Calumet College of St. Joseph

SYLLABUS FOR substance abuse in educational settings

 

Term:  Fall, 2001-2002 (011) (Sept. 4 – Dec. 15)                                                     

Course Number: EDU 435x

Instructor:   Dr. Thomas Schneider 

Office:  N/A

Office Phone: 219-473-4294

E-mail:  schneiderthomasw@hotmail.com 

Home Phone: 219-322-9469 (H) 708-758-5252 (W) 219-680-6469 (Cell)

Office Hours: By Appointment

 

Instructor Background:

 

Dr. Schneider has been teaching as an adjunct professor at Calumet College of St. Joseph since January, 2001.  Dr. Schneider has his doctorate in Educational Administration from Northern Illinois University.  Dr. Schneider’s dissertation generated an article published in the Illinois Journal of School Business Management. During his doctorate program at Northern Illinois University, Dr. Schneider was awarded the Crowell Educational Scholarship recognizing outstanding graduate work in the field of education.  Dr. Schneider has taught across every grade level.  He has taught fifth grade, junior high school, and high school.  Additionally, he has coached football, wrestling and track while sponsoring several co-curricular activities.  For the past three years, Dr. Schneider has been the principal at Brookwood Junior High School in Glenwood, Illinois.

 

Course Time: ARRANGED

 

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.

 

Prerequisites: ED 300 ((Educational Psychology), PSY 100                 

 

Learning Outcomes/ Competencies:

 

Students in this course will:

 

+    Teacher candidates will study and understand students who use or at-risk to use  

         drugs and/or alcohol.

+    Teacher candidates will familiarize themselves with drug/alcohol policies of

          school districts/corporations.

            +    Teacher candidates will learn about substance abuse programs that are available to

                        help students with substance abuse problems.

+    Teacher candidates will become knowledgeable about drugs, alcohol and the

         negative effects on student learning and lives.

+    Teacher candidates will develop a plan to deal with the alcohol and drug problems             

         of students in the classroom.

 

 

Textbooks:

 

Levinthal, Charles, F. (1999).  Drugs, Behavior and Modern Society (2nd Edition). 

Boston, MA: Allyn and Bacon.

 

Learning Strategies:

 

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 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?

1.       Each student is required to make appropriate presentations (either with or without a partner) to the class on the content of a chapter of the textbook, design of substance abuse prevention program and substance abuse prevention program television/radio commercial.

2.       Review of one (1) educational article related to substance abuse prevention and/or intervention 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’s 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.

3.       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’s reaction to the site and how the information included in the site may be used in future practice.

4.       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.

5.       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.

6.       Class assignments and article reviews not included in the above.

7.       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.

 

 

 

 

 

 

 

 

Assessment:

 

Each student will be graded using the following percentages: (No student will receive a final grade until all assignments have been completed.)

 

50%        Weekly Text Reviews/Article/Internet Site Summary

15%        Mid-term Examination

15%        Final Examination

10%        Class Participation/Class Attendance/Punctuality/Written Communication skills

10%       Class presentation

 

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.

 

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.

 

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 interaction is 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 dependent upon attendance. See Below.]

 

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.

 

Class Policy on Electronic Devices: (Optional)(Cell phones, Beeper, Pagers…etc.)

 

Students may need to be contacted by those outside of class from time to time.  Students are welcome to take cell phone calls outside of the classroom.  However, should the use of electronic devises become habitual to the point of disrupting the regular class schedule, the student will be asked to turn-off such disruptive devices.

 

Course Outline:

 

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.

 

Class Dates:                                                                                                       Topics/Assignments:

 

      

        1                                      September 6, 2001                                             Course Introduction—Chapter 1

      

        2                                      September 13, 2001                                           Chapters 2 and 3

                                (Student Presentations begin)

 

        3                                      September 20, 2001                                           Chapter 4

     

        4                                      September 27, 2001                                           Chapter 5

 

        5                                      October 4, 2001                                                  Chapter 6

 

        6                                      October 11, 2001                                                                Chapters 7 and 8   

 

        7                                      October 18, 2001                                                                Mid-Term Exam

 

        8                                      October 25, 2001                                                                Chapters 9 and 10

                                                                                                                                (Educational Article Summary Due:

                                                                                                                Copies needed for class members)

 

        9                                      November 1, 2001                                             Chapters 11 and 12

 

       10                                    November 8, 2001                                              Chapters 13, and 14 

 

       11                                    November 15, 2001                                            Chapters 15 and 16

 

       12                                    November 22, 2001                                            Thanksgiving 

 

       13                                    November 29, 2001                                            Chapter 17

(Internet Site Summary Due:

                                                                                                                Copies needed for class members)

 

       14                                    December 6, 2001                                              Chapter 18

 

       15                                    December 13, 2001                                           Final Exam

 

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.

 

 

 

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).