NOTE: This syllabus and associated materials were created and compiled by Bonnie Wagner, instructor at Spokane Falls Community College, as part of the Librarian-Faculty Collaboration Mini-Grant 2016-2017 offered through Library as Open Education Leaders (LOEL). Some materials are OER and others are open access. This is an abridged version of the hybrid course.

Syllabus –Introduction to Education

EDUC 202--Hybrid (In class and online delivery combined)

Meets “W” requirement for a writing intensive class.

5 credits

Instructor Contact Info _____________________

Classroom: ___________________________

This class meets _______________.

This quarter begins ______ and ends ________.

Last day to withdraw with 100% refund is____________.

Students who are not in attendance will be dropped from the class on _____________.

Final exam schedule is as follows: _____________________

Course Outline: To see an overview the content and assignments of this class, please see the last page of this syllabus. Please note: Your instructor reserves the right to modify modules and course content as needed. Directions for login will be presented in class for those who are not familiar with Canvas.

Office Hours:

Writing Intensive Course:

This course is a W course and satisfies the college graduation requirement of a writing intensive course.

Writing intensive courses offer an opportunity to learn to write appropriately related to the field of study. In this class, you will have an opportunity to write a lesson plan or observational journal and a philosophy of education. If the draft you submit needs to be improved, I will work with you to get the support you need, so you learn the skills needed to write professionally as a teacher.

Purpose of this Course:

This course will survey the historical as well as contemporary issues that shape education, teaching, and learning in America. Our investigation will focus on the expanding professional role of teachers and the changes leading education into the 21st century. For those who would like to be placed in a school for a field experience of 35 to 40 hours during the quarter, information regarding that option will be shared in class. This course will help those considering teaching as a profession to make an informed career choice.

There is NO text Required for this course.

Course Technology Requirements: This course is a hybrid course, meaning it is delivered in a classroom setting and online through the Canvas learning management system. Some, but not all, assignments will be submitted online. I will frequently communicate with you by announcement or email. You can adjust settings in Canvas, allowing you to receive messages on your cell phones as well. Please plan to sign into this class frequently so you stay informed.

If you do not have a reliable Internet connection, consider using a computer at the Library or our classroom if open. Directions for login are provided on the opening Canvas page. If you have a problem with access to the Canvas class, contact the eLearning Help Desk. A knowledgeable technician is available to guide you. A link is available on the SFCC Home Page. You may find help during normal working hours, 8:00 a.m. to 5:00 P.M. in the basement of the SFCC Library. From the south entry, go down the stairs. Enter the first door on your left. This room is staffed to assist you with technical or navigation problems in Canvas.

Communication: All written communication is expected to meet college standard. Remember, this is a “W” class. You will be required to present assignments that reflect college level writing skills and content. In this age of texting, many students have developed shortcuts to communicate with friends in an informal manner. I see run-on sentences, abbreviated spellings, no capital letters, and many other variations from college level formal writing. Informal text is appropriate for informal communication with friends, but it is not appropriate for communication in the work place or in the context of your class. Please use formal writing conventions, even when texting from your phone. Failure to do so could negatively impact your grade.

If you do not know what formal writing conventions are, visit this site. http://www.ttms.org/writing_quality/conventions.htm

Tutoring Center: The Tutoring Center is in the Gateway Building at the main entrance. Tutors are there to assist you. If you have trouble writing, remember…we have mentors to guide you, but you have to ask for help and be willing to follow through. Make an appointment. Then attend the sessions you have arranged. Students who have done this in the past have received useful help with assignments.

Mentors: We have mentors available to assist you at SFCC’s campus and online. If you need assistance, PLEASE ASK FOR HELP. Please do not delay. I can arrange for immediate assistance, but I can only do this if you let me know you need help.

Class Timelines: It is your responsibility to meet the timeline requirements. Assignments must be submitted prior to the deadline. In Canvas, “Modules” represent weekly assignment folders that will be available Monday 12:00 a.m. to Sunday 11:59 PM. Assignments submitted after that time will be marked “Late.”

One Day Grace: Many students wait until late on Sunday to work on assignments. If an assignment is to be submitted online through the class, it is due by midnight. On rare occasions, online technology does not work properly. To alleviate the stress this causes, submissions will be accepted until midnight on Monday. All students should consider Sunday midnight the deadline. The additional 24 hours the assignment remains active should be considered an emergency access rather than a routine submission date. Once the assignment closes, submissions will not be accepted.

Assignments: In the modules posted each week in Canvas, you will find activities that you will submit online or in class, depending on the assignment. These may include a response to the weekly reading assignment and other related activities. Some assignments will require links to Internet sites.

Success is achieved through effort. It is important to attend class, participate in class discussions and activities, and submit required assignments and materials on time. If you make the effort to be well prepared, you have the potential to excel in this class. If you have more specific learning needs, please tell me as soon as possible, so adjustments can be made that will support your success.

Emergency and illness: Sometimes we cannot prepare in advance for situations such as illness or family emergencies. In those cases, if you find you cannot submit an assignment by deadline…PRINT THE ASSIGNMENT so you still have the content. Then email me to request a new submission date.

Late Work: All reports, assignments, papers, tests, and projects are due on the assigned due date unless stated otherwise by your instructor. Accepting work late creates a backlog of work, and it is difficult to manage in Canvas. Some assignments will be submitted through the module in Canvas and others will be submitted in class. Do not assume that any request for extension will be granted. If, for a justified reason, you will not be able to turn in required work on time, you must notify the instructor in advance. An extension may be granted. However, an extension of time may result in a drop in your grade on that assignment.

On rare occasions, problems with college servers or Internet service may cause this class to become “unavailable” online. I will not hold you accountable for assignment deadlines if this occurs. I will make a reasonable adjustment in the due date. However, if you are taking a hybrid class, you are expected to maintain your computer and Internet server in operational order. Should you have a malfunction, you are still expected to meet class deadlines. Seek another computer set-up. Having technical issues with your computer or Internet is not a valid reason to turn assignments in late. Requests for extensions due to technology malfunction will generally not be granted. See “One Day Grace” in a heading above.

Diversity and Disability Statement: Our institution values diversity and inclusion; we are committed to a climate of mutual respect and full participation. Our goal is to create learning environments that are equitable, inclusive and welcoming. If there are aspects of the instruction or design of this course that result in barriers to your inclusion or accurate assessment or achievement, please notify me as soon as possible. Students with disabilities are also welcome to contact the disability service office in Building________.

Attendance: Participation in class discussions and activities is important. Therefore, attendance is recorded each day of class by signing in on the course roster. The roster will be passed around at the beginning of each class. It is your responsibility to make sure you have personally initialed the roster. Do not initial the roster for a classmate or ask a classmate to initial for you.

Each day of attendance will count as 5 participation points. A few days of absence will not impact your grade significantly, and three extra credit assignments are offered to make up for days you were unavoidably absent. Also we will have days that we work only online, which will not count against attendance. However, chronic lack of attendance will impact your points in this class.

Chronic Tardy Arrivals: Sometimes a late arrival to class is unavoidable. However, some students make it a habit to arrive late, which creates a distraction. If a trend of tardiness is noted, participation points may not be awarded on days of tardy arrival.

SFCC is a commuter college. In an emergency, it is possible the on-campus class will be canceled and assignments will be shifted to the Canvas class delivery for the day. When in doubt, please check online in your Canvas class for an email from me with directions for the day’s assignment. Personal settings in Canvas allow my emails to go to your cell phone, allowing immediate notification. If this is useful to you, please select settings that will allow this.

Safety on Campus: Although it is my preference to teach with the classroom door open to allow easy access to class, the times we now live in have changed. In order to provide for your safety on campus, our classroom door may be closed/locked as class starts. If you are late, you may still enter the class, but this will require that I open the door for you. Please make an effort to join your class before the door is closed.

If you SEE something, SAY something: All of us are responsible for a safe campus. If something does not seem right, or if a student appears to be in distress, report it. Program Campus Safety into your cell phone contacts—. For 24 hour response—. It might come in handy.

Extra Credit: If you are absent, unable to complete an assignment, or turn in an assignment on time, I offer three options to regain points or gain extra credit. You may complete a “Review of a Journal Article” and/or “Attend a School Board Meeting.” Forms for these make-up assignments are attached below. These offers can be used one time only and will be worth 10 points each. They cannot be substituted for a major assignment.

When additional learning opportunities are available, your instructor may choose to award additional extra credit points. All students have equal opportunity to gain these points. Extra credit points are not offered to individuals.

Extra Credit or Make up Assignment (1)

(May be worth up to 15 points)

Review of a Professional Journal

For this activity you will need to locate a professional journal related to education and choose an article to read. I recommend ASCD—Educational Leadership. If you are unsure what constitutes a professional journal please check with a librarian. They are very willing to help you locate the appropriate materials. Complete a typed, written review which will be graded on both content and conventions of writing. Please use the following format when writing the review and include a copy of the article you read.

FORMAT FOR WRITTEN REVIEW:

Your Name__________________________

Date________________________________

Title of Journal:__________________________________________________________

Date/Volume Number of Journal_____________________________________________

Page number of article_____________________________________________________

Author(s) of article________________________________________________________

What did the article say? Provide a brief summary which will include:

What was the article about?

How did the authors' get their information?

What were the authors' findings?

What were the authors' conclusions?

What is the value?

Briefly discuss the benefit of the information. Who may benefit and how?

How can you and/or others use this in working in Education?

Extra Credit or Make up Assignment (2)

(May be worth up to 15 points)

Attend Your Local School Board Meeting

District School Board Meetings are usually held monthly and are open to the public.

Go to your school district’s website to learn when those meetings will take place.

Attend and acquire the meeting agenda.

Take notes of the discussions and comments on the agenda.

Then answer:

What did you learn about governance of schools at the local level?
Which issues under discussion were related to state level initiatives or laws?
Which issues under discussion were related to federal governing initiatives or laws?
Did community members offer comment to the school board? If so, what were the topics of those comments?

Submit your agenda, notes and answers to these questions.

Learning Activities: Information detailing specific requirements for each assignment will be given in class or in the “Modules” section for this Canvas class. These will include:

Reading quizzes
Internet research
Video viewing
Option 1: Develop a lesson plan
Option 2: Field experience option with journaling
In class collaborations
In class discussions and presentations
School law and ethics review
Philosophy of Education
Miscellaneous assignments relating to class topics

Learning Outcomes: Students in this course will be able to:

Articulate the roles and responsibilities of educators as well as the personal and professional qualities of successful teachers.	Reading quizzes, class discussion
Identify, demonstrate and evaluate teaching strategies, methods and assessment that accommodate all students within a typical classroom and relate to the Essential Academic Learning Requirements	Reading Quiz, class discussions, lesson plan or field experience
Demonstrate an understanding of typical child development and learning theories.	Reading quiz, class discussion
Develop a personal philosophy of education based on an understanding of the historical, philosophical, and social foundations of education.	Philosophy of Education
Outline the legal, ethical and moral issues related to educating all children.	School law discussion
Develop an awareness and respect for diversity among children, families, and colleagues, including issues such as gender, language, and culture.	Lesson plan or field experience
Articulate the organizational structure of schools and their role in communities	Reading quiz, class discussion, Internet research
Develop the ability to practice reflective inquiry on beliefs, attitudes and actions	Reflection on practice
Make or affirm a tentative career choice and gain knowledge of how and where to secure employment.	Journal, reading quiz, videos, seminar

Optional Learning Experiences: In this class, you have an opportunity to select one of two options related to your writing assignments.

Option 1: You may select to engage in a writing process that is guided by your instructor throughout the quarter. If you select option 1, you are choosing to write a fully developed and detailed lesson plan.

Option 2: You may select to be placed in a school setting as a volunteer or teaching assistant for approximately 40 hours. If you select this option, you must complete an application by Thursday of the first week of class. Requests that are turned in late or with incomplete information will not be considered for option 2. This application requires recognizable photo identification be attached with the submission. From this application, a Washington State Patrol Character and Fitness report will be run. A school placement specialist will arrange to get all option 2 students placed. Your writing assignment will include a journal of experience in a school setting and a letter of appreciation to your supervising teacher.

Please note: Students who have not been placed by the end of the fourth week of class will be moved to the lesson writing option 1.

Assessment:

I use a non-competitive grading system, so it is possible for all students to earn an A. Your grade is not based on effort or need, but is assigned on the number of points earned out of the total possible. I do not give any student a grade. It is earned. Therefore, I do not take any credit for your successes, nor do I accept responsibility for your failures. You can access your grades in Canvas and should do so weekly. It is the student’s responsibility to keep a close watch on points for the assignments. If you find an error, please notify me to make the error known.

Grading Scale: Please be aware that credit for this class may not be accepted by a four-year college if your grade falls below 2.8 or 81 percent. A grade lower than 2.8 may require you take this course again, costing time and money. I encourage you to work hard to reach the 2.8 target on your first attempt. EWU requires a 2.8 grade in this class to transfer starting fall, 2015.

4.0 = 99 - 100	3.1 = 85	2.2 = 75	1.5 = 68	0.9 = 62	No credit
3.9 = 97 - 98	3.0 = 84	2.1 = 74	1.4 = 67	0.8 = 61	No credit
3.8 = 95 - 96	2.9 = 82 - 83	2.0 = 73	1.3 = 66	0.7 = 60	No credit
3.7 = 92 - 94	2.8 = 81	1.9 = 72	1.2 = 65	0.6 = 59	No credit
3.6 = 90 - 91	2.7 = 80	1.8 = 71	1.1 = 64	0.5 = 58	No credit
3.5 = 89	2.6 = 79	1.7 = 70	1.0 = 63	0.4 = 57	No credit
3.4 = 88	2.5 = 78	1.6 = 69		0.3 = 56	No credit
3.3 = 87	2.4 = 77			0.2 = 55	No credit
3.2 = 86	2.3 = 76			0.1 = 54	No credit
				0.0 = 53	No credit

Professionalism:

Exceptional professionalism can be demonstrated in the following ways:

a) Being well prepared for your class
b) Submitting all assigned work on time and of superior quality
c) Continually encouraging and supporting others
d) Outstanding leadership by example
e) Effective interpersonal skills
d) Tolerance and respect for the views of others. You need not agree, but you must let others express themselves.

In order for learning to take place, students must feel safe; this safety is due all students, not only those who share your values and beliefs. For this reason, courtesy, thoughtfulness, and acceptance are essential in our discussions in and out of the classroom. Acceptance should not be confused with agreement; one need not agree with a person to listen, and one must listen well in order to disagree respectfully. Every student in this course has a voice and so deserves the courtesy of attentive listening and the freedom to express diverse ideas.

Student Code of Conduct: If you need information related to conduct, rights, and responsibilities, please follow this link: http://www.spokanefalls.edu/Resources/StudentLife/StudentConductCode.pdf

Plagiarism: Plagiarism will result in a zero for any assignment. It may also cause you to be referred for discipline. Be sure you understand what the term plagiarism means.

Visit this site: http://www.indiana.edu/~wts/wts/plagiarism.html The intellectual property of your classmates must also be respected.

Final Deadlines:

Last day to submit make-up work or extra credit is June 8th.

No assigned work will be accepted after the end of class on June 8th.

Final rewrites of lessons or philosophies will be accepted June 8th

Field site documents for students in Option 2 will be accepted until June 8th.

This includes COPIES of: (Bundled as one submission.)

Field site evaluation signed by your supervising teacher at the school site and
Documentation of hours signed by your field site supervisor.
Journal of 5 activities—See the sample.
Thank you letter to your supervisor.

Finally: I am here to help you be successful. However, research shows that the greatest factor in your learning will be what you do or don't do. All students need to speak and write proficiently. Written assignments will be evaluated for the level of reflection, content, and clarity as well as spelling, punctuation, and grammar. Please turn in a finished product, not a rough draft. If you feel deficient in this area, ask for help NOW. There are wonderful resources available on this campus to help you. If you feel you are struggling in this class, I encourage you to make an appointment with me as early as possible to discuss solutions and put you back on track. Mentoring and tutoring can be arranged. But if you need help, YOU need to ask for it.

Your education is important to me. I look forward to a productive, challenging, enlightening quarter.

EDUC 202--- Introduction to Education

Course Outline: This outline provides an overview of assignments. Your instructor reserves the right to make adjustments as needed.

Week 1	Why I Want To Teach Discussion Who Are Today's Students in a Diverse Society?
Week 2	What Social Problems Affect Today's Students? What is Taught?
Week 3	What Makes a Teacher Effective? What Should Teachers Know about Technology and Its Impact on Schools?
Week 4	What Are the Ethical and Legal Issues Facing Teachers?
Week 5	What Are the Philosophical Foundations of American Education? Advising
Week 6	What Is The History of America's Struggle for Educational Opportunity
Week 7	How Are Schools Governed, Influenced, and Financed? Interview: Senior Citizen Perspective (20 pts)
Week 8	How Should Education Be Reformed? Lesson Plan submitted (100 pts)
Week 9	What Are Your Job Options in Education? Philosophy of Education (50 pts)
Week 10	Discuss the influence of Media in Educational Settings Reading: Article Reflection
Week 11	Lesson Plan Rewrites Philosophy Rewrites Option 2 Field Site Final Documents (100 pts)
Final	9:30 Class—Wednesday June 14th. 10:30 Class—Thursday. June 15th.

"Education 202" by Bonnie Wagner, Librarian-Faculty Collaboration Mini-Grants 2016-2017, Spokane Falls Community College is licensed under CC BY-NC-SA 4.0