Updated September 23, 2020
Academic Conduct
The School of Education places the highest value on intellectual integrity and personal trust within our community. All SOE students assume an obligation to conduct themselves in a manner appropriate to the Johns Hopkins University’s mission as an institution of higher education and with accepted standards of ethical and professional conduct. Students must demonstrate personal integrity and honesty at all times in completing classroom assignments and examinations, in carrying out their fieldwork or other applied learning activities, and in their interactions with others. Students are obligated to refrain from acts they know or, under the circumstances, have reason to know will impair their integrity or the integrity of the University. Refer to the school’s website for more information regarding
Academic and Student Conduct Policies including academic misconduct.
Please note that student work may be submitted to an online plagiarism detection tool at the discretion of the course instructor. If student work is deemed plagiarized, the course instructor shall follow the policy and procedures governing academic misconduct as laid out in the School of Education’s Academic Catalog.
Participation
Active engagement is an essential component of the learning process. Participation in online courses includes active reading and
discussion within online forums and activities during the week in which the class is engaged with the same content. Students are expected to log into the course, monitor course discussions, and engage as appropriate for the course several times a session (e.g., typically a session lasts one or two weeks). It is unlikely that students can fully engage with the knowledge construction within the online context if they log in only once or twice a week (e.g., only on weekends). Please notify the instructor in the case that you are not able to participate in a session at the designated time. See the Grading and Evaluation section of this syllabus for the weighting assigned to course participation when determining the course grade.
Academic Continuity
Please note that in the event of serious consequences arising from extreme weather conditions, communicable health problems, or other extraordinary circumstances, the School of Education may change the normal academic schedule and/or make appropriate changes to course structure, format, and delivery. In the event such changes become necessary, information will be posted on the School of Education website and communicated to you via email and/or Blackboard.
Accommodations for Students with Disabilities
(For more information on the School of Education’s disability services, please visit the
Disability Services website)
Diversity
The Johns Hopkins School of Education (SOE) defines diversity as follows:
The United States is rich in diversity and its influence is global. Mindful of this, the SOE defines diversity in a myriad of ways: by ethnicity, religion, race, gender identity, age, national origin, exceptionalities, ideology, sexual orientation and socioeconomic status. The education of our candidates involves a respect for diversity, meaning that each individual should be recognized for their own abilities, interests, ideas and cultural identity.
Other Policies
This syllabus details certain key policies. You should refer to the
online syllabus supplement webpage for a fuller listing of other important policies of which all students should be aware.
Zoom policies
Class meetings recorded by the instructor may be shared with students in the class for instructional purposes related to this class. Students are not permitted to copy or share the recording with others.
Course Evaluation
Please remember to complete an online course evaluation survey for this course. These evaluations are an important tool in the School of Education’s ongoing efforts to improve instructional quality and strengthen its programs. The results of the course evaluations are kept anonymous – your instructor will only receive aggregated data and comments for the entire class. An email with a link to the online course evaluation form will be sent to your JHU email address towards the end of the course. Thereafter, you will be sent periodic email reminders until you complete the evaluation. There is also a module on the My Institution page where you can access the evaluation and prompts to complete the evaluation when you log into Blackboard. Please remember to activate your JHU email account and to check it regularly.
(Please note that it is the School of Education’s policy to send all faculty, staff, and student email communications to a JHU email address, rather than to personal or work email addresses.) If you are having difficulty accessing the course evaluation, you haven’t received an email notification about the course evaluation, or if you have any questions in general about the course evaluation process, please contact
SOEEvalKit@jhu.edu.
(Please note that if a course has fewer than three enrolled students, SOE will not conduct an online course evaluation survey for the course.)
Course DescriptionThis 12-week course is designed to facilitate participants’ thoughtful and scholarly development of a plan for a curriculum that will subsequently be implemented and included in their professional portfolio. It provides an understanding of the 6 steps of curriculum development: problem identification and general needs assessment, targeted needs assessment, writing goals and specific measurable objectives, choosing educational strategies, implementation, and evaluation. The course also addresses issues related to curriculum maintenance and enhancement, and dissemination of curriculum-related work. It contextualizes this approach to curriculum development within the history and philosophy of professional education. Educational methods include readings, mini-lectures, discussion forum, reflections, and application of CD principles to a real CD project.