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2016 -2017
Revised Sept 2016
STUDENT GUIDEBOOK
ENDICOTT COLLEGE
THE INSTITUTE FOR
EDUCATIONAL STUDIES
(TIES)
Recommendation: Read this document often.
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MASTER OF EDUCATION
MONTESSORI INTEGRATIVE LEARNING
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Directory of Support People
At Endicott College Endicott-TIES Coordinator Dr. Enid Larsen [email protected] TIES Academic Dean Dr. Philip Gang [email protected] 1-978-381-0212
Admin
Sharon Moliken, MSW [email protected]
Adjunct Faculty
Kathryn Ross, M.Ed. [email protected] Adjunct Faculty Julie Haagenson, M.Ed. [email protected] Adjunct Faculty Dr. John Fowler [email protected] Adjunct Faculty Steven Arnold, M.Ed. [email protected] Registrar Steve Negron [email protected] Financial Aid Joanne Rakoc [email protected] Graduate Bursar Anne Barbin [email protected] TIES Co-Founder (retired) Marsha Morgan
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STUDENT GUIDEBOOK
ENDICOTT COLLEGE
MASTER OF EDUCATION
Montessori Integrative Learning SECTION I - DEGREE .................................................................................................... 5SECTION II- ENROLLMENT ........................................................................................ 6SECTION III- AWARD OF CREDIT ............................................................................. 7SECTION IV – EVALUATION/LAST SEMESTER .................................................... 8SECTION V - ACADEMIC PROGRESS, SEPARATIONS, LEAVES OF ABSENCE AND WITHDRAWAL .................................................................................................. 11SECTION VI. WITHDRAWALS AFTER THE BEGINNING OF THE FIRST SEMESTER ..................................................................................................................... 13SECTION VII: THE CORE FACULTY MENTOR .................................................... 14SECTION VIII: THE LEARNING PROPOSAL ........................................................ 15SECTION IX: INTEGRATING PAPERS, RESEARCH FINDINGS, AND CULMINATING PROJECT ......................................................................................... 17
The CP for 6-12 (and Partner Trainees) Option includes: ................................... 19The CP for Emphasis Area Option and Leadership Emphasis Area Option includes: ...................................................................................................................... 20How to submit papers: ............................................................................................. 21The Endicott-TIES GUIDELINES and CHECKLIST for WRITING ACADEMIC PAPERS: ...................................................................................................................... 22
SECTION X – GRADUATION AND EVALUATION ............................................. 29SECTION XI. HUMAN SUBJECTS REVIEW ........................................................ 31
ENDICOTT Policy on Human Subjects ................................................................. 31
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SECTION I - DEGREE
A Endicott College awards the Master of Education. B To be considered for the degree, a student has successfully completed a
minimum of 18 months enrollment in the Program in a manner consistent with parameters outlined in this Guidebook.
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SECTION II- ENROLLMENT
Enrollment is confirmed when arrangements for payment of tuition have been confirmed. Students are expected to update their records if there are any changes of postal or email address. Send notice to [email protected]
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SECTION III- AWARD OF CREDIT
A Full time status is defined as enrollment for 36 credit hours to be completed during a period of no less than 18 months.
B Credit is awarded when the student successfully completes the work for each semester as outlined in the Course Descriptions.
C Students wishing to transfer credits from another institution of higher learning are governed by the following transfer credit policy: 1 The acceptance of transfer credit is determined by the Faculty. 2 Up to six transfer credits may be accepted. 3 To qualify for transfer, such credits shall be:
a) listed on an official transcript, b) granted by an accredited institution of higher learning, c) clearly identified on the transcript as graduate-level, d) closely related to Montessori Integrative Learning, e) of a grade B or better, and f) not have been applied to any other degree.
4 Tuition for the final semester will be discounted at the rate of $ 400 for each credit successfully transferred, up to a maximum of $ 2400.
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SECTION IV – EVALUATION/LAST SEMESTER
A GRADES Grading is based on a Pass, Fail or Incomplete.
1 Grades are determined on the basis of: a) timely postings per syllabus to Integrative Seminars, online dialogues, research and creativity symposia and; b) annotations; c) timely completion of academic papers; and d) participation in online community. (See B. Criteria for Degree for details)
2 At the end of the first or second semester a student that has not completed course work may apply for an "Incomplete." This request is addressed to the Academic Dean and includes a "completion by" date as well as valid reasons for the request. The student has four weeks from the end of the semester to complete the work. A "Change of Grade" form is processed when the requirements are met. If a Change of Grade Form has not been issued, the system automatically generates a "fail" and the student has to "repeat" the course.
3 Concerning Last Semester Unfinished Work: a) In order to qualify for a "pass" grade students are required to have
submitted a completed oral video presentation and edited Culminating Project (CP) emailed by the last day of the semester. [If the CP is received with serious editing needs, the status will move to (b) below.]
b) A student may receive an "Incomplete" in the Master's Project. This is granted ONLY if: (i) an "Incomplete" is requested by email, providing a completion
date and valid reasons for the request (maximum of four weeks), and
(ii) a rough draft of the CP is sent to your Faculty Mentor prior to the last day of the final semester. This draft is not provided for faculty review -- only for confirmation of your status. [The Faculty does not read rough drafts, but will always review a sample chapter early in the process.]
(iii) the student has reviewed all the online forums to ensure that he/she has completed all course requirements. A list of outstanding work with a schedule for completion is submitted to your Field Mentor.
All work required for graduation needs to be submitted within three weeks after the last date of the last semester. If the work is not received within this time frame, the system automatically generates a "fail" and the student has to "re-enroll" for the course.
c) If a student cannot meet the conditions of 3.b, (i), (ii) and (iii) he/she may petition the faculty for a Withdraw. The Petition needs to explain why such a W should be granted. A W will not be tendered if a
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student has not completed all course work except for the Culminating Project. This request is sent to <[email protected]> no later than 30 days before the end of the semester. If such a request is granted, the student will have a full semester to complete the Montessori Masters Project INT 510. Regular tuition fees apply.
B CRITERIA FOR THE DEGREE To be eligible to receive the Master of Education degree, each student completes all course work that is specified in the Course Syllabus posted on campus. This includes:
1 Course Content a) Active participation in the Learning Community. (Expectations are for
students to sequence through the entire campus. Postings that may be helpful to all students are found throughout campus.)
b) Ability to navigate through the virtual campus and use other Internet sources.
c) Participation in telephone conference calls. d) Checking e-mail a minimum of three times per week throughout the
course of enrollment. e) Completion and participation in Integrative Seminars. f) Completion of annotations for each required resource. g) Completion of both Integrating Papers., the Research Paper and the
Culminating Project. h) Completion of Practice Teaching experiences (6-12 and Partner
Trainees Option only) i) Completion of all elements contained in the Learning Proposal
(Emphasis Area Option only) j) Evidence of written documentation of the audio and video media
presentations by faculty. (6-12 and Partner Trainees Option only) k) Video presentation as noted in the Syllabus. l) Demonstration of the ability to integrate the research with the
practicum. m) Completion of Culminating Project (See Section VIII)
2 Written Work a) Graduate-level knowledge of the scholarly literature and professional
practice appropriate to Integrative Learning. This includes: (1)
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knowledge of appropriate library research methods, and (2) knowledge and application of critical methods of research.
b) Presentation of written work, such as on-line responses to core questions, integrating papers, thoughtful reflections on other students’ work, annotations and critical reviews of readings, reports on work-in-progress, and drafts of segments of the culminating project.
3 Style of Written Work a) High standard of clarity, accuracy, appearance, and consistent
adherence to accepted scholarly conventions. b) Consistent use of correct grammar and punctuation, and accurate
spelling. c) Ability to write graduate-level exposition, including appropriate and
consistent documentation of sources. d) Ability to evaluate sources critically, to see the complexities and
nuances and to assess opposing views with objectivity. e) Adherence to the use of gender inclusive language f) For Academic Papers and other e-files submitted to faculty: Affixing
student’s identity to name of files. g) For Culminating Project: Presentation of an unbound, double-spaced
and well-organized manuscript. h) The Endicott-TIES Guidelines and Checklist for Writing Academic
Papers (at the end of Section IX – RED border) is a required source for preparing your documents.
4 Quality of Presented Work a) Awareness of the social context and the implications of the student's
study. b) Understanding of the Montessori contribution to the educational
process. C FINAL EVALUATION Graduation review takes place when the student’s Culminating Project is approved by the Core Faculty and is presented by the Core Faculty to the rest of the Endicott-TIES Graduation Committee. (See Section X)
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SECTION V - ACADEMIC PROGRESS, SEPARATIONS, LEAVES OF ABSENCE AND WITHDRAWAL
A ACADEMIC PROGRESS AND SEPARATIONS 1 A student’s academic progress is monitored and evaluated on an ongoing
basis by the faculty. 2 This program provides students with the independence and
responsibility associated with graduate learning. Self-monitoring and tracking your syllabus is your responsibility. Faculty anticipates that you will establish your own methods for tracking adherence to requirements including the expectations for appearing regularly on the virtual campus. In the event that regular contact has not been maintained, and there has been no communication from you as to why you are not attending to the eCampus, faculty will seek to make contact. If there is no response, the student may temporarily lose access to the eCampus. Students who do not meet academic progress/expectations described in the syllabus or on the eCampus may be separated from the Program. Students whose academic progress is deemed seriously inadequate by the faculty will first receive a written e-mail warning from the Academic Dean. If the student fails to resolve or address the problems within fourteen days, official separation will ensue.
B LEAVE OF ABSENCE, WITHDRAWAL 1 A leave of absence may only be granted for the following reasons:
a) documented medical condition, with an accompanying letter from a doctor,
b) catastrophic or major personal crisis (such as loss of job, destruction of home, death in the immediate family) that unavoidably disrupts academic progress for an extended period of time.
Leaves are not granted for getting behind in one's studies. 2 A leave of absence needs to be applied for in writing to the Academic
Dean. 3 A leave of absence may be granted for one semester and must be
reapplied for if needed. Because the nature of the program is based on participation in a learning community, re-entry into the program is negotiated on an individual basis. (See B. 9 for Leave of Absences)
4 Re-enrollment following a leave of absence requires the payment of a re-application fee of $50.
5 Students who interrupt their studies are subject to pay tuition at the prevailing rate.
6 Students on leave of absence do not pay tuition (except for any amount already billed) until resumption of studies and do not receive services
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from the College or from any of their advisors during the period of the leave.
7 Following a leave of absence, a student is enrolled for a minimum of one semester unless that leave is granted at the end of the 18-month period of enrollment. (See Grades, Section IV, A.3)
8 Students who are unable to meet their financial obligations to the College are required to withdraw from the Program. Students in arrears on tuition payments will be warned by the TIES Bursar. Students who fail to respond promptly to this warning may be separated from the Program. A reapplication fee of $250 is required upon re-enrollment
9 The maximum amount of time that can lapse between the end of the third semester and completion of the Culminating Project is two years. After that time students have to reapply for admission to Endicott College.
10 When a student needs to withdraw for personal reasons a Request for Withdrawal should be emailed to [email protected]. If warranted, it should also be accompanied with a request for “Withdraw” grades.
C RE-ADMISSION Students who withdraw or who are separated from the Program may apply for re-admission by providing a written formal request to the Academic Dean explaining how the student will overcome previous difficulties to complete the Program successfully. The student is responsible for assessing the completion of all past work and presenting this to the Core Faculty for approval. Finally, a plan –including dated deadlines- must be agreed upon. The decision to readmit a student will be made by the core faculty advisor in conjunction with the Academic Dean.
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SECTION VI. WITHDRAWALS AFTER THE BEGINNING OF THE FIRST SEMESTER
Based on the full tuition amount, students who withdraw from the program receive: During the first week of class 90% During the second week of class 70% During the third week of class 40 % During the fourth week of class 20% During and after the fifth week no refund.
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SECTION VII: THE FACULTY MENTOR
Throughout the course of your graduate study, the faculty mentor works closely with you, instructing in the approaches and methods of graduate-level scholarship (critical evaluation of ideas and sources, research methods, scholarly writing and documentation, reviewing literature, integrating theory and experience) and all other Program-wide expectations. The faculty mentor is charged by Endicott College to coordinate all aspects of study, and recommend students for the Master of Education degree. Your faculty mentor has the ultimate responsibility for presenting your Culminating Project and graduation documents to the Academic Dean.
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SECTION VIII: THE LEARNING PROPOSAL
The Learning Proposal is developed by individuals in the Emphasis Area and Leadership Emphasis Area options. Students enrolled in the 6-12 Teacher Formation or the Partner options are not required to develop a Learning Proposal. The Learning Proposal goes through a continuous phase of construction until the writing of the Culminating Project. The CP incorporates a substantive literature review concerning the students chosen area of emphasis.
PREPARING THE LEARNING PROPOSAL Below you will find the program format for developing the learning proposal in a way that is meant to help you clarify your focus, objectives, methods and documentation.
A Field of Emphasis a. Give your Emphasis Area a title. b. Write two to three paragraphs about this area of interest, your
background as related to the topic and what compels you to explore this field.
B Target Audience Please address whom you are writing for and what you hope to accomplish with its publication. For example, you might be writing for your own exploration, for administrators, teachers, parents or members of the general community. You might be writing to lay forth your plans for your own school or to create a school of your own. No matter what audience you choose, you will need to retain a voice for the lay professional reader. (See Writing Guidelines Section II #9)
C Questions a. What are the questions you would like to explore? b. They should be questions for inquiry, rather than points you
wish to prove. Create questions that require a substantive reply and cannot be answered “yes” or “no.”
D Emphasis Area Resources a. Develop a bibliography that explores the questions you have
noted in (C). As this resource area expands, you may discover that your original questions need to be modified... and that is an important discovery in your learning process.
b. What books and other resources are you going to examine? Are you planning to attend any conferences that deal with your chosen area?
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c. You probably have sources even before you undertake your study. And you will keep adding to that list throughout the program. This expansion occurs as you do your own research and receive information from peers, instructors.
E Practicum or Experiential Learning a. In your preparation for research seminar you will develop ideas
for “applying” a particular component of what you are learning in your Emphasis Area investigations. The remainder of your research and experiential learning is based on the questions you develop in Part C of this Learning Proposal and will be part of the CP.
b. In the early stages of your Learning Proposal, you may already
have some ideas. If so, state them. The 150-hour Practicum is completed during the third semester. (Can be started earlier, if requested.)
F Integrating Papers and Research Paper Refer to Section IX on Integrating Papers. Students enrolled in the Emphasis Area option integrate their individualized study with what they have learned in the program.
G Learning Proposal Approval a. Emphasis Area Option students are provided with their own
space on campus to write and update their proposals. As they learn more and receive suggestions from advisors, the plan becomes more detailed. The Program allows for approval by the end of the first semester.
b. Although the learning proposal does form a "contract" for fulfilling the graduation requirements, it is not meant to be limiting. Even the most thorough plans often need modification during the course of study.
c. Whenever you believe that your plan should be modified in any major way (something more than adding or deleting a few sources or canceling a planned site visit), consult with your core faculty and negotiate the changes. The Final Learning Proposal approved by your faculty mentor is submitted to the Academic Dean as separate document immediately following submittal of the Culminating Project.
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SECTION IX: INTEGRATING PAPERS, RESEARCH FINDINGS, AND CULMINATING PROJECT
General We encourage students to regularly review this section of your Student Guidebook. It will save you considerable time and reduce the possibility of the papers needing resubmission. Please make sure you have a copy of Perrin’s Pocket Guide to APA Style as it creates a common language between you and faculty when papers are reviewed. Written papers provide essential documentation of learning and scholarship, as well as a means for your faculty to evaluate your progress and recommend areas for improvement in order for you to meet the graduation criteria. The Endicott-TIES approach to writing academic papers is unique and diverges from the traditional argumentative and essay styles. Just as our program emphasizes integration, so do our written papers. Just as our program emphasizes exploratory dialogue, so do our papers. Your papers are not lectures to "convince" the reader about your position. Instead, they invite the reader to explore the ideas that are presented. Conclusions may be drawn at the end of your papers based on all the evidence, including personal experience, which has been presented. Your syllabus calls for two Integrating Papers: one at the end of the first semester and another at the end of second semester. The research finding’s paper is written as part of the Practicum during the third semester. The Culminating Project (CP) is completed by the end of the third semester. For the Integrative Papers and Culminating Project, you invite your readers on a journey with you as you explain what you have learned and how it might be applied. These papers respond to burning questions that you raise and end with conclusions drawn on the basis of demonstrated knowledge of the literature and its critical evaluation. (Sometimes those burning questions emerge as you begin to write your ideas.) Every Academic Paper (Integrative, Research and Culminating Project) includes an Introduction. This Introduction is a general overview of the paper and is sometimes easiest written after the paper is complete. Additional points to consider:
• Your intended reading audience is the “intelligent lay reader.” This means that any technical or professional terms need to be explained.
• TIES advocates for sharing first person experiences and reflections.
• TIES encourages the use of your annotations as you write your papers.
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• It is considered good practice to introduce authors when first presenting their ideas.
• Having another person read your paper might help you identify paragraphs, sections or chapters that need clearer transitions.
All these points and others are set out in the Endicott-TIES Checklist and Guidelines for Writing Academic Papers found at the end of Section IX and bordered in red. Papers are submitted via attached e-mail files to your faculty mentor and the Academic Dean.
Integrating Papers The integrating papers (IP) are an opportunity to explore and blend the knowledge and insights you are gaining during your studies. Each paper includes a review and critical evaluation of the learning you have covered during the preceding semester. Teaching and personal experiences may be used as illustrations of what you have learned. It is an integrating paper because it illustrates the wholeness of your experience rather than a recapitulation of what was learned in a sequential order. It takes into consideration a systemic perspective. Integrating Papers are usually 25 pages in length. The Integrating Paper provides you with an opportunity not only to document your knowledge, but also to engage intellectually with its content, to synthesize the ideas presented by your sources, to evaluate them critically, and to integrate your own experience and insight. Integrating papers are an exploration and investigation rather then a declarative essay to prove a point. (See red-bordered Checklist and Guidelines for Writing Academic Papers at the end of Section IX) The structural integrity of integrating papers is important -- grammar, punctuation, sentence structure and format. We require the use of the APA style as detailed in Perrin’s Pocket Guide (on your reading list).
The context for these integrative papers is based on your enrollment option.
1. For “MIL Emphasis Area Option” students, it is an opportunity to use what you have learned in the program to contextualize your Emphasis Area learning.
2. For students in the “MIL 6-12 Option” and “New Montessori Teacher Option“ (Partner program), the context is your study of Montessori, including learning insights, required reading and classroom experience.
3. For “MIL Leadership Emphasis Area Option” students, it is an opportunity to use what you have learned in the program to contextualize your Leadership Emphasis Area learning.
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Research Findings During the third semester Preparation for Research seminar students are introduced to the methodological approach for their research project that takes place during the practicum period. The findings of this research-engagement process are submitted just like an Integrative Paper. Along with the two Integrative Papers, the Research Paper is incorporated into the Culminating Project.
Culminating Project At the conclusion of the program of study, each student submits a substantial, critical, analytical, graduate-level study, which we call a "culminating project" to differentiate it from the more rigidly defined thesis of traditional programs. In addition to an academic review of relevant literature you are encouraged to express your voice through reflection on experience, practicum and research. There can be additions to your paper with photographs, drawings, charts, etc. The written portion of the paper averages 120 pages. Length is not the only criteria but less than 100 pages is rarely sufficient for meeting all criteria. The culminating project constitutes five (5) credits of the student's program of study. In general, it may include all of the following. (Consult your last semester syllabus to confirm details.) The CP for 6-12 (and Partner Trainees) Option includes:
1 Integrative Paper #1 – not by that title, but integrated into the CP 2 Integrative Paper #2 – not by that title, but integrated into the CP 3 Research Findings 4 An integration of the course resources that you have explored after the
submission of the second Integrative Paper 5 Practicum Compilation and Reflection
For 6-12 Option, this includes the practice teaching experience as well as the research findings (3) as a subset of the practicum. For New Montessori Teacher (Partner) Option, this is a review of your Partner Practicum (practice teaching) based on your new M.Ed. learning. In addition, your research findings (3) become a subset of this practicum.
6 An Integrating Chapter or sub-chapter that synthesizes 1-5 above as well as summarizes the student’s entire learning experience throughout the program.
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7 All CPs need to include the student’s understanding of Integrative Learning. And all Montessori Integrative Learning students need to refer to Montessori’s discoveries and insights.
8 Abstract, Table of Contents, Introduction and Works Cited for the CP 9 The title for the CP should include the words “Montessori (Early
Childhood, Elementary or Secondary) Education.” The title can include other descriptors, but the insertion of those three words will be included in the transcript.
10 As part of the Culminating Project, each student develops a one hour oral (video) presentation in front of a live audience. You are to take the audience on a journey through your experience in the Endicott-TIES program. The focus is on what you have learned throughout your studies. It is not just “lecture" because it includes an interactive component. These videos are not intended to be professional with intricate editing. We do suggest that you may need an external microphone so that you do not spend the entire time making a video that can’t be heard. Prior to the start of the video recording we suggest that, in addition to explaining to your audience the reason for the video, you might ask them to exercise caution in saying more than necessary. If you can film the audience while introducing them that is helpful to TIES faculty. Or, you might consider a photo and a sentence or two about each participant at the very beginning of the video.
Faculty mentors may require supplemental materials as follows: 1 Observation Assignments 2 Annotations of books 3 Practice teaching journal with checklist of lessons practiced 4 List of all the Montessori exercises and a description of how you have
organized this work. The CP for Emphasis Area Option and Leadership Emphasis Area Option includes: (The title of your Culminating Project needs to be the same as your Emphasis Area title.)
1 Integrative Paper #1 – not by that title, but integrated into the CP 2 Integrative Paper #2 – not by that title, but integrated into the CP 3 Research Findings 4 Practicum Compilation and Reflection (This may be the entire research
project.)
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5 An integration of the course resources that you have explored after the submission of the second Integrative Paper and how these sources affect your Emphasis Area study.
6 An Integrating Chapter or sub-chapter that synthesizes 1-5 above as well as summarizes the student’s entire learning experience throughout the program.
7 Abstract, Table of Contents, Introduction and Works Cited for the above. 8 The title for the CP should include the precise title of your Emphasis
Area. The title can include other descriptors, but the inclusion of those words will be included in the transcript.
9 As part of the Culminating Project, each student develops a one-hour oral (video) presentation in front of a live audience. You are to take the audience on a journey through your experience in the Endicott-TIES program. The focus is on what you have learned in your particular area of focus. It is not just “lecture" because it includes an interactive component. These videos are not intended to be professional with intricate editing. We do suggest that you use an external microphone so that you do not spend the entire time making a video that can not be heard. Prior to the start of the video recording we suggest that, in addition to explaining to your audience the reason for the video, you might ask them to exercise caution in saying more than necessary. If you can film the audience while introducing them that is helpful to us. Or, you might consider a photo and a sentence or two about each participant at the very beginning of the video.
Faculty mentors may require supplemental materials as follows: 1 Observation Assignments 2 Annotations of books
Along with this written work each student prepares a Graduation Review Submission for the core faculty reporting how he/she has satisfied all the requirements set out in Section IV.B. of this Guidebook. (See link in e-library) The body of the Culminating Project is 100-125 pages. How to submit papers: All papers are submitted via attached e-mail files to your Faculty Mentor with a copy to <[email protected]>. When submitting e-files or any documentation make sure to put YOUR name in the file title. Make sure you have read the Topic on the Help Page that refers to reducing the file size of imbedded graphics.
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The Endicott-TIES GUIDELINES and CHECKLIST for WRITING ACADEMIC PAPERS:
SectionI:FormattingIntegrativePapers,theResearchPaperandCulminatingProject
SeePerrin,Robert(ThirdorFourthEdition).PocketGuidetotheAPAStyle.Boston,Massachusetts:WadsworthCengageLearning.
APAAmplificationsandExceptions
1.TheEndicott-TIESCoverPage,locatedintheeLibrary,issubstitutedfortheoneshowninthePerrinGuide.
2.WeaskthattheReferenceListbeplacedattheveryendofthepaper,afteranyAppendices.Thisenablesustoeasilyreviewapaperon-screen.(Perrin,APAGuide,p.30)WealsorequestthatyousinglespacetheReferenceListwithanextraspacebetweeneachentry.
3.Page119oftheAPAGuidedescribes"AnOnlinePosting-DiscussionGrouporWeblog."WhenquotingdirectlyfromtheeCampus,thein-textcitationisthesame(LastName,2009),buttheReferenceListwouldreadasfollows:
LastName.FirstName.(2009,September17).eCampustopictitle,(www.ties-edu.org/campus/ConferenceTitle,Topic#:posting#)
ActualExample:
Briggs,John.(2008,January27).23January-5FebruaryPeatandBriggs,Bohm,www.ties-edu.org/campus/LC16IntegrativeSeminars,1:85)
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4.Manyofusareverypassionateaboutourwork.Itisquiteeasytolectureoradvocateforaposition.ThisistherealmofessaywritingthatistobeavoidedandiswithoutadoubtahugechallengeforusMontessoriansaswehaveahighaptitudeforlecturingaboutwhat“weknowtobetrue!”Instead,ourpapersareexploratoryratherthanexpository.Wewantyoutoexploretheideasandletthereadercometohisorherownconclusionbasedonwhatyouhavepresented.One'spositionsneedtobebackedbyevidencefrompersonalexperienceorotherauthors.Asarecentgraduatestated,IactuallyfounditverychallengingattimestowritewithouttellingpeoplewhatIwantedthemtohear.Irequiredlotsoftimeeditingmypapertoeliminatethetellingandbeginshowingthereaderpossibleoptionsorthoughts.Tentativenessgoesalongwaytotakethereaderwithyouasyouexploreanissue.
Askingquestionsoftenhelps,butonehastohaveestablishedacaseforthequestionbeingasked,ratherthanaskingaquestionthatindicatesthewriterknowstherightanswer.Thesameistruewhenoneuses“perhaps.”The“perhaps”needstobebasedonevidenceorexperiencethathasbeenpresented.
Oneneedstoavoidwordslike,mustandshouldastheyindicateadvocacyratherthanexploration.
EssayLanguageExample1:
Peaceisfoundwherefreedomandtruthexist,whereacommunityhasbalancedneedsandeducationhasworkedtopromoteself-awareness.
Revisedto:
Krishnamurtiexplains....
Perhapsthisisanotherwayofsayingthatpeacemaybefoundwherefreedomandtruthexist,whereacommunityhasbalancedneedsandeducationhasworkedtopromoteselfawareness.
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EssayLanguageExample2
Mosteducationalsystemsstresstechniqueaboveallelse.Thereislittlebalance.Insteadchildrenaretaughtalopsidedmessageofoccupation,consumerism,andmaterialism.
Revisedto:
Ihaveobservedthattechnique,aboveallelse,isemphasizedinmanypublicschools.Accordingto(Authorandcitation)thismayleadtoalopsidedmessageofoccupation,consumerism,andmaterialism.
5.APAstatesthatyoucansingleordoublespacelong(block)quotes.Werequirethatyousingle-spacealllongquotes.(Ref.Perrin,4f,p75)
6.AllacademicpapersrequireanIntroduction.ThiscanbeasshortasonetothreeparagraphsforanIntegrativePaper;andaslongasachapterfortheCulminatingProject.
7.ConcerningAbstracts.TheonlypaperthatrequiresanAbstractistheCulminatingProject.Pleaseseepage27ofthePerrinPocketGuideforathoroughexplanation.
8.ConcerningimagesandPhotos:InsomeAPAguidelinesthesearesupposedtocome(only)attheend,asappendices,butwelikethemspreadoutandplacedwheretheymakethemostsense.
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SectionII.GuidelinesforusingGenderInclusiveLanguageThe Graduate School expects students to use inclusive, non-stereotyped language consistently in all written submissions. Following this guideline, a smooth sentence may often be constructed by making use of the plural: "Students learn best in an environment which supports them," instead of "The student learns best in an environment which supports him." A reference to one gender only legitimizes the use of exclusive pronouns. If you refer only to females, say "woman...she"; if only to males, say "man...he"; if you refer to both, say "people...they." We recommend the use of inclusive language such as: use: instead of: children they child he person he or she person he she or he she/he humanity man people mankind We suggest that stereotyped terms in reference to roles be avoided: use: instead of: teacher she or he teacher she professor she or he professor he secretary he or she secretary she carpenter she or he carpenter he A word of caution: one of the pitfalls in this attempt to revise usage occurs when a student tries to paraphrase the work of older writers, both male and female, who assumed that their use of "man," "mankind," "person...he," etc. offended no one and that because tradition dictated usage, this would and should continue forever. It is important to differentiate very clearly between one's own mode of expression and that of the writer being paraphrased. One may change the author’s non-gender inclusive language and note they have done that in a footnote at its first appearance in a paper. If one chooses to leave the language as is, a footnote is required at its first appearance stating that you have chosen to keep the author’s language in its original form even though it is unaccepted in academic papers today. Most publishers today expect gender-inclusive usage. If you want more information, consult Casey Miller and Katie Swift's The Handbook of Non-Sexist Writing, (New York: Harper & Row, 1981).
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SectionIII.ChecklistPriortoSubmissionofAllAcademicPapers
Readthischecklistbeforeyoustartwritingyourpaper.Whenthepaperisreadyforsubmission,revisitthislistandconfirmforyourselfthatyouhavemonitoredandincorporatedtheseitemsinyourwriting.
☐ 1.ThepaperhasaCoverPageandTableofContents.CPshaveanAbstract.
☐ 2.EverypagehasbeennumberedaccordingtoAPAGuide.
☐ 3.TheReferenceListisattheendofthepaper.
☐ 4.MSWspellingandgrammarcheckhasbeenusedpriortosubmittal.
☐ 5.Allnounsandpronounsareinagreement.(Perrin,APAGuide,3b,p.58)
☐ 6.Therearecleartransitionsbetweenchapters.(Perrin,APAGuide,3b,p.58)
☐ 7.Thereisaseparateintroductionwhereexploratoryquestion(s)areproposed.
☐ 8.Thereisaclearconclusion.
☐ 9.Thepaperiswrittensothatanintelligentlayperson-outsidethewriter'sfield-willunderstandthemeaningofalltrade-specificlanguage.
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☐ 10.Thereisnobiasedlanguage.Thepapercontainsgenderinclusivelanguage.(StudentGuidebookandPerrin,APAGuide,3c,p.59-62)
☐ 11.Thephrases"Inmyopinion"or"Ibelieve"havenotbeenusedunlessevidenceforthisbeliefhasbeenpresented.(Onemayalsousethesephrasesifprecededbyspecificpersonalexperience.Thenitwouldqualifytowrite:"Basedonthis(these)experience(s)...")
☐ 12.Ifthephrase"Inmyexperience"doesappear,thatexperiencehasbeendescribed.
☐ 13.Citationsincludeboththecurrentandoriginaldatesofpublication.(Perrin,6j,p.92)
☐ 14.Eachin-textquotationhasanappropriatelead-in.
☐ 15.Unlessquotedfromsomeoneelse,jargonandcolloquialismshavebeenavoided.(Perrin,3c,p.58-59).
☐ 16.Therulesforlongquoteshavebeenfollowed.(Perrin,4f,p.75)
☐ 17.Therearenocontractionsinthispaper,unlessinsideaquotation.
☐ 18.Theuseofwordslike"successful"and"wholechild"havebeenavoided.Ifused,adefinitionisprovided.
☐ 19.Someoneelsehasreadthepaperprovidingfeedbackoncohesionandflow.
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☐ 20.Itiscustomarytointroduceanauthorusingfirstandlastnamewhenfirstcitinghim/her.(e.g.“Mathematicalcosmologist,BrianSwimme,says....”)
☐ 21.In combining all your previous work into the Culminating Project it is important to read through the paper in its entirety to make sure you have not duplicated content. It is customary when revisiting content from earlier in a paper to restate that.
☐ 22. It is not customary in an academic paper to use titles. For example, one would not say Dr. Philip Gang, but would introduce him the first time by saying Philip Gang, professor of education... Another example: instead of “Dr. Maria Montessori” one would say, Maria Montessori, Italian medical doctor and founder of the Montessori method.
☐ 23.Makesureyouhavepermissionfromindividualsbeforeusingtheirphotographsinyourpapers.
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SECTION X – GRADUATION AND EVALUATION
Evaluation is based on all the criteria set forth in this Guidebook. The faculty bases evaluation on timely participation in seminars and other activities included in the Course Syllabus. Students are required to follow the writing guidelines in the TIES eLibrary and meet academic standards of presentation for all required course assignments. The Culminating Project in its final form is a typed, edited and corrected copy. It is UNBOUND. The GRADUATION REVIEW SUBMISSION describes how the student has met “The Criteria for the Degree.” It is downloaded from the e-Library and submitted to <[email protected]> along with the student’s Culminating Project. To be eligible to receive the Master of Education degree, each student demonstrates:
1. Graduate-level knowledge of the scholarly literature and professional practice appropriate to Integrative Learning. This includes knowledge of appropriate library research methods.
2. Ability to write graduate-level exposition, including appropriate and
consistent documentation of sources.
3. Ability to evaluate sources critically, to see the complexities and nuances of problems and to assess opposing view with objectivity.
4. Ability to integrate scholarly theories and professional practice, or other
experiential learning.
5. Awareness of the social context and the implications of the student's study.
6. Evidence that the student's study has been integrated into his/her
personal growth and development.
7. Ability to navigate through the complexity of the virtual campus as well as use Internet sources.
8. Ability to participate in the learning community and the personal
development derived from that experience
9. Evidence of an understanding of dialogue as a communication practice.
10. Ability to conceptualize and articulate a comprehensive understanding the students learning by providing a video presentation prior to graduation.
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A When the Faculty Mentor is satisfied that the work meets the criteria for the degree then the Academic Dean presents the work to the rest of the Graduation Review Committee on the student’s behalf. Members of the Committee evaluate the Culminating Project with respect to the graduation criteria and review the student’s grades. Authority to approve a student for graduation rests with the Review Committee. The Committee can request changes prior to granting approval, or it can deny graduation approval.
B At the beginning of the third semester, students are required to complete the Application for Graduation that is linked in the campus library.
C Students submit to the Graduation Review Committee: 1) an unbound copy, corrected copy of the Culminating Project; and 2) Final Learning Proposal as a separate document.
D The Graduation Review Committee may accept the Culminating Project as is and recommend that the degree be granted. It may also return the CP to the student with requests for revisions and, if necessary, extended enrollment. Or it may vote not to accept the CP.
E Endicott College levies a $ 200 USD Graduation Fee. F DIPLOMAS. When the Review Committee approves graduation, the
Graduate School office then submits documents for final pro forma approval to the Provost of Endicott College. Students can expect to receive diplomas within six weeks, provided your account is paid in full.
G TRANSCRIPTS. When you graduate from the Endicott-TIES program, your diploma reads "Master of Education". Your official transcript --the document that is an official record of the courses you take and the grades you receive-- states that this is an M.Ed. in Montessori Integrative Learning; and it records the title of your Culminating Project (thesis). Transcripts can be obtained by written request to the Registrar's office on the Beverly campus.
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SECTION XI. HUMAN SUBJECTS REVIEW
ENDICOTT Policy on Human Subjects If any student is working with people in order to inform their research, a research proposal needs to be submitted to the HSR Committee. If you are interviewing students, if you are analyzing results or applying new learning methodology, if you are interacting with others in order to acquire information or describe process, the individuals you are working with need to be appraised of your methodologies and are required to sign the informed consent form. Children or youth under the age of consent (in the USA it is 18) require the signature of their parent in order to participate. If you have any questions about this — especially if you have begun your research or about to begin it, please contact your core faculty individually. As a researcher you have a threefold task:
1 Identify potential risks to participants 2 Ensure confidentiality, anonymity (Describe what will happen to data
after the research). 3 Describe the feedback you are offering to participants.
The Policy and Your Responsibilities All research institutions (including colleges and universities) are required to develop policies and procedures to protect people from harm (physical, emotional or spiritual), which may result from participating in social science research. The protection of human subjects” is the responsibility of the investigator, student or faculty member. Please remember, however, that not all research designs require the same kinds of informed consent or precautions; please examine your research design and how it may impact your informed consent and protection considerations.
Informed Consent As a researcher, you are required to inform the subject(s) of the following rights each has when participating in a study. Informed consent is needed from all who agree to participate in your research; however, informed consent may take a variety of forms, depending on the nature of your research. If a complete informed consent form is required under your design, please refer to the template attached for guidance. Below are listed the necessary components to ensure a participant has the foundation to offer informed consent:
1 The right to confidentiality; no one outside the study will know that the subject participated, and that the researcher will take every precaution to ensure that confidentiality. Delineate the safeguards taken to ensure that confidentiality.
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2 Subjects must be told the nature of the study and what is expected of them. Are they expected to fill out forms, participate in interviews, etc? Please specify.
3 The subject must understand that his/her participation is voluntary, and that he/she may cease to participate at any time; the subject may refuse to participate in any segment of the study.
4 The subject must also understand that through participation in this study, some benefit will accrue to him/her. Tell them how they might benefit from their participation.
5 The subject must know how you will communicate with them after the research is concluded, to share your findings, etc.
6 Subjects must agree that they have read and understand the rights outlined in the form. Each participant must sign one of these forms, and you must give a copy (unsigned) of the form to each participant.
Human Subjects Review Proposal Students are required to submit a written proposal to the HSR review committee describing the research and how it will conform to six criteria above. The title of the research project should be prominently displayed on this proposal, along with the student’s name, core faculty and Endicott College.
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INFORMED CONSENT FORM
ENDICOTT COLLEGE Investigator: [your name) Name of Study: [your project title] I agree to be a participant in this research project designed to [state purpose/question asked]. I understand that my participation may require my participation in [describe nature of participation/what you want from them]. However: I further understand that I may refuse to provide any such information as I choose. I understand that my participation in this project is voluntary and that I may decline to further participate at anytime. I further understand that the confidentiality of my participation will be honored, and will not be revealed to anyone without my written consent. To ensure this confidentiality the following safeguards have been implemented: [Describe risks and precautions here] I understand that as a result of my participation in this study I may come to more fully understand myself, and through that understanding be better prepared to [do what/what benefit accrues to the participant?] I understand that after the project is completed, the researcher will [describe how you will allow the subject to share in the research process after completing his/her specific participation]. I have been given the opportunity to ask questions and know that I can do so throughout the course of this project. I further understand that if I have any questions about this project, I can direct them to the investigator, who can be reached by calling [telephone number], or by writing to them at [address]. A copy of this consent form has been offered to me Participant’s Printed Name Participant’s Signature Date
