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: 518

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.

Prerequisites: NONE

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 05, 2001 Introduction

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

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

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

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

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

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

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

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

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

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

trends.