruction must have a lesson plan for the content you intend to teach. It is our

intent that you teach as much as possible. You will be required to plan and teach a MINIMUM of 3

lessons per week. However, expect to increase the production of your lesson plans toward the end of

the semester. Purposes of lesson plans include opportunities to select, write and sequence learning

objectives that are appropriate for the learner; to develop knowledge of the curriculum; to analyze

diagnostic results to determine and utilize content needs; to implement a variety of appropriate teaching

and learning strategies; to formulate and implement integrated lesson plans; to use a variety of

appropriate instructional and media materials when presenting lessons; and to assist in creating an

atmosphere in the classroom which fosters inquiry, independence and creativity. Lesson plans will be

created using the FGCU format (found on Canvas). They must reflect the inclusion of relevant

Standards and ESOL/ differentiated instruction strategies. Plans are due weekly to the cooperating

teacher (CT) and the university supervisor. They must be approved prior to teaching from them. The

due dates will be determined at the beginning of the experience by the CT and supervisor. The

supervisor will observe your delivery of a lesson a minimum of four times during the experience. The

observation instrument is based on the Danielson model, which aligns to the final student teacher

evaluation.

Journal (two parts) - The journal entries will be kept in a section of the binder notebook. There are 2

types of journal entries.

A. Directed Observations

During your first two weeks in the classroom, you are to focus on each of the topics below each day

and carefully observe what you notice in the classroom related to that topic. That is, you will have

notes on 8 different topics at the end of your first two weeks. Keep specific notes on what you see and

hear from both the teacher and student perspective. At the top of each page note the date of observation

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and the topic you are focusing on. These observation notes are due to your supervisor at your first

small group seminar.

School safety plan for all types of emergencies.

Physical environment of the classroom and why it is arranged in that way: You might

want to include a sketch of the room, charts, bulletin board ideas, etc.

Classroom management and classroom management plan (write the plan down): What

are some basic procedures and rules? How does the teacher manage behavior, routines,

and procedures?

Questioning strategies used by the teacher: describe level of questions, frequency of

them, and how students are selected to answer questions.

Teacher’s body language and describe the apparent relationship which exists between

teacher and student.

Transitions to lunch room, playground, specials, end of activities/lesson, etc…

Teacher-student communication such as re-directing student behavior, praise, etc. Also,

ask or note about teacher-parent communication.

Interview the cooperating teacher to discover his/her views of teaching including the

highlights, challenges, and personal philosophy.

B. Reflective Journal

The reflective process is to help make better sense of the information at hand and to guide and direct

learning in an appropriate way. The reflective journal is to encourage one to view teaching and

learning problems from different perspectives. The purpose of the journal is to analyze situations and

events happening within the classroom that you either observe or in which you are a participant. This is

an opportunity to select and analyze a specific event. You may choose the topics of the entries. First,

provide a description that contains who, what, where, when and/or how – all required. Second, the

analysis is a breakdown of your situation into parts that describe the strengths and weaknesses. Third,

planning, how does this influence you as candidate, what strategy(ies) for change would you plan for

and implement.

A total of 4 reflective entries are due over the semester. The whole journal must be available for the

supervisor when he/she visits the classroom, and due dates are determined by the supervisor. All are

due by the final seminar scheduled by the supervisor.

BATS and SRA – These quizzes (found on Canvas) are designed to examine educator dispositions.

Video Lesson and Reflection (Critical Task)-The videotape project will focus on assessing the

student's content presentation and teaching performance. This project includes a videotape of 30

minutes or one full lesson, a written evaluation/reflection of the video lesson and a copy of the lesson

plan. The written evaluation/reflection must be completed on a computer, double-spaced and should be

2-3 pages in length. The self-evaluation/reflection component will be entered on LiveText. A copy of

the evaluation/reflection must accompany the videotape and lesson plan when submitted to the

university supervisor. The written evaluation/reflection should include these components:

Introductory paragraph: Should include information on when and where the lesson was taught, topic

and or subject of lesson, rationale of why the lesson was taught.

Strengths of lesson: What components of the lesson did you execute well?

Areas of needed growth: What areas of your practice do you need to take some active measures to

improve? Include what you could do to strengthen these areas.

Suggestions to improve the lesson: If given the opportunity to teach this lesson again, what would you

do differently and why?

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Closing Paragraph: Reflect on the experience, what did you learn about yourself, your students, and

was this a worthwhile self-assessment?

Submit the written reflection paper on Live Text for the video lesson assignment by the end of the

semester. The actual video does not get uploaded to Live Text.

The entire assignment will be assessed using a rubric. Planning, organization of the lesson, and the

reflection are each 20% of the final score. Learning environment and lesson design and assessment are

each worth 15% and the communication used is worth 10% of the final score. Satisfactory assessment

is necessary for a satisfactory final grade.

Professional Development Plan, Report, and Implementation (Critical Task) - Recognizing that

classroom management is pivotal to effective instruction, the student teacher will design a professional

development plan to strengthen their skills regarding classroom management. The student teacher will

choose 3 growth opportunities from a given list to engage in for self-improvement. The plan to engage

in three activities is required to be submitted to Live Text (part 1).

While engaging in the selected growth opportunities of the professional development plan, the student

teacher will write a narrative paper reporting on each activity and provide evidence of completing a

specific activity when applicable. The student will also provide a reflection of those practices. Each

activity’s report/reflection should be approximately 1 paragraph in length. The report/reflection for all

three activities is required to be submitted to Live Text (part 2).

During the student teaching level 1 experience, the student teacher will implement the knowledge and

skills learned about classroom management because of the professional development plan. The student

teacher’s performance in the classroom will be evaluated using the final evaluation instrument. A rubric

on Live Text will be used to assess the implementation but the student does not need to submit anything

(part 3).

Assignments, Grading Criteria or Points, Due Dates (Subject to change with notice). The instructor

reserves the right to make changes to this course schedule as needed. Specific assignments are listed

in the weekly unit files on Canvas. Plans may also be changed based on feedback and other

circumstances.

Assignment Grading Criteria or Points Due Dates

Lesson plans Weekly to CT and supervisor

Observations See Danielson Observation

Instrument

Minimum of four times during

the 12-week experience

Journal To be determined by university

supervisor

BATS January 28th

SRA Feb. 11th

Video Lesson See Rubric To be determined by university

supervisor

Professional Development Plan See Rubric on Live Text Part 1 due Feb. 4th

Part 2 due March 4th

Seminars Mandatory Attendance 3 seminars with Dr. Kratt

2 seminars with supervisor

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Mid-Semester Survey See Instrument CT and supervisor complete

separately the week of January

18-23

Disposition evaluation (CBC) See Instrument Supervisor completes the survey

with the CT and student’s

assistance

Final Student Teacher

Evaluation

See Instrument CT and supervisor complete

collaboratively the week of April

9-13

List of Clinical Opportunities for Practicing Skills

Activity/Opportunity Location (Campus or Field)

This course is a field experience. Candidates spend 2 full days a week

for 12 weeks in an assigned classroom with a cooperating teacher and

a university supervisor.

Field

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Competencies and Standards Assessed (Full Text)

FGCU Undergraduate Student Learning Outcomes

FL-FGCU-

COE-2011-

KSP-1

FL-FGCU-

COE-2011-

DP-1

KNOWLEDGE

Demonstrate understanding and application of current theory, methods,

and trends. (KS)

Value expertise and research in the field. (D)

FL-FGCU-

COE-2011-

KSP-2

FL-FGCU-

COE-2011-

DP-2

SOCIAL JUSTICE & ETHIC OF CARE

Are aware of democratic values and make equitable decisions for all

individuals within a climate of openness, inclusion, and equity. (KS)

Believe that equity enhances the strength of a community because of

the unique perspectives, individual differences and cultural norms

inherent in its individual members. (D)

FL-FGCU-

COE-2011-

KSP-3

FL-FGCU-

COE-2011-

DP-3

COLLABORATION

Have knowledge of professional collaboration skills and demonstrate

ability to work collaboratively with peers and professionals. (KS)

Value the strength that collaboration brings to advancing the outcomes

within the community. (D)

FL-FGCU-

COE-2011-

KSP-4

FL-FGCU-

COE-2011-

DP-4

LIFELONG LEARNING

Develop professional goals and plans for continuous improvement and

make informed decisions to improve practice based on current

knowledge and reflection. (KS)

Value learning and critical thinking as necessary ingredients for success

and leadership. (D)

FL-FGCU-

COE-2011-

KSP-5

FL-FGCU-

COE-2011-

DP-5

TECHNOLOGY

Know and use appropriate technology tools effectively to support

success. (KS)

Appreciate the contributions that technology makes to the enhancement

of communication and growth within the community. (D)

FL-FGCU-

COE-2011-

KSP-6

DIVERSITY

Recognize and understand the cultural, linguistic, and experiential

diversity of local and global communities and demonstrate the ability to

support strengths, accommodate needs and maximize potential for all

individuals. (KS)

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FL-FGCU-

COE-2011-

DP-6

Believe that all individuals can learn and have a right to the appropriate

support needed to help them achieve. (D)

FL-FGCU-

COE-2011-

KSP-7

FL-FGCU-

COE-2011-

DP-7

HIGH STANDARDS

Understand the relationship between high expectations and success and

demonstrate the ability to establish goals and develop experiences that

enable people to achieve high standards. (KS)

Believe that all people can achieve high standards. (D)

State Competencies (Florida Educator Accomplished Practices)

(A) Quality of Instruction.

1. Instructional Design and Lesson Planning. Applying concepts from human development and learning

theories, the effective educator consistently:

a. Aligns instruction with state-adopted standards at the appropriate level of rigor;

b. Sequences lessons and concepts to ensure coherence and required prior knowledge;

c. Designs instruction for students to achieve mastery;

d. Selects appropriate formative assessments to monitor learning;

e. Uses diagnostic student data to plan lessons; and

f. Develops learning experiences that require students to demonstrate a variety of applicable skills and

competencies.

2. The Learning Environment. To maintain a student-centered learning environment that is safe,

organized, equitable, flexible, inclusive, and collaborative, the effective educator consistently:

a. Organizes, allocates, and manages the resources of time, space, and attention;

b. Manages individual and class behaviors through a well-planned management system;

c. Conveys high expectations to all students;

d. Respects students’ cultural linguistic and family background;

e. Models clear, acceptable oral and written communication skills;

f. Maintains a climate of openness, inquiry, fairness and support;

g. Integrates current information and communication technologies;

h. Adapts the learning environment to accommodate the differing needs and diversity of students; and

i. Utilizes current and emerging assistive technologies that enable students to participate in high-quality

communication interactions and achieve their educational goals.

3. Instructional Delivery and Facilitation. The effective educator consistently utilizes a deep and

comprehensive knowledge of the subject taught to:

a. Deliver engaging and challenging lessons;

b. Deepen and enrich students’ understanding through content area literacy strategies, verbalization of

thought, and application of the subject matter;

c. Identify gaps in students’ subject matter knowledge;

d. Modify instruction to respond to preconceptions or misconceptions;

e. Relate and integrate the subject matter with other disciplines and life experiences;

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f. Employ higher-order questioning techniques;

g. Apply varied instructional strategies and resources, including appropriate technology, to provide

comprehensible instruction, and to teach for student understanding;

h. Differentiate instruction based on an assessment of student learning needs and recognition of

individual differences in students;

i. Support, encourage, and provide immediate and specific feedback to students to promote student

achievement; and

j. Utilize student feedback to monitor instructional needs and to adjust instruction.

(B) Continuous Improvement, Responsibility and Ethics.

1. Continuous Professional Improvement. The effective educator consistently:

e. Engages in targeted professional growth opportunities and reflective practices; and

f. Implements knowledge and skills learned in professional development in the teaching and learning

process.

2. Professional Responsibility and Ethical Conduct. Understanding that educators are held to a high

moral standard in a community, the effective educator adheres to the Code of Ethics and the

Principles of Professional Conduct of the Education Profession of Florida, pursuant to Rules 6B 1.001

and 6B-1.006, F.A.C., and fulfills the expected obligations to students, the public and the education

profession.

InTASC Standards

The Learner and Learning

Standard #1: Learner Development: The teacher understands how learners grow and develop,

recognizing that patterns of learning and development vary individually within and across the cognitive,

linguistic, social, emotional, and physical areas, and designs and implements developmentally

appropriate and challenging learning experiences.

Standard #2: Learning Differences: The teacher uses understanding of individual differences and

diverse cultures and communities to ensure inclusive learning environments that enable each learner to

meet high standards.

Standard #3: Learning Environments: The teacher works with others to create environments that

support individual and collaborative learning, and that encourage positive social interaction, active

engagement in learning, and self-motivation.

Content Knowledge

Standard #4: Content Knowledge: The teacher understands the central concepts, tools of inquiry, and

structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects

of the discipline accessible and meaningful for learners to assure mastery of the content.

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Standard #5: Application of Content: The teacher understands how to connect concepts and use

differing perspectives to engage learners in critical thinking, creativity, and collaborative problem

solving related to authentic local and global issues.

Instructional Practice

Standard #6: Assessment: The teacher understands and uses multiple methods of assessment to engage

learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s

decision making.

Standard #7: Planning for Instruction: The teacher plans instruction that supports every student in

meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-

disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Standard #8: Instructional Strategies: The teacher understands and uses a variety of instructional

strategies to encourage learners to develop deep understanding of content areas and their connections,

and to build skills to apply knowledge in meaningful ways.

Professional Responsibility

Standard #9: Professional Learning and Ethical Practice: The teacher engages in ongoing professional

learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her

choices and actions on others (learners, families, other professionals, and the community), and adapts

practice to meet the needs of each learner.

Instructor Policies

Attendance Policy

Attendance is expected in your classroom on the required days each week. Absences should only occur

when warranted, and immediate notification to the CT, supervisor, and coordinator is required.

Attendance at seminars is required as well. Being on time demonstrates professional behavior.

Tardiness (physical or submissions) is frowned upon and is part of the evaluation process.

Email Usage (Eagle mail and/or Canvas)

Both Canvas and Eagle email will be used for communication throughout the semester. Check for

emails daily or weekly.

Grading Policies/Late Submissions

The grade options for this course are an S or a U. Therefore, all assignments must be completed

satisfactorily and submitted by the deadline. It is highly recommended that candidates initiate

conversations to ascertain the expectations and their progress throughout the experience with their

cooperating teacher and university supervisor.

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Oral and Written Communication Teachers and other professional educators are expected to be proficient in their use of oral and written Standard

English. All papers and projects are expected to reflect Standard English grammar, spelling, punctuation,

appropriate vocabulary, and sentence structure. All assignments must be typed and submitted in a professional

format.

Technology Usage (cell phones, PDAs, laptops, and other personal devices)

Do not use technology devices in the classroom for personal reasons. Checking emails, texts, or phone

calls should occur only during breaks and after work has been completed. Use of technology and/or

devices is encouraged for instructional delivery, classroom management, etc.… but be sure to comply

with district and/or school policies.

Other Policies

During the two full days each week of the experience, candidates may not assume a role other than

student teacher and cannot be paid for their time in the classroom. This includes, but is not limited to,

the role of substitute or guest teacher and/or paraprofessional.

College Policies

College of Education LiveText Policy

The College of Education has adopted the use of LiveText software to provide for the improvement of

student performance and program quality. As a degree-seeking student you are responsible for

purchasing a membership to LiveText during your first course in the FGCU’s College of Education. If

you do not have a membership to LiveText, you will need to purchase it immediately. This is a one-

time only purchase.

All students enrolled in this class will be required to submit critical tasks (assignments that are linked to

standards, relevant to the field you have chosen). Your work will receive scores in LiveText that will be

used to help monitor your demonstration of the standards, receive feedback from faculty on your

progression toward meeting them, and certify that you have demonstrated all the required standards and

competencies needed. Your documented success on these tasks can contribute to a portfolio that

showcases your learning for current and future employers.

Professional Conduct and Knowledge Assessment

In the College of Education, students’ professional conduct and knowledge will be assessed in each

course using a Professional Conduct and Knowledge Assessment Form, which can be found on our

Canvas course home page as well as on LiveText. Categories assessed include knowledge of content,

responsibility, ethics, attitude, professionalism, and honor. Additional areas of concern may also be

addressed through this assessment process. Assessment will typically occur at the end of the semester

but may occur during the semester, as needed, to support the learning process.

Student Enrollment Verification .

College of Education faculty will verify that registered students are in the correct course in terms of

their program and degree level. If discrepancies are found, faculty will immediately refer the student to

the advising office for final resolution.

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University Policies

Academic Behavior Standards and Academic Dishonesty

All students are expected to demonstrate honesty in their academic pursuits. The university policies

regarding issues of honesty can be found in the FGCU Student Guidebook under the Student Code of

Conduct and Policies and Procedures sections. All students are expected to study this document which

outlines their responsibilities and consequences for violations of the policy. The FGCU Student

Guidebook is available online at http://studentservices.fgcu.edu/judicialaffairs/new.html.

Academic Integrity: Turnitin

Students who take this class must be prepared to submit electronic copies of some or all assignments to

Turnitin.com for the detection of plagiarism. The University expects that all students will be evaluated

and graded on their own work. If you use language, data or ideas from other sources, published or

unpublished, you must take care to acknowledge and properly cite those sources. Failure to do so

constitutes plagiarism. Papers that are submitted to Turnitin.com become part of the Turnitin.com

student paper database solely for the purpose of detecting plagiarism. If you choose to request that your

paper(s) not become part of the Turnitin.com student papers database this must be communicated to me

in writing at the beginning of the course. (Note: If a student requests not to use Turnitin.com, the

instructor may: (i) require a short reflection paper on research methodology; (ii) require a draft

bibliography prior to submission of the final paper; or (iii) require the cover page and first cited page of

each reference source to be photocopied and submitted with the final paper.) However, the U.S. Court

of Appeals unanimously affirmed the “Fair Use” finding in April 2009 which supported TII’s use of

student work (see excerpt from article below). http://turnitin.com/static/media.html#APPEAL the

appeals court recognized that iParadigms' use of the student papers for purposes of plagiarism detection

is a "highly transformative" use that adds something new in purpose and character and does not harm

the future marketability of the students' works. The appeals court also reiterated that, "if anything,

iParadigms' use of students' works fostered the development of original and creative works 'by

detecting any efforts at plagiarism by other students.'" The exponential growth of the Web has

presented educators with exciting collaborative learning opportunities as well as daunting challenges

related to intellectual property," said John Barrie, founder and CEO of iParadigms. "The dismissal of

this case affirms the role of Turnitin as an important instructional support tool that helps students learn

to work properly with the intellectual property of others."

Disability Accommodations Services

Florida Gulf Coast University, in accordance with the Americans with Disabilities Act and the

university’s guiding principles, will provide classroom and academic accommodations to students with

documented disabilities. If you need to request an accommodation in this class due to a disability, or

you suspect that your academic performance is affected by a disability, please see me or contact the

Office of Adaptive Services. The Office of Adaptive Services is located in the Wellness Building. The

phone number is 239-590-7956 or Video Phone (VP) 239-243-9453. In addition to classroom and

campus accommodations, individuals with disabilities are encouraged to create their personal

emergency evacuation plan and FGCU is committed to providing information on emergency

notification procedures. You can find information on the emergency exits and Areas of Rescue

Assistance for each building, as well as other emergency preparedness materials on the Environmental

Health and Safety and University Police Department websites. If you will need assistance in the event

of an emergency due to a disability, please contact Adaptive Services for available services and

information.

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Incomplete Grades and Add/Drop Policy

A student who is passing a course but who has not completed all of the required coursework by the end

of the term may, with the permission of the instructor, be assigned a grade of I. A grade of I is not

computed in a student’s GPA.

An incomplete (I) grade cannot be assigned to a course if the student fails to attend the course, drops

the course after the drop/add period, or withdraws from the university. A student, who registers for a

course but fails to meet the course requirements, without officially dropping the course, will receive a

grade of F in the course. To initiate consideration for a grade of I, a student must contact the instructor

before grades are reported. The decision to award a grade of I is solely the decision of the instructor.

Should a professor decide to assign the grade, both the student and the professor must complete and

retain a copy of an Incomplete Grade Agreement Form. The maximum amount of time to complete

coursework to remove a grade of I is one year from the ending date of the semester for which the grade

was assigned or graduation whichever comes first; however, instructors may restrict the amount of time

given to the student to complete the coursework. After one year, a grade of I will be changed to an F if

the instructor has reported no grade. A student may not re-register for a course in which he or she

currently has an incomplete (I) grade. Once an incomplete (I) grade has converted to a failing grade (F),

the grade may not be converted back to an incomplete (I) grade or to a regular grade. Exceptions due to

university error may be approved by the college Dean (or his/her designee) with supporting justification

attached to a change of grade form.

Last Day to Drop/Withdraw Without Academic Penalty

The last day to drop this course or withdraw without academic penalty is Friday, March 23rd.

Lecture Capture Technology/FGCU Capture – Classroom Recording (if applicable)

This course may employ technology that will allow for audio and/or video recording of live classroom

sessions. This lecture capture technology is utilized for the sole purpose of enhancing student learning.

It may provide for supplemental student instruction via secure links to recorded session(s,) the live

stream of courses, presentations of off-site guest speakers and/or the delivery of course instruction

utilizing “flipped classroom” methodologies. Student questions and/or comments may be included as a

part of any session being recorded. See FGCU-CAPTURE for additional details and training

http://aets.fgcu.edu/fgcucapture.asp

Library Resources

Main page: http://library.fgcu.edu/ Tutorials & Handouts:

http://library.fgcu.edu/RSD/Instruction/tutorials.htm Research Guides: http://fgcu.libguides.com/

Faculty Support: http://library.fgcu.edu/faculty_index.html

Respondus Monitor – Remote, Online Exam Monitoring (if applicable)

In order to protect the integrity of classroom or remote online exams, this course may employ

Respondus LockDown Browser technology that will allow for the student’s temporary restriction to a

designated online testing website, disabling the ability to print, copy, access other applications or move

to any other URL for the duration of the assessment. This technology may be used on campus in

University computer classrooms or for remote delivery of quizzes and exams. [For online classes only:

students must own a computer that meets the minimum requirements of the University’s standard lock

down browser application.] Additional information:

Respondus LockDown Browser overview: http://respondus.com/products/lockdown-browser/

Respondus LockDown Browser Faculty Training and Workshops: TBA

15

Student Observance of Religious Holidays

All students at Florida Gulf Coast University have a right to expect that the University will reasonably

accommodate their religious observances, practices, and beliefs. Students, upon prior notification to

their instructors, shall be excused from class or other scheduled academic activity to observe a religious

holy day of their faith. Students shall be permitted a reasonable amount of time to make up the material

or activities covered in their absence. Students shall not be penalized due to absence from class or other

scheduled academic activity because of religious observances. Where practicable, major examinations,

major assignments, and University ceremonies will not be scheduled on a major religious holy day. A

student who is to be excused from class for a religious observance is not required to provide a second

party certification of the reason for the absence.

University Nondiscrimination Statement

Florida Gulf Coast University is committed to ensuring equity and fairness for all University

employees, students, visitors, vendors, contractors and other third parties. As such, the University

prohibits discrimination on the bases of race, color, national origin, ethnicity, religion, age, disability,

sex (including sexual harassment/assault), gender identity/expression, marital status, sexual orientation,

veteran status or genetic predisposition with regard to admissions, employment, programs or other

activities operated by the University. This prohibition extends to enforcement of Title IX of the

Education Amendments of 1972. Questions or complaints should be directed to the Office of

Institutional Equity and Compliance (OIEC). The OIEC’s phone number is (239)745-4366; the OIEC

email address is OIEC@fgcu.edu.