Augsburg University Education Department Mission Statement:

Course Objectives and Orientation:

Required Texts:

• Sullo, R. A. (2007). Activating the desire to learn. Alexandria, Va: Association for Supervision and Curriculum Development.
• Perricone, J. (2005). Zen and the art of public school teaching. Baltimore, MD: PublishAmerica.
• On line instructions relating to the Educational Philosophy Paper and the Licensure Portfolio are also required reading for this course. The portfolio and paper will be evaluated based on the standards and formats described in these documents.
• Additional reserve readings are required for those enrolled in EDC 580. These are available on the course moodle site (see listing below).
• Other readings may be required. Resources will be available online, in Lindell Library or through inter-library loan.
  

Choose one of the following books (This list was generated primarily with your classmates' input from previous semesters. If you have other suggestions, please let me know.):

• Benson, P. (2008). Sparks: How parents can ignite the hidden strengths of teenagers. New York: Jossey-Bass.
• Berliner, D., Glass, G. and Associates (2014). 50 myths and lies that threaten America's public schools: The real crisis in education. New York: Teachers College Press.
• Brick, M. (2012). Saving the school: The true story of a principal, a teacher, a coach, a bunch of kids and a year in the crosshairs of education reform. New York: Penguin Press HC.
• Caplan, B. (2018). The case against education. Princeton, NJ: Princeton University Press.
  
• Cody, A. (2014). The educator and the oligarch: A teacher challenges The Gates Foundation. New York: Garn Press.
  
• Comer, J. (2009).  What I learned in school: Reflections on race, child development, and school reform. Hoboken, NJ: Jossey-Bass.
• Darder, A. (1991). Culture and power in the classroom: Foundations for the schooling of bicultural students. New York: Bergin & Garvey.
  
• Davidson, C. (2011). Now you see it: How the brain science of attention will transform the way we live, work, and learn. New York: Viking Press.
• Davidson, C. and Goldberg, D. (2010). The future of thinking: Learning institutions in a digital age. Cambridge, MA: MIT Press. (This book is available in a free digital edition on the MIT Press website and at Project Muse.)
• Dweck, C. (2007). Mindset: The new psychology of success. Ballantine Books: New York.
  
• Eklund, N. (2008). How was your day at school?: Improving dialogue about teacher job satisfaction. Minneapolis, MN: Search Institute.
• Gallagher, C. (2007). Reclaiming assessment: A better alternative to the accountability agenda. Portsmouth, NH: Heinemann.
• Glasser, W. (2010, revised edition). The quality school. New York: Perennial Library.
  
• Godin, S. (2012). Stop stealing dreams (What is school for?). Irvington, NY: Do You Zoom, Inc. (This book is available in a free PDF edition at this website.)
• Kohl, H. (1989). Growing minds: On becoming a teacher. New York: William Morrow.
  
• Kohl, H. (2003). Stupidity and tears: Teaching and learning in troubled times. New York: The New Press.
• Kohn, A. (1999). The schools our children deserve: Moving beyond traditional classrooms and "tougher standards." Boston, MA: Houghton Mifflin Co.
• Kolderie, T. (2014). The split screen strategy: Innovation + improvement. St. Paul, MN: Center for Policy Studies. (This book is available in a free digital edition on the Center for Policy Studies website.)
• Mathews, J. (2009). Work hard. Be nice. New York: Algonquin Books.
  
• Nathan, L. (2009). The hardest questions aren't on the test: Lessons from an innovative urban school. Boston, MA: Beacon.
• Nichols, S. & Berliner, D. (2007). Collateral damage: How high-stakes testing corrupts America's schools. Cambridge, MA: Harvard Education Press.
  
• Ravich, D. (2010). The death and life of the great American school system: How testing and choice are undermining education. New York: Basic Books.
• Rhee, M. (2013). Radical: Fighting to put students first. New York: Harper.
  
• Rose, M. (2009). Why school?: Reclaiming education for all of us. New York: The New Press.
• Tough, P. (2008). Whatever it takes: Geoffrey Canada's quest to change Harlem and America. Boston: Houghton Mifflin Co.
• Vollmer, J. (2010). Schools cannot do it alone. Fairfield, IA: Enlightenment Press.
  

Attendance Policy:

Due to the condensed nature of this course, regular class attendance is expected. If you must miss a class meeting due to an emergency or other unforeseen circumstances, please speak with the instructor, preferably ahead of time if possible. Students may, with the permission of the instructor, make-up unavoidable absences (e.g., illness or family emergency) by engaging in equivalent learning activities which they must document for the instructor. University policy permits only one absence in a reduced-contact format course (live or recorded) in order to receive academic credit for the course. Other avoidable absences may not be made-up.

Whatever documentation you propose to make up an excess absence, it should be prepared in such a way as to highlight your careful understanding, reflection, analysis, and evaluation of the concepts discussed in the class, not simply copying what was said or shared in class. Don't summarize...analyze.

Honesty Policy:

The Augsburg University policies on academic honesty apply to this course. Unless otherwise stated, the assignments you hand-in are assumed to be your own individual work. Please refer to the Augsburg Student Guide's section on Academic Honesty Policies for details.

Grading Procedure:

There are a total of 100 points available in this course. There are several components to your grade for this course:

1. Course Readings: You have a choice regarding how you will document your learning from Sullo's Activating the Desire to Learn, Perricone's Zen and the Art of Public School Teaching and one other book you chose to read in this class. You can either (a) prepare edited notes based on what you learn during your reading of the item(s), or (b) complete a take-home essay examination. In either case, you will be able to earn up to 30 points for these activities. Three items are handed in: one each for Sullo, Perricone, and the third book which you chose from the list above. There are no written reflections or exams for the pre-course readings. The notes or essay will be due at the beginning of class on the dates indicated below in the course schedule. Your notes or quiz should discuss the entire book.
   
   
   1. Essay/Learning Notes: This involves either preparing typed and edited notes reviewing the concepts and skills covered in the course reading(s) or writing a brief essay about the item(s) read. The notes or essay should be written in such a way as to highlight your careful understanding, reflection, synthesis, analysis, and evaluation of the concepts discussed in the texts, not simply repeating what the book says. Don't summarize...analyze. As with any written assignment, the notes or essay should display college-level writing skills (full sentences, good grammar, etc.). An excellent strategy for reading and preparing your notes is the SQW3R strategy. Click here to learn more. Click here to view a checklist to review before handing in your notes or essay to make sure you've done them correctly.
      

   2. Essay Exam: Essay examinations covering all of the major concepts from 1) Sullo (10 points) and 2) Perricone (10 points) are available. No exam is available for the choice book. Each of your responses should be approximately 300-500 words each (about one single-spaced page, but remember, quality is more important than quantity). Your responses should be written in such a way as to highlight your careful understanding, reflection, synthesis, analysis, and evaluation of the concepts discussed in the texts, not simply repeating what the book says. Don't summarize...analyze. The exams are due at the beginning of class on the dates indicated in the course schedule, so please advise the instructor ahead of time that you want to take the exam.
      

2. Pre-Licensure Portfolio: A summative evaluation portfolio, documenting what you have learned in the Augsburg Education Licensure Program, will be developed in this course (this will be discussed further in class). You will self-evaluate the portfolio using this rubric. It is important that you send a working Internet address for your eFolio to the instructor on or before the due date (listed below), otherwise you cannot receive credit for this assignment. Make sure to set your eFolio to "Public." The portfolio is worth up to 30 points,
   
   
3. Educational Philosophy Paper (eFolio Assignment*): A 10-14 page documented statement of your educational philosophy and practice that you will self-evaluate using this rubric, worth 30 points. This translates to a word count of between 3,500-5,500 words (using 12-point Arial font, double spaced). This refers to the body of the paper only. It would not include the title page, abstract, or references, and
   
   
4. Task Management and Participation: If you successfully demonstrate professional-level task management and participate in all class meetings in an informed and enthusiastic manner, you will receive up to ten points, otherwise fewer or no points. Class participation points can be earned only when a student attends class regularly, on-time, and stays engaged throughout the class session. Students may, with the permission of the instructor, make-up unavoidable absences (e.g., illness or family emergency) by engaging in equivalent learning activities which the student must design and document for the instructor. Other avoidable absences may not be made-up.

5. Graduate-level Reading Assignment: The following book chapters/selections are found on course moodle site. They are a required part of the course readings for graduate students (see above). The due date is listed in the course schedule (below).
   

   • Callahan, R. (1964). Education and the cult of efficiency. Chicago: University Of Chicago Press, pp. vii-18, 126-147; 
   • Jordan, W. (1995). Crossfire education. Lanham, MD: University Press of America, pp. 3-109; and
   • Postman, N. (1996). The end of education. New York: Knopf, pp. 3-87.
     
     
6. Graduate Level Writing Assignment (eFolio Assignment*): After reading these three selections, write a 2,000 word essay/response to the following questions. Please cite and refer to the authors' ideas in your response. This assignment is graded P/N. Graduate students must pass the graduate assignment in order to receive graduate credit for this course. The due date is listed in the course schedule (below).
   
   Essay Questions for Graduate Level Writing Assignment: What is the "factory model" of schools and how does this over-riding metaphor/mythology shape our thinking about American schools? Why is the metaphor we choose important? What alternatives do these authors suggest are available for shaping our basic metaphor for schools and schooling?

Electronic Document Submission:

EDC 490/580 Grade Tally Worksheet:

• Use this online GoogleSheets worksheet to record your scores during the semester. Details will be discussed at the first class meeting.

Late Work Policy:

Course assignments must be handed-in on time. On time means the assignment is handed-in (i.e., shared digitally) by the beginning of the class meeting indicated on the course calendar--not later that day. Late assignments cannot be re-done. Any other arrangements must be negotiated with the instructor before the due date/time.

Academic Alerts:

Augsburg University makes student success a priority. As a result, this course is participating in the Academic Alert initiative. As the instructor of this course, I may choose to refer you to your faculty adviser or other campus resources via the Academic Alert process if it is apparent that you are struggling with issues such as attendance, class participation/preparedness, and/or assignment/test preparation.

Academic Alert messages are sent via e-mail to your Augsburg e-mail address.  Additionally, alert messages are copied to your faculty adviser and other campus resources.  Your adviser may choose to contact you to discuss ways to improve your performance in these areas. You may also be contacted by campus resources regarding your situation. Referrals and departmental outreach are designed to maximize your chances of academic success at Augsburg, not as a punishment.     

Disability Accommodations and Accessibility and Other Student Rights:

Students with disabilities who believe that they may need accommodations in this class are encouraged to contact the CLASS Office at 612-330-1053 or stop by the Gage Center welcome desk on the link level of the Lindell Library as soon as possible to better ensure that such accommodations are implemented in a timely manner. All students have the right to use the Augsburg University Counseling Center and Student Development staff services, as well as to receive tutoring assistance from the Writing Lab. This class affirms individuals of all gender identities and gender expressions. Students are expected to show respect to others, including referring to others using their preferred names and pronouns. 

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Pre-Course Schedule (this schedule may change due to media availability and other considerations):

Date	Topic(s)	Reading Assignment (due by class time)
Session 0: Online No later than 10:00am on Weds, July 10	Pre-Course Activities Complete no later than 10:00 am on Weds. July 10 Pre-course reading: Doyle, A (2019). Interview Question: What Is Your Teaching Philosophy? Pre-course assignments: We will begin the first class by reviewing and analyzing your reflections regarding your educational philosophy. Please contact the instructor if you have any questions or need help. Read the posted article (above) and then respond to the questions posted to the What is Your Teaching Philosophy? course discussion forum (on moodle, minimum forum response = approximately 200-500 words per question*)  Read the course syllabus and review the course Moodle site A brief quiz on the syllabus and Moodle site will be administered at the first class meeting * A reminder (from the Course Procedures page on our Moodle site): In general, posts in this course should usually be about 200 - 500 words per question in length (3-5 solid paragraphs), though additional expectations may be described in each forum. Your responses to others, if you choose to provide them (they are not required in this course unless specified in the forum), may be shorter (think 1-2 solid paragraphs) but should include new ideas that add to the discussion, not just, "Bob, I like your ideas."	Doyle, 2019 (online link in syllabus and on course Moodle site)
Session One - July 11	Challenging Expectations Notes: A copy of the videos shown in this course are available on the Moodle site, on YouTube, in my AugNet Public Folder or are linked to the Miscellaneous Course Handouts page on our course website. Presentation notes, the course schedule, and many links to videos are also posted on the course Moodle site.
	Clarifying Important Aspects of My Philosophy: Motivation, Mental Models, and Why Study Philosophy? Activities and Resources: Begin reading Sullo book	Sullo, pp. 1-70 (pagination based on 2007 Ed. - your edition may vary
Online Modules: Philosophy Paper  Research Resources (Dates: ongoing)	I. Library Research –  Refining Your Paper Topic and Supporting Your Arguments: You should review several brief online videos from the Augsburg library called "Library Research Tutorials" that discuss the databases to which we have access at Augsburg and key elements of writing a successful scholarly paper. Links to these videos are found on our course Moodle. Then each student should strongly consider making an appointment with one of the Augsburg reference librarians to assist you in searching for literature that is relevant to your philosophy paper. These meetings may be face-to-face or digitally-mediated via FaceTime, Zoom, Skype, or another supported video service. II. APA Format  –  Formatting Your Scholarly Paper If you are unfamiliar with or need a refresher on APA format (APA format is the standard scholarly format for scholarly papers in the social and behavioral sciences), you may want to engage in the APA Style Review activity. The link to this self-enrolled and self-paced Moodle course is on our Moodle site. If you can pass the quiz at the end of the course, you will earn a badge, but even if you aren't able to reach that level, this online course offers a thorough review of APA format and where to find more help. You will also find APA format assistance on our course website at this link.
Session Two -  July 18	Developmental Writing Activities, APA Format Review, Preparation for First Draft/Outline of Philosophy Paper Activities and Resources: Finish reading Sullo book Sullo Exam or Notes Due by class time (notes or quiz should discuss the entire book). Checklist to review before handing in your notes or essay to make sure you've done them correctly	Sullo, pp. 71-157 (pagination based on 2007 Ed. - your edition may vary)
Session Three -  July 25	The Role of Teachers and Important Issues Impacting Teachers (testing, the factory model, et al.) Activities and Resources: Philosophy paper draft/outline due before class--post on Google Drive Your draft/outline should include text outlining the main themes and structure of your paper and bibliographic sources for all ideas that are not your own. Full citations and complete APA formatting are not required at this time. See resource below for assistance in preparing an effective outline. Here's an example paper draft from a classmate in a previous term. Make sure the instructor is permitted to share the document by changing the permissions of the document and adding the instructor as an editor. The document should be in GoogleDocs format (not MS Word format). You can tell it's in Google format if the icon looks like this: , not a W. Please note that the proper format for naming the file should include both your name and the name of the specific document or assignment. For example, "Ima Auggie - Educational Philosophy Paper." (Since this is a shared document, not an attachment, there's no need to change the name as you develop the paper.) Mid-term Student Questionnaire Activity (Please complete and bring to class. This is a non-confidential optional informal mid-course check-in.) Optional recommended reading (not required but recommended for some additional background):  A writer's best friend? An outline This StarTribune column breaks down the process of preparing an outline into several easy-to-follow steps. Use it to prepare the first draft/outline of your paper.
Session Four - August 1	The Role of the Community: Asset Building and K-12 Education, How Actually Does Behaviorism Work? Brief Introduction to ePortfolio Activities and Resources: Read Perricone book Perricone Exam or Notes Due by class time (notes or quiz should discuss the entire book). Checklist to review before handing in your notes or essay to make sure you've done them correctly Optional recommended readings: (not required but recommended for some additional background and depth on the issues facing schools and schooling in the United States):  29 Ways American Schools Fail Students. Link to Search Institute article, "Relationships First: Creating Connections That Help Young People Thrive." (Several more resources on teacher-student-community relationships and teaching are linked to the Moodle module for this week.)	Perricone, Intro. - p. 87 (entire book)
	The Role of Metaphor in Shaping Schools Activities and Resources: Graduate-level Reading and Writing Assignments are due by 10:00am, Weds. July 31 Graduate-level Reading Assignment: The following book chapters/selections are found on the course moodle site. They are a required part of the course readings for graduate students (see above). Callahan, R. (1964). Education and the cult of efficiency. Chicago: University Of Chicago Press, pp. vii-18, 126-147;  Jordan, W. (1995). Crossfire education. Lanham, MD: University Press of America, pp. 3-109; and Postman, N. (1996). The end of education. New York: Knopf, pp. 3-87. Graduate-level Writing Assignment: After reading the three graduate course reading selections (see above Graduate Reading Assignment), write a 2,000 (total for the entire assignment) word essay/response to the following questions. Cite and refer to the authors' ideas in your response. Submit your responses as a GoogleDoc, not in moodle. This assignment is graded P/N. Graduate students must pass the graduate assignment in order to receive graduate credit for this course.   Essay Questions for Graduate-level Writing Assignment: What is the "factory model" of schools and how does this over-riding metaphor/mythology shape our thinking about American schools? Why is the metaphor we choose important? What alternatives do these authors suggest are available for shaping our basic metaphor for schools and schooling? Academic controversy preparation assignment - Please read the articles linked below discussing the controversy surrounding the topic of parents' right to know what is being taught in schools. These background articles will form the foundation of the academic controversy in which we will participate in class, so please read these articles carefully and come to class prepared to discuss this topic. Fishing expeditions against Minnesota schools abuse open records law Public schools must respect the public's right to know Parents have every right to know what their kids are being taught What are Minnesota’s social studies standards—and does critical race theory have anything to do with them?	Graduate-level Reading and Writing  Assignments Due
Session Five -  August 8	Conflict and Conflict Resolution in the Classroom, Sharing our Philosophies: What's Your Story? Activities and Resources: Final educational philosophy paper due by class time -- share from Google Drive  Make sure to complete the self-evaluation rubric and insert it at the beginning of your completed philosophy paper. One-on-One Assistance: eFolio Preparation Assistance - Arranged Developmental Writing Assistance - Arranged Please contact the instructor directly if you want to arrange a time to work one-on-one on your philosophy paper or eFolio.
Online Module: Due August 12 and 14	Professional Development Plans: What are Your Challenges and Strengths and What are Your Plans to Grow as a Professional? Activities and Resources: Please read and respond to the two prompts in the Professional Development Forum (minimum forum response = 500 words) on Moodle by 10:00 am on Mon., August 12 (note this is earlier than the normal Wednesday deadline). For this forum activity only, please read and respond to at least two of your classmates' postings by Weds., August 14. Please give your objective and helpful critical feedback (minimum forum response = 500 words). More instructions are found in the forum header on Moodle.
Session Six -  August 15	What are Authors Proposing for the Future of American Schools? Activities and Resources: Choice Book reading and notes due by class meeting time (See the roster of selections above. Notes should discuss the entire book. There is no take-home exam available for this reading). Checklist to review before handing in your notes to make sure you've done them correctly Choice Book 3-5 minute in-class presentations delivered. Your presentation should include 1-2 key ideas from the book, 1-2 pieces of practical advice based on the book, and a clear and impactful introduction. Plan it like you would plan a lesson with clear objectives and an outline. Learning Portfolio due before class-make sure to publish your site and share the working URL Make sure to complete the portfolio self-evaluation rubric and share it with the instructor. One-on-One Assistance: eFolio Preparation Assistance - Arranged Developmental Writing Assistance - Arranged Please contact the instructor directly if you want to arrange a time to work one-on-one on your philosophy paper or eFolio. Please complete course evaluations before or after class	Portfolio due Choice book reading, notes and brief presentation due

N.B.: The order and topics may change due to class needs and media availability. Your reading and writing assignments are due at the beginning of class on the date assigned. All assignments not previously handed in are due no later than the final class meeting. Any variance from this schedule must be pre-arranged with the instructor.

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