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Siena Heights University Teacher Education Program Course #: EDU 301 Fall 2013 Course Title: Perspectives in American Education Semester Hours: Three (3) Meeting Dates/Times/Location: Tuesday and Thursdays, 10:00 am 11:15 am, PAC 103 Instructor: Dr. Eleanor Wollett Phone: 517-264-7888 Fax: 517-264-7738 Email(s): ewollett@sienaheights.edu Office: PAC 102 Office Hours: By appointment Program Website: http://www.sienaheights.edu/Academics/ProgramDetail/tabid/73/MajorID/EDU/CampusID/1/De fault.aspx Mission Statement of Siena Heights University The mission of Siena Heights, a Catholic university founded and sponsored by the Adrian Dominican Sisters, is to assist people to become more competent, purposeful and ethical through a teaching and learning environment which respects the dignity of all. Mission and Learning Outcomes for Teacher Education at SHU The Teacher Education Program emphasizes a belief in teaching as both an art and a science. Engagement in the art of teaching flows from pre-service preparation that inspires lifelong learning and the living of a reflective life. It inspires the acquisition of knowledge and love of subject matter, knowledge about learners and a concern for them, deftness in communication, commitment to continuous growth and self-renewal in the profession of teaching, and recognition of the benefits of studying and emulating great teachers (Schubert, 1986). Etymologically, to learn means to follow the traces, tracks or footprints of those who have gone before (Van Manen, 1986). The Teacher Education Programs support the mission of Siena Heights University by fostering the personal and professional living of a purposeful, competent, and ethical life. Following the Adrian Dominican philosophy of meeting individuals at various stages of personal and professional growth, the Teacher Education Programs strive to help students meet their individual educational needs, and encourage them to contemplate and the share the fruits of that contemplation.
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Teacher Education Program Learning Outcomes (revised June 2009) The SHU Teacher Education Program Learning Outcomes reflect the desired knowledge, understandings, skills and dispositions of students who complete the program. Consistent with a view of teaching as an art and science, the program highlights the following outcomes with the realization that valuable, but unanticipated, outcomes will also emerge. Those listed below are overall outcomes; no single course necessarily addresses every outcome. Students at the graduate and undergraduate levels demonstrate these outcomes in ways consistent with their varied levels of academic coursework, teacher candidate/certification status, and work experiences. 1. Mission The teacher education student demonstrates: qualities consistent with the mission of the university to assist students in becoming more competent, purposeful, and ethical the qualities of a reflective practitioner and a commitment to lifelong learning 2. Theory into Practice The teacher education student demonstrates: the ability to analyze situations in classrooms and other educational settings, in light of current educational research the ability to apply principles of best practice and use technology in preK-12 classrooms 3. Politics, Ethics, and Professionalism The teacher education student demonstrates: an understanding of the political nature of educational institutions an understanding of the demands that are placed on educators the personal integrity, professionalism, and ethical behavior essential to the role of teacher 4. External Social Forces The teacher education student demonstrates: an understanding of the influence of major social forces on the lives of preK-12 students partnership with families, specialists, and the larger community preparation and willingness to address and accommodate the educational needs of students an awareness of the social and emotional aspects of teaching and learning 5. Diversity, Culture, & Climate The teacher education student demonstrates: an understanding of the diverse social and cultural factors that influence, challenge, and provide opportunities for enriching, the teaching/learning process
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an ability to identify characteristics of the educational community and how these characteristics impact the teaching/learning climate.

6. Teaching/Learning Styles The teacher education student demonstrates: an understanding of the impact of multiple intelligences and teaching/learning styles on the teaching/learning process an ability to identify his/her personal strengths and limitations the ability to incorporate alternatives to his/her preferred teaching/learning style in curriculum and instruction 7. Developmentally Appropriate Curriculum & Design The teacher education student demonstrates: an understanding of the intellectual, social, physical, and emotional stages of development of preK-12 students the ability to plan, select, and design developmentally appropriate learning activities, materials, and assessments an understanding of the content and methodology in various disciplines the ability to identify meaningful learning outcomes consistent with national and state standards 8. Leadership The teacher education student demonstrates: the ability to initiate change in the classroom or other educational settings for the improvement of learning and teaching the ability to work collaboratively with other educators to develop communities of learning Course Description This course contrasts the history of the education of those in the American mainstream with the history of the education of those in eight microcultures: African Americans, Hispanics, Asian Americans, Native Americans, women, those in special education (exceptionalities), the impact of religious education, and education as it differs by social class. Content covering the history of American education will also include: teacher unions and politics, integrating multiple intelligences and learning styles, classroom management strategies and trends, local, state, and national control of schools, and legal issues surrounding education. In addition, students consider how educational philosophies are lived out in elementary and secondary classrooms and how these philosophies have and do influence the education of the above microcultures. Course Objectives (and Corresponding Learning Outcomes) 1. Through critical reading, reflective writing, oral presentation, research, whole group discussion, and cooperative learning groups, students examine the foundational aspects of current practices in education.

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2. Students engage in a process of analyzing various historical and philosophical viewpoints in American education in an effort to uncover their unique and emerging philosophies of education. 3. In cooperative learning groups, students research the struggles of various minority populations in achieving the American ideal of equality of educational opportunity and present their findings to classmates. 4. As prospective teachers in the 21st century, students reflect upon ways in which they can achieve Springs goals of multicultural education: to build respect for other cultures, to eliminate racism, to teach the content of different cultures, and to teach students to view the world from different frames of reference. Required Textbooks Spring, J. (2011). American Education, 15th ed. Boston: McGraw-Hill. Tiedt, P. L., & Tiedt, I. M. (2010). Multicultural Teaching, 8th ed. Boston: Pearson Attendance and Participation Policy The expectation is that students attend every class prepared to discuss the assigned work, and that the instructor attends every class to present materials and facilitate individual and group growth. Two class absences are allowed at no penalty (except loss of participation points). Being more than 10 minutes late to any class, or leaving more than 10 minutes before the conclusion of class, will be recorded as L. Being late twice will be the equivalent of one full absence. Please talk to me if there are extenuating circumstances. Participation points will be given for active participation: Preparation coming to class with o textbooks o learning log o completed assignments o tutee portfolio Discussion o Participate in large group, small group, and I time activities o Use higher order thinking o Ask thoughtful questions o Cell phones set aside and not in use Late Work All assignments are to be submitted at the beginning of the class session on the due date (unless otherwise specified). No late assignments will be accepted unless prior arrangements are made with the instructor.
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Best Practices: Teaching methodologies that have been proven over time, research, and experience to enhance student learning by developing thinking and problem-solving skills through integration and active learning), including the incorporation of technology, to instruction, assessment, and management in preK-12 classrooms. This will be the foundation of teaching methods used in Teacher Education Program courses. Grading Scale A+ 98-100 A 94-97 A91-93

B+ B B-

88-90 84-87 81-83

C+ C C-

78-80 74-77 71-73

D+ D D-

68-70 64-67 61-63

E <60

Technology Computer access at home or from a school/university lab Ability to reprint copies for the class when requested In this course we will be using eCollege (http://www.sienaonline.org/). Each student registered for the course automatically has a Siena heights University email account. This is the account I will be using to correspond with you through eCollege. However, if you want to use your preferred email account, just go to the Siena Heights University home page. Click on the link How do I forward my Siena Heights email to another email address? This will enable email correspondence to be forwarded to your preferred email account. Set this up way ahead of time and make sure it is working. NOTE: The eCollege Helpdesk is available 24 hours a day, 7 days a week, toll free at: 1-888-748-1932 or use the Technical Support button on the eCollege screen. If you are having technical problems, please inform your instructor. Library Link: http://www.sienaheights.edu/library.aspx Teacher Education Student Expectations The Teacher Education Program requires that the student assumes active control of his/her own learning and is professional in his/her behaviors at all times. Therefore, the student is expected to completely familiarize him/herself with the course requirements, actively manage the course calendar and assignment due dates, attend every live class meeting prepared to discuss assigned work, participate actively (in live and online discussions), complete assignments on time, communicate special circumstances (lateness, absence, etc.) to the instructor in a timely and professional manner, and be professional in his/her conduct toward instructors and peers. ACADEMIC DISHONESTY: Academic dishonesty is unethical behavior which in any way violates the standards of scholarly conduct. It includes such behaviors as cheating on assignments or examinations, plagiarizing, submitting the same or essentially the same papers for more than one course without the consent of all instructors concerned, misappropriating library materials, or the destroying of or tampering with computer files. Also included in academic dishonesty is knowingly or intentionally helping another violate any part of this policy.
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Plagiarism is the failure to give credit for the use of any materials from outside sources, including the internet. It includes, but is not limited to: verbatim use of a quote without quotation marks and adequate documentation; submission of a paper, prepared by another person, as ones own work; using the ideas, facts, words, photographs, pictures, graphics, or data of someone else and claiming them as your own; or not documenting ideas, facts, words or data gathered during research. Carefully read and know all the elements of the Academic Dishonesty Policy above. Students are not excused from adherence to the policy even if they have not read it. The penalty for plagiarism is a failing grade assigned to the student paper. ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES: In accordance with University policy and the equal access laws, I am available to discuss appropriate academic accommodations that you may be eligible for as a student with a disability. Please contact me for an appointment to discuss possible accommodations. Students must register with the Office for Students with Disabilities for disability verification and determination of reasonable accommodations. Requests for accommodations must be done in a timely manner and are not retroactive. Classroom Emergency Preparedness and Response Information To Report an Emergency or Suspicious Activity Call the Department of Public Safety at 517-264-7800 (Adrian Campus). If the line is unavailable or you are calling from another University location, dial 911. Shelter in Place General Guidance Although it is unlikely that we will ever need to shelter in place, it is helpful to know what to do just in case. No matter where you are on campus, the basic steps of shelter in place will generally remain the same: If you are inside, stay where you are. If you are outdoors, proceed into the closest building or follow instructions from emergency personnel on scene. Shelter-in-place in an interior room, above ground level, and with the fewest windows. If sheltering in a room with windows, keep away from the windows. If there is a large group of people inside a particular building, several rooms maybe necessary. Shut and lock all windows (locking will form a tighter seal) and close exterior doors. Turn off air conditioners, heaters, and fans. Close vents to ventilation systems as you are able. (Facilities staff will turn off ventilation systems as quickly as possible). Make a list of the people with you and call the list in to Public Safety so they know where you are sheltering. Visit Campus Safety @ Siena for incident updates http://www.sienaheights.edu/campussafety.aspx or call the Information Line 517-2647900. If possible, turn on a radio or television and listen for further instructions. If your

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e-mail address or mobile device is registered with SHU Alerts, check for alert notifications. Make yourself comfortable and look after one other. You will get word as soon as it is safe to come out.

Evacuation An evacuation will be considered if the building we are in is affected or we must move to a location of greater safety. We will always evacuate if the fire alarm sounds. In the event of an evacuation, please gather your personal belongings quickly (purse, keys, cell phone, SHU ID card, etc.) and proceed to the nearest exit (off rear parking lot or off front lobby. Once we have evacuated the building, proceed to our primary rendezvous location (baseball field). SHU Alerts SHU Alerts provides free notification by e-mail or text message during an emergency. Visit Campus Safety @ Siena for a link and instructions on how to sign up for alerts pertaining to your campus. If you receive a SHU Alert notification during class, please share the information immediately. Additional Information Additional information about emergency preparedness and response at SHU as well as the Universitys operating status can be found on Campus Safety @ Siena website http://www.sienaheights.edu/campussafety.aspx or by calling the Department of Public Safety at 517-263-0731. Student Assessment: Required Course Assignments and Course Schedule Grading in this course is based upon the points as itemized below. Except for in-class activities and assessments, all written work is typewritten, double spaced, size 12 font, follows the suggested format, and shows evidence of being proofread. Assignment Workshop Attendance Workshop Preparation Workshop Participation Bio Multicultural Book and Plan I-Search Paper Writing Circle draft I-Search Paper Final Draft Philosophy Presentation Personal Philosophy of Teaching Paper- Writing Circle Draft Personal Philosophy of Teaching Paper Final Draft Multicultural Presentation Diversity Resource Guide Common Question Learning Outcomes Final Forum Questions Final Forum Assessment Points 10 - 30

30 100 25 100 50 25 100 100 100 30 15 100

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COURSE CONTENT AND SCHEDULE (Subject to Change) Date Topics Session 1 August 27

Readings/Assignments Due Before Class

Session 2 August 29 Session 3 September 3 Session 4 September 5

Session 5 September 10

Session 6 September 12 Session 7 September 17 Session 8 September 19 Session 9 September 24 Session 10 September 26 Session 11 October 1 Session 12 October 3 Session 13 October 8 Session 14 October 10 Session 15 October 15 Session 16
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Introductions Course Overview Assess Prior Knowledge Learning Log The Changing Face of Tiedt, Chapter 1 Multicultural Thinking Bio Sign-up for book presentation Sign-up for Chapter Presentations Tiedt, Chapter 1 Continued Multicultural Book # 1 Becoming a Culturally Tiedt, Chapter 2 Competent Teacher Multicultural Book # 2 Chapter Presentation Team Chapter Presentation Prep Meetings Vocabulary Cards Teaching Strategies for the Tiedt, Chapter 3 Multicultural Classroom Multicultural Book # 3 Teams Explain Plans Chapter Presentation Prep I-Search Paper Rubric Multicultural Language I-Search Paper Interview Questions Arts/Reading Tiedt, Chapter 4 Presentation Multicultural Book # 4 COMMON DIALOGUE DAY ONLINE Multicultural Social Studies I-Search Paper prep Tiedt Chapter 5 Presentation Multicultural Book # 5 I-Search Paper prep Draft of I-Search paper I-Search Paper Final Paper Due Tiedt Chapter 6 Presentation Multicultural Book # 6 Tiedt Chapter 7 Presentation Multicultural Book # Spring Chapter 1 Multicultural Book # 8 Tiedt Chapter 8 Presentation Spring Chapter 2 Philosophy Presentations # 1 and 2 Multicultural Book # 9 Spring Chapter 3
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Writing Circles Sign-up Philosophy Presentation ONLINE Multicultural Science Multicultural Mathematics Multicultural Arts The History and Political Goals of Public Schooling Critical Theory and Existentialism The Social Goals of Schooling Progressivism & Essentialism

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October 17 Session 17 October 22 Session 18 October 24

Session 19 October 29 Session 20 October 31 Session 21 November 5

Education and Equity of Opportunity The Economic Goals of Schooling: Human Capital, Global Economy, and Preschool Perennialism & Social Reconstruction Multicultural Ideas for Every Day of the Year Equality of Educational Opportunity: Race, Gender, and Special Needs Student Diversity Writing Circles Local Control, Choice, Charter Schools, and Home Schooling Multicultural and Multilingual Education Power and Control at State and National Levels: Political Party Platforms and High Stakes Testing The Profession of Teaching Globalization of Education Language: Communication and Culture Identifying External Socioeconomic Factors that Affect Student Learning Continuing Your Professional Development THANKSGIVING BREAK Sharing Portfolios Distribute Final Forum Questions Final Forum Course Reflection - Online

Philosophy Presentations # 3 and 4 Spring Chapter 4 Philosophy Presentations # 5 and 6 Multicultural Book # 10 Spring Chapter 5 Tiedt Chapter 9 Presentation Multicultural Book #11

Spring Chapter 6 Multicultural Book # 12 Philosophy of Teaching Paper - Draft Philosophy of Teaching paper Due Spring Chapter 7

Session 22 November 7

Spring Chapter 8 Presentation prep

Session 23 November 12 Session 24 November 14 Session 25 November 19 Session 26 November 21 Session 27 November 26 Session 28 November 28 Session 29 December 3 Session 30 December 5 Session 31 December 12

Spring Chapter 9 Multicultural Presentation # 1 Spring Chapter 10 Multicultural Presentation # 2 Spring Chapter 11 Multicultural Presentation # 3 Tiedt Chapter 10 Multicultural Presentation # 4 Tiedt, Chapter 11 Multicultural Presentation # 5 Final Forum Questions Due

Diversity Portfolio Due Tiedt, Chapter 12 Final Forum Prep Online Evaluation Common Questions Due

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