Calumet College of St. Joseph

SYLLABUS FOR substance abuse in educational settings

 

 

Term: Summer (00-3) June 4, 2001-July 21, 2001

Course Number:   EDU435x

Instructor: Thomas W. Schneider

Office:  N/A

Office Phone:  N/A

Work Phone: 708-758-5252

Fax: 708-758-3954

Home Phone: 219-322-9469

Cell Phone: 219-680-6469

E-mail:  Schneiderthomasw@hotmail.com 

Ed. Office: Room 500B 

      219 473- 4385

 

Office Hours:  Arranged

 

Course Time: M W 7:00-10:00p

 

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:

 This class focuses on the drug and alcohol problems of students. It explores ways to communicate with students about at-risk situations, consequences of substance abuse, and preventative strategies.

Course Goal:

As a result of this course, students will be prepared to act as professional

educators in their use and understanding of formal and informal assessment

strategies utilized in the classroom and school setting.

Prerequisites: 

ED 300, Educational Psychology, or PSY 100

 

 

 

 

 

 

Textbooks:

Levinthal, Charles, F. (1999). Drugs, Behavior and Modern Society (2nd Edition). Boston, Ma: Allyn and Bacon

 

Learning Outcomes:

Students in this course will:

F     Teacher candidates will study and understand students who use or at-risk to use drugs and/or alcohol.

F     Teacher candidates will familiarize themselves with drug/alcohol policies of school districts/cooperation’s.

F     Teacher candidates will learn about substance abuse programs that are available to help students with substance abuse problems.

F     Teacher candidates will become knowledgeable about drugs, alcohol and the negative effects on student learning and lives.

F     Teacher candidates will develop a plan to deal with the alcohol and the alcohol and drug problems of students in the classroom.

Assessment:

Each student will be graded using the following percentages:

 

50% Weekly text reviews/article summary

15% Mid-term

10% Class participation/ Class attendance/Punctuality/Written communication skills

10% Class presentation on chapter

 

Grading Scale:

A: 90 – 100%    B:  80 – 89%   C:  70 – 79%   D: 60 – 69%

 

 

 

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. Should a student have to miss a class, due to an emergency, the assignments due on that date will not be accepted unless previous contact with the instructor has been made. Attendance will impact student grades. [Note: Class participation grades are dependant upon attendance. See Below]

 

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:

 

 

1. Reading assignments: are listed in the timeline section of this syllabus.

  As minimum preparation for class discussion and participation, students

should read the chapters to be examined on that day.

2. Two-page Summary and Review of Chapters: Due for each class, students are

to prepare a summary/review of the of the chapters covered.  The length of

the assignment and length does not change no matter the number of chapters

covered.  The summary should be typewritten and double-spaced. These

summaries will be used in class discussion and then collected.  The format

is as follows:

· The first page is a summary of the key concepts of the chapter.

· In this summary, the student should make a special effort to identify

those concepts, which are most important. The student should offer a

rationale as to why these concepts were the most critical in the chapter.

· The second page of the summary is the students reflection as to:

· How and why the key concepts will effect the students teaching practice?

· -OR- What parts of this chapter will be used in the students teaching

practice and why?

3. Each student is required to make an appropriate presentation (either with

or without a partner) to the class on the content of a chapter of the

textbook (or the entire supplemental book).  Student presenters should

assume that the entire class has read the assigned material.  Reading from

the text and/or a recitation of major ideas is therefore, unnecessary and

inappropriate; in short, presenters should not lecture.

· As future educators, students should consider this an opportunity to try

creative (and fun?) ways to engage the class in processing the ideas and

skills in the chosen materials.  This can include leading discussions,

directing role playing, making a multimedia presentation, providing

supplemental material, and so on.  Assigning homework before and after a

presentation is also appropriate.  This can be a part of the evaluation

component of the presentation (see below).

· This exercise is to give each student practice in (a) selecting CONTENT to

be learned, (b) setting appropriate OBJECTIVES to reach higher level

cognitive skills (e.g. Bloom? taxonomy), (c) planning appropriate PEDAGOGY

to engage other students in the learning process, (d) IMPLEMENTING those

strategies, and (e) EVALUATING the degree to which the learning objectives

have been achieved.

· Students will be assessed as follows:

· 20% Selecting appropriate material and demonstrating an understanding of

the materials (CONTENT)

· 20% Providing an appropriate written lesson plan to each student prior to

the presentation (OBJECTIVES)

· 15% Using appropriate strategies to facilitate an effective learning

environment (PEDAGOGY AND IMPLEMENTATION)

· 15% Adequately covering most or all of the chosen material (as opposed to

targeting one topic) (CURRICULUM)

· 10% Using supplemental materials and resources (CURRICULUM)

· 20% Providing evidence that the learning has occurred and defending your

measurement and evaluation technique for reliability and validity.

(MEASUREMENT AND EVALUATION) (See Below)

· PRESENTATIONS SHOULD BE BETWEEN 30-40 MINUTES IN LENGTH.  Those students

sharing a chapter with another student will have to confer as to which

section of the chapter each will cover.

4. As a part of the classroom presentation, each student (or group) will

develop an assessment instrument.

· Pre-evaluation: This should be accompanied by a detailed explanation of

the assessment (at least one-page in length). To be provided to the

instructor at the time of the presentation.

· After the chapter presentation, students in class will participate in the

evaluation.

· Once the class has participated in the evaluation, students will have the

opportunity to offer reflections on the evaluation instrument.

· The quality of these comments will be based upon criteria which are

necessary to make an evaluation instrument valuable as presented and

supported by the student.

· Post-evaluation: The following class, the test-maker will collect data on

the evaluation. This evaluation should be between 2-5 pages in length.  This

data may possibly include:

· Item analysis (number correct/incorrect/distracters selected),

· Raw scores for the entire group taking the test,

· A detailed rationale for the instrument? design and construction,

providing a summary of the effective ness of the instrument and sharing of

personal reactions regarding the presentation, measurement and evaluation

process.

· The assessment instrument and evaluation of that instrument will be based

upon:

· 50% Demonstration of sound educational theory and applied knowledge of

current measurement and evaluation issues, (i.e. what are the criteria

necessary to make an evaluation instrument valuable as presented and

supported by the student.)

· 40% Integration of educational theory in the design and implementation of

the actual assessment instrument,

· 10% The ability to clearly communicate in written form the above.

5. Review of one (1) Internet site related to measurement and evaluation

including a two-page summary.  This summary should include the following:

· No more than a one page summary of the contents of the site, as well as

address and sponsorship of the site.

· A discussion of the student? reaction to the site and how the information

included in the site may be used in future practice.

 

6. Review of one (1) educational article related to measurement and

evaluation including a two-page summary.  This summary should include the

following:

· No more than a one page summary of the contents of the article,

· A discussion of the student? reaction to the article and how the

information included in the article may be used in future practice.

· Students should bring a copy of this article to share with the members of

the class.

7. A mid-term examination to cover (a) assigned readings in the textbook,

(b) supplemental readings provided in class, and (c) additional information

presented by students, faculty or guests.

8. A final examination to cover (a) assigned readings in the textbook, (b)

supplemental readings provided in class, and (c) additional information

presented by students, faculty or guests.

9. Worksheets and article reviews not included in the above.

10. Class participation.  This can be difficult to assess.  It will be

assumed, therefore, that if a student is in attendance for the entire period

and engaged in the discussion, that they are participating.

 

Tentative Timeline

Class Meeting                                    Date                            Assignment

            1                                        June 4, 2001          Course Introduction-Chapter 1

           

2                                         June 6, 2001         Chapters 2&3

                                                                        ( Student Presentations begin)  

                                   

3                                         June 11, 2001       Chapter 4

 

4                                         June 13, 2001        Chapter 5

 

5                                         June 18, 2001        Chapter 6

 

6                                         June 20, 2001        Chapters 7 & 8

 

7                                          June 25, 2001        Mid-Term

 

8                                          July 2, 2001          Chapters 9 & 10

                                                                           (Educational Article Summary due:

                                                                           Copies needed for class members)

 

9                                          July 9, 2001           Chapters 11, 12 & 13

 

10                                        July 11, 2001          Chapters 14, 15 & 16

 

11                                         July 16, 2001          Chapters 17 & 18

 

12                                         July 18, 2001           Final Exam

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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:

·         professional preparation

·         continuous reflection

·         ongoing transformation

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:

·         values the dignity and worth of each student,

·         shapes attitudes and values,

·         strives for social justice,

·         instills a sensitivity for the poor and the powerless,

·         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.

 

Goals:

            As educators of the 21st Century, teacher candidates who complete the Education Program at Calumet College of St. Joseph will be prepared to:

1.    Demonstrate competency in core knowledge and skills essential to the various disciplines: English, mathematics, theology, philosophy, humanities, sciences, social sciences, and the fine arts.

2.    Demonstrate competency as skilled, reflective teaching professionals, cognizant of their role in transforming self, students, and community.

3.    Demonstrate knowledge of current standards (INTASC, NCTM, etc.) theories and theorists that establish the framework for educational methodology and pedagogy for a diverse student population.

4.    Develop a deep respect for the values inherent in various religions, educational, and cultural traditions.

5.    Develop a commitment to life-long spiritual and professional growth with an understanding of one’s own system of values and ethics.

6.    Develop personal responsibility to transform society for the common good based on values and principles that insure social justice.

7.    Demonstrate integration of reflection, analysis, evaluation, synthesis, and communication skills in problem solving situations.

8.    Collaborate with community resources and services to provide quality educational experiences and opportunities to meet the future needs of all students.

9.    Incorporate the best media and technology in planning, organizing, and assessing student needs.

10.   Demonstrate professional skills and educational leadership to address evolving educational trends.