AUGSBURG COLLEGE EDUCATION DEPARTMENT SYLLABUS
EDC 200 C: ORIENTATION TO EDUCATION IN AN URBAN SETTING
FALL, 2003
Credits: 1.0
Prerequisites: English 111 or an approved substitute.
Instructor: Lynn Lindow Office: SVE 16
Office Phone: 330-1756 email: lindow@augsburg.edu
Office Hours: Tues. and Thurs. 11-1:15 or by appointment
Course Description: This course investigates various foundational aspects of teaching and learning combined with in-school experience. You will have an opportunity to investigate the teaching profession as you evaluate your interest and suitability for a career in teaching. To accomplish this goal, the course will present ideas from educational history, philosophy and psychology, models of teaching and learning, leadership and management theories, and current issues in education. The course will emphasize practical application of theoretical concepts. This course includes a portion of the graduation writing skill component for students who continue in elementary or secondary education. Because of the writing skill component, English 111 or an approved substitute is a prerequisite. This course is offered for both undergraduate and graduate credit. Graduate credit is available only to those admitted as graduate students.
Education Department Mission Statement: The Augsburg College Education Department commits itself to developing future educational leaders who foster student learning and well-being by being knowledgeable in content, being competent in pedagogy, being ethical in practice, building relationships, embracing diversity, reflecting critically, and collaborating effectively.
Mission Themes (MT) assessed in this course: Being Ethical in Practice, Reflecting Critically, Developing Educational Leader [graduate level]
Applicable Standards of Effective Practice:
Standard 5 - Learning Environments: A teacher must be able to use an understanding of individual and group motivation and behavior to create learning environments that encourage positive social interaction, active engagement in learning, and self-motivation.
Standard 6 - Communication: A teacher must be able to use knowledge of effective verbal, nonverbal and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. (MT-Developing Educational Leader)
Standard 9 - Reflection and Professional Development: A teacher must be a reflective practitioner who continually evaluates the effects of choices and actions on others, including students, parents, and other professionals in the learning community, and who actively seeks out opportunities for professional growth.
(MT-Reflecting Critically)
Standard 10 - Collaboration, Ethics, and Relationships: A teacher must be able to communicate and interact with parents or guardians, families, school colleagues, and the community to support student learning and well being. (MT-Being Ethical in Practice)
Course Objectives: Students in this course will:
Evaluate their interest/suitability for a teaching career. 9.B, E
Experience working in an urban school setting within the framework of service learning. 9.H; 10.A, B, C
Develop critical awareness of current events in the field of education. 5.H, I; 6.H
Gain an understanding of the career challenges in education. 9.I, K, L
Understand the historical foundation of public/private education. 9.A
Understand the authority structure and political implications for educational decision-making. 9.K; 10.A
Understand the social role schools play. 10.A
Develop/Enhance a respect for the pluralistic, multicultural urban environment, its people, and schools. 10.B.C
Recognize a variety of philosophies of education and begin to identify their own philosophy. 9.A
Access information resources in order to do research. 9.D, F, I., 6.D
Demonstrate competence in writing under several situations. 6.H, I
Become aware of ethical decision-making and law related to education in a K-12 setting. 9.K, 10.C, F, L
Become aware of the services available to students in the K-12 system. 10.J, K
Understand the role of reflection and self-assessment in the life long learning of teachers. 9.E
Understand the value of critical thinking and self-directed learning as a teacherÕs Òhabit of mind.Ó 9.F
Technology Requirements:
- Use the digital still camera to capture a set of images.
- Make a presentation with Power Point.
- Use the Internet to access resources for research paper.
Field Experience Requirement; This course requires a 20 hour service learning experience in a classroom in a Minneapolis or St. Paul public school, preferably at the level of the licensure being pursued.
Required Textbooks
Cooper and Ryan: Those Who Can Teach, 10th edition; Houghton-Mifflin, 2003
Additional articles may be assigned periodically. These will be distributed in class or put on reserve in the library.
Course Requirements -Assessment - Assignment Descriptions
Course Requirements Ð Assignments/Assessment
Attendance/Participation-this course requires your presence and active participation. You will receive a grade for attendance and participation. Participation includes being part of discussions, completing reading for class, and completing various small assignments that are not accounted for in the rest of this list, but are necessary to your and your classmatesÕ learning. The grade will be determined primarily by Òshowing upÓ but preparation for class will also factor into the final grade. 0-1 absence throughout the term and consistently well prepared=4.0, 2 absences and well prepared=3.5, 3 absences, etc=3.0, 4 absences=2.5, 5 absences=2.0 and so on. This is equal to 10% of the grade.
Service Learning Placement and Reflections: (MT-Reflecting Critically, Being Ethical in Practice Ð one of the reflections focuses on ethics). All students in EDU 200 will complete a 20-hour classroom based field placement in a Minneapolis or St. Paul public school. In addition to completing your required 20 hours, you must
á Turn in a volunteer log with date and brief description of activities for each site visit
á Turn in evaluation form completed and signed by your cooperating teacher at the end of your placement
á Complete service learning reflections, due as indicated in the course schedule.
Grades will be assigned as follows: 4.0 hours completed on time, materials in on time, satisfactory teacher evaluation; 3.0=Hours completed on time, materials in on time, evaluation shows occasional absences and/or limited effort at school site; 2.0=Hours completed on time, satisfactory evaluation turned in on time, log missing; 1.0=Hours completed on time, log turned in on time.\, evaluation missing or unsatisfactory evaluation; 0.0=Materials not in, hours not complete. (15% of grade).
Research Paper-All students must complete a research paper that involves library based research and is written in the style of a formal research paper. An APA style manual will be a useful tool to have for this assignment. All students are encouraged to meet the deadlines outlined in the schedule, attend the sessions where peer review is provided, consult with me when problems arise, and make use of the Writing Lab at any point in the researching and writing of this paper.
Papers will be written around your choice of a social problem that affects todayÕs students or of a current educational issue. The first few chapters of the textbook as well as attention to current events related to education will provide many possibilities for topics.
Questions will guide your research. If you research a social problem you will want to find answers for question such as the following: What is the problem? Who does it affect? How extensive is its impact? How does it affect students in general and in terms of school? Why is this problem an important one for teachers to understand? What responsibilities do teachers have in relation to students facing this problem? How can teachers help? How can the community help?
If you research a current educational issue, you will want to find answers for questions such as the following: What is the issue? What is the history of the issue? What is the controversy regarding the issue? What are the positions on this issue? How does this issue impact students and schools? What is your response to or stance on this issue and why?
Papers should be 8-10 pages in length. They will be evaluated on completeness, clarity, organization, and depth of analysis. They must be word processed and mechanically accurate will all sources cited appropriately preferably in APA style. Plagiarism occurs when you use someone elseÕs ideas and/or words and fail to give them credit. This is an infraction of the Augsburg academic honesty policy and bears the consequences associated with that. When in doubt, cite and cite right. The Writing Lab and your style manual will be of great help in the area. (25% if final grade)
Directed Journal- Reflection is essential to learning. Keep a journal in which you reflect on assigned readings. Occasionally we will use your journal responses as a part of class. Responses should generally run between 1-2 pages, word processed. 8 journal entries are assigned throughout the term. They appear in you schedule and are labeled as journal 1,etc. Each entry will receive from 1-4 points based on quality Points will be totaled and an assignment grade determined on the basis of final points. (15% of the final grade)
Quizzes- You will take five quizzes on the content of the assigned text chapters. These will be a combination of multiple choice, true-false, short answer, and longer answer essay tests. They will require careful reading of the assigned chapters. (15% of the final grade)
Professional Meeting-Attend a k-12 education related meeting that you would not normally attend. Complete a 2 page description of and reflection on the meeting. In you paper describe the details of the meeting (what, where, when, for what purpose, with whom, etc.) and evaluate its effectiveness. Did the meeting accomplish its purpose? Was participation wide spread, active and positive? Did the meeting end with people knowing what decisions had been made and who would carry them out? Did people leave the meeting feeling good about what they had done and how the decisions were made? (5% of the final grade)
Portfolio-This class incorporates as purposes, or goals, several standards and sub-parts of the Minnesota Standards of Effective Practice. These are standards you must achieve to be licensed in the state of Minnesota and AugsburgÕs licensure program is organized around these standards. Please review the course objectives and identify five of them in which you experienced significant learning this term. In your portfolio, include for each objective:
- Objective as shown in syllabus
- Summary of what you learned related to objective
- Description of how you learned/accomplished the objective
- Reflection on why this is important for you to know as a new teacher and what you still want/need to learn about this objective
If over the term you have determined that you are not going to pursue a teaching license, complete this assignment from the perspective of a current or future parent or concerned community member. Preface your portfolio with a brief explanation of you perspective (10% of final grade)
Technology Skills/Knowledge/Dispositions: Teachers in today and tomorrowÕs schools must be comfortable with using technology in the classroom. Please represent yourself regarding technology. Ways you might do this: summary of your experiences with technology, a personal technology timeline or autobiography, an essay on the promise and peril of technology in the classroom, an annotated bibliography of online places of importance to you. Maximum of two typed pages. (5% of final grade).
Assessment Summary:
Assessment Tool Activities/Documents Program Standards
Journal Journal Feedback, Structured Questions 9.A, E, F, I, K, L; 10.A, J, K
Research Paper Process Research Paper, Peer Review 5.H, I; 6.D, H, I; 9.D, F, I
Individual Presentation and Feedback 10.J, K
Service Learning Journal, Log, Teacher Evaluation 5.A; 9.E, F, G, H; 10.A, B, C
Reflection Papers, Group sharing
Portfolio Examples of demonstrated learning 9.B, E, F
And reflections
Professional Meeting Attend Meeting - 1-2 page reaction 10A
Tech. Paper Tech. Survey and personal response 6
Grading Procedure:
You are taking this course because you want to be engaged in learning and teaching. Hopefully we will develop a "community of learners" consisting of active, committed inquisitive people. A point value will be assigned to all assignments and to attendance to assist you in tracking your progress.
Your grade will be determined on a percentage of possible points. Those students who earn 95% or more will receive a 4.0 for the course. Similarly: 90-94% = 3.5, 85-89% = 3.0, 80-84% =2.5, 75-79% = 2.0, 70-74% =1.5, 65-69% = 1.0, 60-64% = .5, 0-59% = 0.0. Rubrics and score sheets will be used for assessment. You will also self evaluate. When possible and appropriate, evaluation criteria will be shared before work is due. Strive to do quality work.
Total points Undergraduate = 330 Graduate = 405
Bibliography:
Berliner, David The Manufactured Crisis
Coles, Robert The Call of Stories
Dorris, Michael Broken Cord
Duckworth, Eleanor The Having of Wonderful Ideas
Danielson, Charlotte Enhancing Professional Practice
Gardner, Howard Frames of Mind
Kohn, Alphie The Schools Our Children Deserve
Kotlowitz, Alex There are no Children Here
Kozol, Jonathan Savage Inequalities
Amazing Grace
Ordinary Resurrections
Rachel and Her Children
Postman, Neil The End of Education
Paley, Vivian White Teacher
Palmer, Parker The Courage to Teach
Rose, Michael Possible Lives
Stevens, Robert Teaching in American Schools
Policies:
Attendance: Attendance is expected at all class sessions. Avoidable absences cannot be made up and will not receive attendance points. This may impact the final course grade.
Academic Honesty: The Augsburg College honesty policy applies to this course. Special attention should be paid to the section on plagiarism when working on the research paper assignment.
Late Work: Points will be deducted for late work. It is always better to hand in work than not, but expect that lateness will have an impact on your grade.
Special Needs: Students with diagnosed learning disabilities or physical handicaps may have legal rights to course modifications. Let me know so I can assist you with your course progress. All students have the right to use the College Counseling and tutoring services, as well as to receive assistance from the Writing Lab.
Education Department Admission: Undergraduate and graduate students intending to pursue a teaching major/license must apply for admission to the Education Department. It is important to file for admission early in your program.
Students may not enroll in Education Department courses numbered 300 or higher until they have taken the PPST exam and have been admitted to the Education Department. Please register for and take the PPST exam as soon as possible.
Technology Expectations
As an education department, we expect these entry-level technology skills from our pre-service teachers:
- Read and answer e-mail regularly and in a timely fashion, using your Augsburg College email address.
- When required, attach documents to email.
- Make active use of online course resources (e.g., Blackboard).
- Access and use online file space (e.g., AugNet/Netware space).
- Use word processing for assignments. Require that they be done in Microsoft Word and that they are run through Spell Check.
- Have the ability to access and navigate the Internet.
Students who do not possess these skills should contact personnel in the student computing lab in Lindell Library for help in developing these skills. Students will receive training in Augsburg specific software such as Blackboard and AugNet in college orientation programs and/or in beginning coursework. Augsburg computer labs all have Microsoft Word for those students who do not have access to this software elsewhere.
COURSE SCHEDULE
DATE TOPICS ASSIGNMENTS
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9/4 Introduction Current issues in Education
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9/9 What Is a School & What is it for? Chapter 1
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9/11 What is school?
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9/16 Who are TodayÕs Students? Chapter 2
Journal 1-p.31-32; Question 1, 3, 05
Service Learning Placement and p.67-68. Question 1,2,or 4
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9/18 What Social Problems and Tensions Exist? Chapter 3
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9/23 Social Problems and TensionsÉ(cont.)
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9/25 What is taught? Chapter 4
Journal 2-p.105. Select three terms. Define what each one means in terms of your life experiences.
And p.140. Question 3,4,or 5
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9/30 What is taught?
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10/2 What makes a Teacher Effective? Chapter 5
Service Learning Journal 1
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10/7 What resources are available for your research?
Research topic due
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10/9 What are the ethical and Legal Issues? Chapter 7
Journal 3-p.174. Question 1, 3, or 5
Due: Research paper resource list. Minimum 8 library and internet resources. Report in correct APA bibliographic form. After each resource indicate potential usefulness to your paper and trustworthiness.(worth up to 5 points toward your research paper grade.)
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10/14 What are the ethical and legal issues? (cont.)
Journal 4-Describe the school, classroom teacher, and students where you are doing your service learning. Relate your description to the chapters you have read and/or to our class discussions.
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10/16 What are the Philosophical Foundations? Chapter 8
Quiz-Chapters 7
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10/21 Philosophical Foundations (cont.) Service Learning Journal 2 Quiz Ð chapter 8
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10/23 What is the History of Education? Chapter 9
History timeline assignment.
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10/28 What is the history of education?
Due: Rough draft one-research paper. Bring and participate in peer response.
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10/30 History Continued Quiz Ð chapter 9
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11/4 How are Schools governed? Chapter 10
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11/6 No Class S-L Offset
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11/11 How are Schools governed? Quiz Chapter 10
Due: Rough draft two-research paper. Bring and participate in a second round of peer response and editing.
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11/13 No Class S-L offset
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11/18 School Reform Chapter 11
Service Learning Journal 3
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11/20 No Class S-L Offset
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11/25 What are your job options? Chapter 12
Journal 5-p. 418 Define two terms and answer question 1
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11/27 No Class Thanksgiving
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12/2 What can you expect? Chapter 13
Due: Research Paper plus all notes and rough drafts. Bring to my office before 4 pm.
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12/9 What is a Professional? Chapter 14
Journal 6-p.483, Question 1,2, or 4
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12/11 Why Teach? Chapter 15 Service Learning Journal 4
Due: Professional k-12 education related meeting report.
Due: service learning log and evaluation forms.
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Final-Dec. 16@10:15 During our finals time you will bring and present your portfolio to a small group of classmates. All people are expected to attend. You will hand in your portfolio at the end of the session.