COURSE SYLLABUS
FOUNDATIONS OF EDUCATION – EDUC 201
Instructor: John Hurley, Ph.D. Office Number: Aspen 116
Semester: Fall 2006 Office Phone: 732-6856
E-mail: Office Hours: T.TH. 10:00am-11:00am
COURSE DESCRIPTION:
This course introduces social, philosophical, and historical perspectives in education. An up-to-date examination of the teaching field, foundations of education, and teaching as a profession are the goals. The course requires EDUC 202 Field Experience as an attached lab. (This class includes Portfolio Entry: Autobiographical Essay. This class addresses Idaho Core Teacher Standards 2, 3, 6, 9,). Corequisite: EDUC 202
PRE-REQUISITES:
Foundations of Education is a demanding course covering a great amount of information. Students must have college level reading, writing, and study skills to succeed in this course.
TEXT: Ryan, Kevin and Cooper, James M., THOSE WHO CAN, TEACH, 11TH ed.,
Houghton Mifflin, 2007. (ISBN 10: 0-618-73016-8)
COURSE CONTENT:
There will be an emphasis in this course on deepening your understanding of education by focusing on four interrelated topics: yourselves as teachers and learners, teachers and teaching, students and schools, and schools and society.
The course outcomes include your gain in knowledge of current educational issues related to the philosophy, history, and politics, particularly in the United States; improvement of your academic analytical writing through writing assignments; and examination of your commitment to the teaching profession through reflection on your classroom and field experiences.
COURSE REQUIREMENTS:
The requirements for the course include attendance and active participation in the class sessions, completion of three core examinations, five short essays and a term paper. The three core examinations will constitute 300 points of the final grade. The five short essays 100 points and the term paper will constitute 100 of the final grade. Class participation will constitute100 points of final grade. Participation will be graded in terms of its clarity, germaneness and imagination. Quality is more important than quantity, but the former is a bit difficult to establish without a modicum of the latter.
If a student quits attending and does not withdraw by the end of the 12th week the student will receive an “F”, unless documented extraordinary circumstance is presented to the instructor before grades are completed at semester end.
COLLEGE MISSION STATEMANT
The College of Southern Idaho, a comprehensive community college, provides educational, social and cultural opportunities for a diverse population of South Central Idaho. In this rapidly changing world, CSI encourages our students to lead enriched, productive and responsible lives.
EDUCATION DEPARTMENT MISSION AND GOALS______
The Education Department seeks to provide a meaningful educational experience that prepares students to transfer to four-year institutions or prepares students for productive roles in education, fitness and wellness, and related professions. Furthermore, the Education Department seeks to provide service to the college and community through high-quality programs, courses, and services, using skilled faculty and staff supported by the following goals.
To provide high-quality educational:
programs that parallel university curriculum for accessible transfer.
courses in support of the College’s Associate of Arts degree.
programs and courses through a variety of delivery mediums.
To provide:
a technical education program through certificates and degrees, preparing students for educational or other professional settings.
comprehensive student advising for the Educational Department programs.
service to the college and community
To assess:
the effectiveness of the department’s programs, courses, and teaching methodologies through outcomes assessment.
To attract, retain, and support qualified faculty who are committed to masterful teaching, distance learning methodologies, technology, and student success.
COURSE OBJECTIVES
a. Students will be able to express orally and in writing a definition of education.
b. Students will be able to express orally and in writing an understanding of teaching as it relates to the study of education.
c. Through class participation and essays students will show appreciation and understanding for the diversity of topics studied in economics.
d. Students will demonstrate awareness of practical applications in teaching through class assignments and field experiences (Aide and/or Applied Education).
e. Students will practice their skills in writing, critical thinking, acquiring information, and applying information.
LEARNING OUTCOMES ASSESSMENT:
COURSE COMPONENT / EDUCATION DEPARTMENT OBJECTIVES / ED FOUNDATIONS COURSE OBJECTIVESTests (Terms portion) / A B C / (b c e )
Tests (essay portion) / A B C / (a b d e)
Class Participation / A B C / (b c d e)
Essays (5 each) / A B C / (b c e)
Term Paper / A B C / (a b c d e)
Course Evaluations
A variety of assessments are used to measure the above student learning outcomes. For a detailed description of assessments, please see the department’s Teacher Education Handbook or web site.
Grading Practices:
Grade assignment
Core Examinations (3 @ 100pts) 300 points
Class Participation (Quiz/Proj) 100 points
Essays (5 @ 20pts.) 100 points
Term Paper 100 points
Total Points Possible 600 points
Grades will be based on the total number of point (600pts).
Grading Scale
600 – 540 A
539 – 480 B
479 – 360 C
359 – 240 D
239 - 0 F
Makeup policy
The student has one week from the date of the examination to makeup a missed core examination. A makeup will not be allowed for class participation (quizzes, essays, presentations, homework) assignments. Term papers are due on or before the first Tuesday in May. Late papers will not be accepted.
Honesty Policy
Plagiarism and other forms of cheating are considered violations of the CSI honesty policy. The penalty may include a grade of “0” points on that assignment, a final grade of “F”, or withdrawal from the course.
Online Course Evaluation Statement: As part of the Outcomes Assessment for CSI, each student is requested to complete an online class evaluation form at the end of the semester. Students will access the evaluation at ation.csi.edu. The name and password is the same as for network email and Blackboard. It is important to complete these evaluations so faculty can continually improve courses.
Disability Statement: Any student with a documented disability may be eligible for related accommodations. To determine eligibility and secure services, students should contact the Coordinator of Disability Services at their opportunity after registration for a class. Student Disability Services is located on the second floor of the Taylor building on the Twin Falls campus. 208-732-6260 (voice) or 208-734-9929 (TTY) or e-mail .
Graduation Requirements for an A.A. in Bilingual Elementary, Elementary Education and Secondary Education
complete program requirement for the degree including EDUC 201,202,204,205,and 215, have a 2.75 cumulative GPA,
complete Education Exit Seminar-EDUC 290 during which students assemble and polish the teaching portfolio which has been developed in earlier classes
Transfering to a Four-Year Program
To move to a four year program, students should coordinate carefully with their upper division institution to facilitate transferring directly into the program in the Fall following their graduation. For example students transferring to Boise State University or Idaho State University must pass the Praxis I exam before they enter the program.
TO THE STUDENTS:
This course was developed with your needs in mind. I hope you will find it understandable, informative and interesting.
Dr. John Hurley
Professor of Education