CI 452 (Curriculum Integration and Change) for 2 credits is required for graduation. A grade of at least a C is required for graduation.
Health Education (Department of Kinesiology and Health Education)
Kinesiology (Department of Kinesiology and Health Education)
All students at SIUE are required to do a Senior Assignment in order to graduate. In the Psychology Department, this is accomplished during the Senior Capstone class, PSYCH 494. In order to pass the Senior Assignment requirement, students must 1) pass the Capstone course with a grade of C or better 2) present a poster based on the project completed in the Capstone class at the Department of Psychology’s Senior Assignment Poster Session, and 3) have the poster deemed acceptable by the faculty (i.e., a mean rating of 4 or above on the faculty evaluation form).
In the event that a student does not fulfill all three requirements in a given semester, he or she will need to retake the Capstone course and complete all three requirements in a subsequent semester. For example, if a student receives a grade below a C in the Capstone course, even if the poster presentation is deemed acceptable by the faculty, the student will fail to complete the Senior Assignment requirement and must retake Capstone in its entirety with a new project. If a student receives a C or better in the Capstone course, but his or her poster presentation is deemed unacceptable by the faculty, this in most circumstances will result in having to retake Capstone in its entirety, unless the Capstone professor presents evidence to the contrary.
Special Education (Department of Special Education and Communication Disorders)
The Senior Assignment for teacher candidates in Special Education is a portfolio assessment of the skills, knowledge, and dispositions acquired throughout the program. The current system requires Special Education majors to complete a portfolio notebook during the semester in which they student teach. The portfolio is an organized collection of teaching work and self-reflections that help describe the teacher candidate’s level of skill and knowledge in relation to professional standards. Many of the artifacts are started in earlier classes and then refined during the process of completing the program. Candidates are required to collect and select particular examples for each standard and reflect upon learning. Portfolios are evaluated holistically using a grading rubric that reflects professional standards.
This Senior Assignment involves the development of a professional portfolio, the content of which includes, but is not limited to:
• table of contents
• letters of recommendation
• state certification or any teacher exam results
• student teaching evaluations (midterm and final)
• progress reports (self and teacher)
• evidence of your field experience
• thematic units or long-term units
• case studies
• sample "great" lesson plans with products
• tests or assessments created
• evidence of student learning
• examples of learning center or learning activity packet
• a teaching videotape
• students' works (photocopies)
• philosophy of education or ethics of teaching statement
• behavioral management plan
• reflections on teaching or reflections from lessons
• written language portfolio or reading portfolio
• application of research into practice (i.e., effective teaching research assignment)
• on-task assignment
Speech Language Pathology and Audiology (Department of Special Education and Communication Disorders)
Seniors are assessed through routine classroom presentations and examinations, application in the clinical setting, and performance in SPPA 499: Senior Assignment Seminar. The Senior Assignment in the Speech-Language Pathology and Audiology undergraduate program is a capstone requirement designed to assess student learning of the program’s goals and objectives.
The capstone project requires that individual students present a case study that demonstrates evidence-based practice in a clinical poster presentation. The case study is based on the student’s assigned client in the SIUE Speech-Language-Hearing Center. The student observes, assists, and then assumes clinical responsibilities of the assigned client within this mentored environment. The clinical poster is created and displayed by the student and evaluated by pairs of faculty members during a formal presentation the last week of spring semester.