Calumet
College of St. Joseph
SYLLABUS FOR EDUCATION 311 FOUNDATION IN EDUCATION
Term: Spring (00-2) January 8-April 21, 2001
Course #: 311X
Instructor: Elaine T. Kisisel, Ph.D.
Office: 513
Office Phone: (219) 473-4271
(312) 721-0202 x271
E-mail: ekisisel@ccsj.edu
Home Phone:
Office Hours: Arranged
Course Time: T 7:00-10:00PM
Mission of the Education Program:
Respecting the diverse gifts and culture of each student, the Education Program of Calumet College of St. Joseph prepares quality teacher candidates for the 21st Century through a refining process, which ensures: (1) professional preparation; (2) continuous reflection; and (3) ongoing transformation. The Education Program promotes a multicultural community characterized by diversity, integrity, compassion and commitment.
Vision of the Education Program:
Rooted in the Catholic tradition, the Education Program of Calumet College of St. Joseph: (1) values the dignity and worth of each teacher candidate; (2) shapes attitudes and values; (3) strives for social justice; (4) instills a sensitivity for the poor and the powerless; and (5) refines professional competency and scholarship in every teacher candidate. At Calumet College of St. Joseph we are committed to developing the natural abilities of our students, refining them into high quality professional educators.
Course Description:
The teacher candidate will examine the historical basis of the contemporary American systems as well as their social impact and future implications. Topics include
Course Goal:
The teacher candidate will gain knowledge and reflect about the foundations of the contemporary American educational systems in regards to the
Prerequisites:
Textbooks:
Ornstein, Allan C. and Levine, Daniel E. (1997) Foundations of Education. Boston:
Houghton Mifflin Co.
ADDITIONAL BOOKS:
Albom, Mitch. (1997) Tuesdays with Morrie. New York: Doubleday.
Payne, Ruby (1998) A Framework for Understanding Poverty. Baytown, Texas: RFT Publishing.
Lickona, Thomas. (1991) Educating for Character. New York: Bantam.
Learning Outcomes:
RELATED INTASC PRINCIPLES:
*The teacher plans instruction based upon knowledge of subject matter, the community and curriculum goals.
*The teacher is a reflective practitioner who continually evaluates the effects of his/her choices
and actions on others…and who actively seeks opportunities to grow professionally.
Assessment:
Each student will be graded using the following percentages:
25% Midterm
25% Final
30% Assignments
10% Class Participation
10% Class Attendance/Punctuality
Grading Scale:
A: 90 – 100% B: 80 – 89% C: 70 – 79% D: 60 – 69%
Grades will be determined as follows:
Assignments 70%
Discussion 10%
Final 20%
Class Policy on Attendance:
Students are expected to be present and on time for all classes. Hands-on experience and class interaction are invaluable – and cannot be "made-up" individually. Attendance is mandatory. Students missing more than two classes may not pass the course.
Format for Written Assignments:
The professional Education community has adopted the standards in the Publication Manual of the American Psychological Association, 4th Edition, Washington, 1994. The professional standards described therein are those expected in the professional education community; as future professional educators, students of education also need to demonstrate in their writing the standards adopted by the professional education community. This publication is available in the bookstore and in the reference section of the Specker Library.
Statement of Plagiarism:
If an instructor or other Calumet College of St. Joseph personnel find that a student has plagiarized or been involved in another form of academic dishonesty, the instructor or other personnel may elect to bring the matter up for judicial review. The maximum penalty for any form of academic dishonesty is dismissal from the College. The procedures for judicial review are listed under the section of CCSJ handbook that addresses student grievances.
Calumet College of St. Joseph adheres to citation guidelines as prescribed by the particular discipline (i.e., MLA, APA, Chicago Manual of Style or Turabian.). All of these guidelines are available in the Calumet College of St. Joseph library or bookstore. These texts outline how to cite references from a variety of sources, including electronic media.
Withdrawal from Classes Policy:
After the last day for class changes has passed (see College calendar), students may withdraw from a course in which they are registered with permission from the faculty member conducting the course. A written request detailing the reason(s) for the withdrawal must be filed with the Registrar. Written request for withdrawal must be received by the Registrar by the last day of classes prior to the final examination dates specified in the catalogue. Written requests may be mailed to the Registrar or faxed to the College fax number 219-473-4259. Students are to make note of the refund schedule when withdrawing from courses. The request is forwarded to the faculty member, who makes the final determination to accept or deny the request. If the request is honored, the student will receive notification of official withdrawal; if denied, the notification will indicate why the withdrawal is disallowed. Note: Degree Completion Division (DCD) students should consult the DCD Student Handbook for information on DCD withdrawals.
An official withdrawal is recorded as a "W" grade on the student's transcript. Dropping a
course without written permission automatically incurs an "F" grade for the course (see
Refund Schedule).
Class Policy For Assignments:
There are no make-up quizzes and no make-up exams; these are given once. Assignments need to be completed as scheduled since one assignment builds on another. Late assignments incur a grade reduction. Please note the timetable for the deadline for late assignments. Quizzes and assignments are usually announced in advance and will typically cover readings assigned for class that day.
Class Assignments:
A number of assignments will be made during the course. It will be your task to do the assignment in a professional manner. Each assignment will be graded on content, style, reflection, and a demonstrated understanding, application, or evaluation of the material. Assignments will also be graded on clear writing (unity, coherence, sound writing mechanics) and adherence to APA format.
Class Participation:
Class Participation can be difficult to assess. This course, therefore, will link ATTENDANCE to this area of evaluation. That is, if the students are in attendance for an entire class period, it will be assumed they are participating. Students are expected to be present and on time for all classes. Class interaction is invaluable – and cannot be "made-up" individually.
Class Cancellation:
I will make every effort to contact you if a class is cancelled due to the unexpected absence of the instructor. In addition, an announcement will be posted on the Education Bulletin Board and the Classroom door.
Portfolio:
As of the 1996 – 1997 academic year, the Education Program of Calumet College of St. Joseph requires student teachers to develop a professional portfolio as part of the student teaching course. This portfolio, however, should contain examples of professional development from various courses and activities. Projects connected with this course would make appropriate additions to such a portfolio.
Course Requirements/Major Assignments:
TENTATIVE TIMELINE
These items will be due as scheduled. There will be NO substitutions.
Assignment #1: Tuesdays with Morrie
Due date: January 16, 2001
Assignment #2: Interview
Due date: January 23, 2001
Assignment #3: Philosophers
Due date: January 30, 2001
Assignment #4: Governance/Financial Concerns
Due date: February 6, 2001
Assignment #5: Framework for Understanding Poverty
Due date: February 13, 2001
Assignment #6: Educating for Character
Due date: March 6, 2001
Assignment #7: Own Philosophy
Due date: April 10, 2001
CLASSES AND TEXTBOOK READINGS:
January 9, 2001
Topic: Understanding the Teaching Profession
Text: Chapters 1 & 2
January 16, 2001
Topic: Understanding the Teaching Profession
Text: Chapters 1 & 2
January 23, 2001
Topic: Historical and Philosophical Foundations
Text: Chapter 3, 4 and 12
January 30, 2001
Topic: Historical and Philosophical Foundations
Text: Chapters 3, 4 and 12
February 6, 2001
Topic: Historical Development of Contemporary American Education
Text: Chapters 5
February 13, 2001
Topic Public Education Governance:
Text: Chapter 6
February 20, 2001
Topic: Financing Public Education
Text: Chapter 7
February 27, 2001
Topic: Legal Aspects of Education
Text: Chapter 8
March 6, 2001
Topic: Social Foundations
Text: Chapters 9, 10 and 11
March 13, 2001
Topic: Social Foundations
Text: Chapters 9, 10 and 11
March 20, 2001
Topic: Standards for Teacher Competencies, Pedagogy and Content Areas
Text: Chapters 13 and 14
March 27, 2001
Topic: American and Global Educational Reform
Text: Chapters 15 and 16
April 3, 2001
Topic: American and Global Educational Reform
Text: Chapters 15 and 16
April 10, 2001
Topic: Own Philosophy
April 17, 2001
Topic: Final
Interstate New Teacher Assessment and
Support Consortium (INTASC) Principles
The ten INTASC principles are listed below. Specific standards for knowledges, dispositions, and performances accompany each principle, but space does not permit listing them below. For a complete copy of the INTASC standards, contact
Jean Miller, Director of INTASC, Suite 700, One Massachusetts Avenue NW, Washington DC 20001-1431.
Principle #1: The teacher understands the central concepts, tools of inquiry, and the structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
Principle #2: The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development.
Principle #3: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
Principle #4: The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.
Principle #5: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
Principal #6: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
Principle #7: The teacher plans instruction based upon knowledge of subject matter, the community, and curriculum goals.
Principle #8: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
Principle #9: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
Principle #10: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.
CALUMET COLLEGE OF SAINT JOSEPH
EDUCATION PROGRAM
EDUCATION PROGRAM MISSION, VISION, AND GOALS
Mission:
Respecting the diverse gifts and culture of each student, the Education Program of Calumet College of St. Joseph prepares quality teacher candidates for the 21st Century through a refining process, which ensures:
The Education Program helps to create a multicultural community characterized by diversity, integrity, compassion, and commitment.
Vision :
Rooted in the Catholic tradition, the Education Program of Calumet College of St. Joseph:
At Calumet College of St. Joseph we are committed to developing the natural abilities of our students, refining them into high quality professional educators.
Goals:
As educators of the 21st Century, teacher candidates who complete the Education Program at Calumet College of St. Joseph will be prepared to: