Calumet College of St.
Joseph
SYLLABUS FOR TEACHING I:
EXPLORING THE EDUCATION PROFESSION
Term: Fall, 2001-2002
(01-1) (Sept. 4 – Dec. 15)
Course Number: EDU 100x
Instructor: Ms. Maria Dalhoumi
Office
Phone: 219-391-4100 x339
E-mail: mariadalecps.ec@mailcity.com
Education
Secretary: Janet L. Larson
Office
Hours: M & R 11:00 – 7:00pm
T, W, & F 8:30 – 4:30pm
Office
Phone: 219-473-4385
Instructor
Background:
Education:
60 hours of professional education
beyond course work, MAT from Northwest University, BA from Colorado College.
Position
Held: Director of Educational
Resources for the School City of East Chicago.
Interests:
Family activities, life long
learning, exercise, and a variety of musical interest.
Course
Time: Wednesdays 4:45 – 6:45p
Course
Description: This experiential course is designed to immerse
the student in a breadth of educational experiences required by educators for
the 21st Century. Students will meet as
a seminar four times during the semester.
The four seminars will focus on preparation, reflection, and
transformation of the student.
Learning
Outcomes/ Competencies:
Teacher candidates in this course will:
¨
Participate
in various instructional programs in the field.
¨
Tutor
K-12 students in language arts, mathematics, and/or other secondary subject
areas.
¨
Assess
initial student instructional levels.
¨
Use
learning style inventory to assess student learning preferences.
¨
Use
innovative teaching strategies in tutorial setting(s).
Textbooks:
None
Assessment:
Each
student will be graded using the following percentages:
Class/field
experience participation/collaboration/attendance/assignments 35% of grade
Reflective
journal entries 35%
of grade
Field
Summary Report 30%
of grade
Class
Policy for Assignments:
Each
teacher candidate must submit typed journal reflections for each of five
tutoring sessions and a final summary report.
Weekly reflection entries are due each Thursday following a tutorial
session. The final summary report is
due the last class session.
Each
participant must submit a typed Journal Reflection report on each and every
field experience. English usage,
grammar, spelling, and proofreading are requirements in addition to the
substance of your report. The due
date must appear on the front cover. Late assignments will be reduced by one
letter grade.
Grading
Scale:
A: 92-100 A-: 90-91 B+: 88-89 B: 82-87 B-:
80-81 C+: 78-79
C: 72-77
C-: 70-71 D+: 68-69
D: 62-67 D-: 60-61
F: 59 & below
Class
Policy on Attendance:
Students are expected to be present and on time for all classes. Hands-on experience and class interactions are invaluable – and cannot be “made-up” individually.
Class
attendance is mandatory. In case of any
emergency, an additional assignment will be made. It is the student’s responsibility to
contact the instructor for the make-up assignment. Tutoring attendance will be monitored. Teacher candidates must call the instructor if an emergency
arises and MUST reschedule
tutoring session as soon as possible.
Course
Outline:
Class
Dates: Topics/Assignments:
September
26, 2001 Assessment
Procedures
October
10, 2001 Sharing
tutor reflections
November 14, 2001 Final
wrap-up session (Final
Summary Reports Due 12/12/01)
Class
Participation:
Whether school experience is limited or extensive, full professional dedication is required. For those who work, it will be necessary to arrange your work schedule to participate in field experiences.
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.
Center
for Academic Excellence:
Tutoring
assistance is free to all students of Calumet College of St. Joseph. Call the
Center for Academic Excellence (CAE), to make an appointment at 473-4287. The
Center has experienced and well-trained tutors in most subject areas to help
students who are struggling in a course or who are doing well and would like to
do better. Regular weekly tutoring sessions are likely to improve your grade.
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. (Academic Planner 2001/2002 p.27)
Citation
Guidelines:
Calumet College
of St. Joseph adheres to citation guidelines as prescribed by the particular
discipline (i.e., MLA, APA, and 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).
Interstate New Teacher
Assessment and
Support Consortium (INTASC)
Principles
The ten INTASC
principles are listed below. Specific
standards for knowledge, 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
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
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.
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.