Course Title: Introduction to Education
Course Credit Hours: 3
Lead Instructor Name and Contact Information: Casey Lartigue Jr.
email@example.com (email is preferred method of contact)
Pre and Co-Requisites: None
Course Description: This course is a beginning social foundations course for students who are considering teaching as a profession and who are seeking better understanding about the complexity and importance of education. The course will provide students with an introduction to the field of education, focus primarily on the nature and importance of the teaching profession, and discuss the current challenges and requirements for the profession.
Purpose of Course: The “empowered person and professional taking action and making a difference” (EPP) is a theme of the College of Professional Studies’ conceptual framework. This theme focuses learning experiences on activities that permit the teacher to examine what he/she does and to take an active role in the instructional process. The subject matter, class activities, and skill development of this course were selected to assist your personal growth in the following EPP taking action characteristics: a) critical thinker, b) lifelong learner, c) decision maker, d) problem solver, and e) ethical/moral professional.
To help students explore teaching as a career, this course will provide knowledge in a variety of areas. First, it will examine the big picture of teaching and learning and the roles of teachers within and outside schools. Second, it will introduce the learning theories (pedagogical, historical, social, cultural, and philosophical) essential for teaching and learning. Third, it will study changes, challenges, and issues in the contemporary educational system. Fourth, it will inform students of the concrete procedures and career choices for a teaching profession. Last, but not least, the course will assist students to develop the knowledge and qualities that will enhance them as professionals and individual human beings.
The basic and important questions explored in this course include: What is education, its purpose, and functions? Who should be teachers? What are the roles and responsibilities of educators? How can teachers prepare themselves in terms of their knowledge, methodologies, and practical abilities? What are some important issues one needs to consider when choosing teaching as a career? How can teachers face the challenges of a changing and culturally diverse society?
The course is exploratory in nature to provide the necessary knowledge base for students to make an informed decision in their career development. It is also practically oriented to combine theoretic study with authentic teaching and learning experiences. Students will engage in active and interactive learning through a variety of methods. The goals are to develop students’ independent thinking and problem solving abilities to empower them as reflective, creative, and effective professionals.
Field Experience:Due to State requirements, all students will participate in a 15 hour observation in an educational setting.
Program Student Learning Outcomes:
1.3 Draw upon human development/learning theories and concepts as the foundation for instructional planning for children.
3.1 Communicate accurately and effectively through oral presentation skills and the written word to deliver high quality education for students.
4.2 Adhere to the Code of Ethics and Principles of Professional Conduct of the Education Profession
6.1 Practice and teach strategies of tolerance and acceptance related to individual and cultural differences.
Course Student Learning Outcomes: Upon completion of this course, students will be able to:
1. Identify the responsibilities of schools as developers of social capital.
2. Examine the critical issues for the contemporary teacher specifically regarding employment opportunities and the required knowledge base, in addition to how our changing educational system will impact future teachers.
3. Describe how changes in the student population are leading to educational change and how these changes impact instructional programs and curricula, multicultural and bilingual programs, along with the changes that innovations and technology bring to the classroom.
4. Understand some basic yet critical issues regarding characteristics of today’s students, effective teaching, classroom management and discipline, and the curriculum.
5. Develop a rational for teaching.
6. Identify patterns of the American education system as it has developed from European precedents to the present, as well as understand the impact of different philosophical systems on our education system.
Course Alignments by Assessments, Outcomes, and Standards
|Project Name and Assessment Tool||Conceptual Framework Outcomes(Characteristics)||Course Student Learning Outcomes||NCATE Standard||FEAPs||Subject Area Competencies and Skills||ESOL Performance Standards||Reading Endorsement Competencies & Indicators|
|Rational||Decision Maker Problem Solver||1||1c||1 – 1.1.,
2 – 2.5, 2.7 2.8
3 – 3.11, 3.13
4 – 4.1, 4.11
8 – 8.1
4.1, 4.2 & 5.1, 5.2 & 7.1, 7.2, 7.3, 7.4, 7.5 & 8.4 & 9.1, 9.2, 9.3 & 12.1
|Rational Participation||Critical Thinker||4,1||1c||4 – 4.1, 4.7||00 =
00- 4.1, 4.2 & 5.1, 5.2 & 7.1, 7.2, 7.3, 7.4, 7.5 & 8.4 & 9.1, 9.2, 9.3 & 12.1
|Participation||Lifelong Learner||4||1c||3 – 3.5
7 – 7.4
|00- 3.1, 3.2|
|Rational Participation||Ethical/Moral Professional||1||1c||00- 6.1, 6.2||n/a||n/a|
|Tests||All 5||1,2,3,4,5,||1c||4 – 4.5||n/a||n/a|
Additional Elements of the Uniform Core Curriculum:
• School Safety
• Professional Ethics
• Educational Law
• Foundations and history of education
Course Schedule On-Line Classes
|Unit||Class Week||Topics from the Text||Course Requirements Due|
|1-2||Introduction Week – get your book!|
|3||Ch 1 “Teaching: Your Chosen Profession”||Discussion (Disc)1 by|
|4||Ch. 2 “Today’s Teachers”||Disc2 by|
|5||Ch. 3 “Today’s Schools”||Disc3 by|
|6||Ch. 4 “Philosophical Foundations of U.S. Education”||Disc4 by
Test #1 Ch 1-4
|7||Ch. 5 “Historical Foundations of U.S. Education”||Disc 5 by|
|8||Ch 6. “Governance and Finance of U.S. Schools”||Disc6 by|
|9||Ch 7 ” Ethical and Legal Issues in U.S. Education”||Disc7 by Test #2 Ch 5-7|
|10||Ch. 8 “Today’s Students”||Disc8 by|
|11||Ch. 9 ” Addressing Learners’ Individual Needs”||Disc9 by|
|12||Ch. 10 “Authentic Instruction and Curricula for Creating a Community of Learners”||Disc10 by Test #3 Ch 8-10|
|13||Ch. 11 ” Curriculum Standards, Assessment, and Student Learning”||Disc11 by|
|14||Ch. 12 “Integrating Technology into Teaching”||Disc12 by Test #4 Ch 11-12|
|15||Ch. 13 “Becoming a Professional Teacher”||Disc13 by|
|16||Work on Field Observation|
Course Text: Parkay & Stanford, Becoming A Teacher. Allyn & Bacon Publishers, 8th ed ISBN# 0136101356
Additional Requirement: TK20 Subscription available directly at http://uwf.tk20.com or through the UWF campus bookstore – Student Access Kits (ISBN 0-9774408-1-8). Students may need to purchase the TK20 software for other courses. Please check with your professors for the system use.
Discussions: Weekly discussions are required for all students. You will also required to discsuss your readings with 2 other classmates.
Web Sites and Tutorial:
New Teacher’s Guide: Table of Contents: www.ed.gov/pubs/TeacherGuide/index.html
Institute on Education and the Economy: http://www.tc.columbia.edu/~iee/
STEPS: (www.uwf.edu~coe) http://22.214.171.124/pacee/steps
Best Practices: http://www.coe.wayne.edu/TSC/best.html
Community Update: http://www.ed.gov/G2K/community/
Chronicle of Higher Education: http://chronicle.merit.edu/
US Department of Education: http://www.ed.gov/
UWF Library: http://library.uwf.edu/
Beginning Teachers’ website: http://college.hmco.com
Recommended Resources: Publication Manual of the American Psychological Association. (5th edition). (1994). Washington, DC: American Psychological Association.
All written assignments for this course will comply with APA style as described in the above manual.
Websites are also available that will provide information about APA style and format, such as the following:
The UWF writing lab will also assist with APA compliance issues.
Grading/Evaluation System: Course Requirements:
Most students are conscientious and take their coursework seriously. They have high expectations for themselves and expect others to act accordingly. However, to avoid misunderstandings and to clarify expectations, the following policies are listed:
(On-line Class) All written work will be submitted in the designated drop box of the online component of the course. Online discussions will be threaded and the topics will be indicated in the weekly assignments posted online. Due dates indicated mean through 11:59 pm of that date. Synchronize your watch to your computer and do not wait for the last 5 minutes before submitting assignments.
I do not accept any late work…You have a week to do your work…
Course Grade Determination:
|Tests (4 @ 10)||40 pts|
|Field Observation||112 pts|
Description of Student Evaluation and Assignments
I. Class Participation
Discussions in which you participate will be credited toward participation points. Read the “Assignments” section for each week in the online course Content page to see what is required. Note that your initial post will be due by Sunday at 11:59 pm of that week, and your responses to others by 11:59 pm on Sunday of the respective week.
Failure to participate in discussions will result in loss of points for that week. Failure to submit work of good quality will result in loss of points as well. Attendance at class meetings is expected and roll will be taken. Class attendance will be regarded as a demonstration of commitment to your teacher training and a desire to become as knowledgeable about the field of education as possible.
There will be 4 tests during the semester. Each test will consist of 50 questions, all multiple choice. Tests will be online, timed, and test items will be randomized. Test items will cover text chapter content presented during class sessions. After each test there is an opportunity for 2 Bonus points. Please review the calendar on the home page for the dates.
III. Field Observation
Due to State requirements, all students in will participate in a 15 hour observation in an educational setting.
Syllabus Notice of Change: Although this syllabus is intended for multiple audiences and incorporates the minimum course criteria, the content of this syllabus may change based on individual instructor’s specifications. Any modifications to this syllabus will be announced during the first week of the semester.