[Due Date: End of the Semester]
Note: This description is for Dr. Johnson's Preceptorship. Please check with Dr. Czerkawski for her expectations.
The purpose of a Preceptorship is to help your instructor in the daily activities of the class. However, it is also an opportunity for you to learn how to conduct an online class. My general expectation will be that you will help me make sure that project directions are clear, online discussions and meetings go well, and that you have experience in applying rubrics for assessment.
When you complete your Preceptorship, you will be able to
- monitor class discussion forums to ensure that discussions remain moving forward and on a professional level.
- Conduct online meetings using the course online meeting tool.
- use rubrics to assess course assignments.
- demonstrate the aspects of Critical Thinking, Problem Solving, and communication skills defined in the rubric below* throughout the course.
The time commitments will vary based on how well the discussions are going and when assignments are due.
Steps to Completion [↑ Top]
Set up your project
To begin your Independent Study, send me a brief email proposal. In your proposal I will want to know why you want to study the particular topic, concept, or skill set in greater detail.
Next, provide a brief description of what you would like to accomplish. How will you go about conducting your study? What will you produce? How will you know if you are successful?
Once we have decided on your project, we will complete the following two forms:
Feel free to fill out as much of the form and you can send it to me for signature. Often though I fill out the form and send it to you.
The forms can be signed electronically. Once you have completed all of the information, sign it and send it to me.
Completing your Internship
My only requirement here is that, as you work on the class, keep in touch. I am very willing to set up weekly or as needed online meetings.
- How much time on average per week did you spend on your project?
- What have you learned?
- Is there anything about your work in the Internship that you particularly want me to notice?
- Which parts of the Internship were difficult?
- Which parts of the Internship were easy?
Once you are finished with your Preceptorship, prepare a reflection that discusses the following. It could be a paper but feel free to use some other digital tool.
Assessment [↑ Top]
Overall Project Dimensions Target (3 pts.) Acceptable (2 pts.) Under Performing (1 pt.) Goal Achievement The student was able to complete the project on time and meet 90% of his/her goals as defined in the Project Description. The student was able to complete the project on time and met 80% of his/her goals as defined in the Project Description. The student was able to complete the project on time and met less than 80% of his/her goals as defined in the Project Description. Intellectual advancement The student demonstrated significant intellectual development over the course of the project. The student demonstrated some intellectual development over the course of the project. The student demonstrated minimal intellectual development over the course of the project. Overall Reflection Dimensions Target (3 pts.) Acceptable (2 pts.) Under Performing (1 pt.) The student reflected on 90% or more of the required questions. The student reflected on 80% of the required questions. The student reflected on less than 80% of the required questions. Critical Thinking and Problem Solving Dimensions Target (3 pts.) Acceptable (2 pts.) Under Performing (1 pt.) Taking Risks The student actively sought out and followed through on untested and potentially risky directions or approaches to completing the product. The student incorporated new directions or approaches to the project in the final product. The student stayed strictly within the guidelines of the project. Define Problem The student demonstrated the ability to construct a clear and insightful problem statement with evidence of all relevant contextual factors. The student demonstrated the ability to construct a problem statement with evidence of most relevant contextual factors, and problem statement is adequately detailed. The student demonstrated a limited ability in identifying a problem statement or related contextual factors. Topic selection The student identified a creative, focused, and manageable topic that addresses potentially significant yet previously less- explored aspects of the topic. The student identified a focused and manageable/doable topic that appropriately addresses relevant aspects of the topic. The student identified a topic that was far too general and wide-ranging as to be manageable and doable. Solving Problems The student not only developed a logical, consistent plan to solve any problems, but recognized the consequences of solution and can articulate reason for selection. The student, having selected from among alternatives, developed a logical, consistent plan to solve the problem. The student only considered a single approach that was used to solve the problem. Limitations and Implications The student discussed in detail relevant and supported limitations and implications. The student discussed relevant and supported limitations and implications but the discussion lacked focus. The student presented limitations and implications, but they were possibly irrelevant and/or unsupported. Identify Strategies The student identified multiple approaches for solving the problem that applied within the specific context of the project. The student identified multiple approaches for solving the problem, only some of which applied within a specific context. The student identified one or more approaches for solving the problem that did not apply within a specific context. Implement Solution The student implemented the solution(s) in a manner that addressed thoroughly and deeply multiple contextual factors of the problem. The student implemented the solution in a manner that addressed multiple contextual factors of the problem in a surface manner. The student implemented the solution in a manner that does not directly address the problem statement. Lifelong Learning Dimensions Target (3 pts.) Acceptable (2 pts.) Under Performing (1 pt.) Curiosity The student explored a topic in depth, yielding a rich awareness and/or little-known information indicating intense interest in the subject. The student explored a topic in depth, yielding insight and/or information indicating interest in the subject. The student explored a topic at a surface level, providing little insight and/or information beyond the very basic facts indicating low interest in the subject. Initiative The student completed the required work, generated and pursued opportunities to expand knowledge, skills, and abilities. The student completed the required work, identified and pursued opportunities to expand knowledge, skills, and abilities. The student completed required work. Writing Dimensions Target (3 pts.) Acceptable (2 pts.) Under Performing (1 pt.) Context of and Purpose for Writing The student demonstrated a thorough understanding of context, audience, and purpose that was responsive to reflection and OneNote writing works The student demonstrated adequate consideration of context, audience, and purpose and a clear focus on the reflection and other writing works The student demonstrated minimal attention to context, audience, purpose. Mastery of Language The student used appropriate, relevant, and compelling language to illustrate mastery of the subject, conveying the writer's understanding, and shaping the whole work. The student used appropriate, relevant, and compelling language to explore ideas within the context of the discipline and shape the whole work. The student used appropriate and relevant language to develop simple ideas in some parts of the work. Control of Syntax and Mechanics The student used graceful language that skillfully communicated meaning to readers with clarity and fluency, and was virtually error- free. The student used straightforward language that generally conveyed meaning to the reader. Writing had few errors. The student used language that sometimes impeded meaning because of errors in usage.
** These directions have been modified from the Student Expectations for Independent Study Courses developed by the The Institute of Police Technology and Management: http://otis.iptm.org/pdf/Independent%20Study%20Student%20Expectations.pdf, Accessed August 10, 2015.