WESTERN WYOMING COMMUNITY COLLEGE

EDFD 2020 Foundations of Education Section 1

Course Outline/Syllabus
Fall 2014
Instructor: Aaron Jensen
Office: 1342
Contact Information: aajensen@wwcc.wy.edu or (307) 382-1776
Credits: 3semester hours
Time: Section 1: MWF 1-1:50
Location/Room: RSC/ 1438
Office Hours: Monday/Wednesday/Friday 10-11:30 am, Tuesday 10:30 11:30;
additional appointments scheduled as needed. You can also reach me at any time
through email.
Transferability: Transfers to UW- EDFD 2020, EDST 2480 Diversity & Politics of
Schooling or part of EDUC 2000 and EDUC 3000; Regis University and Valley City
requirements.
Required Text: Your Introduction to Education: Explorations in Teaching. Sara Davis
Powell. 3rd Edition, Pearson Education 2012.
The instructor may require additional readings. These will be announced and supplied by
the instructor as needed.
Course Description: This course is designed to acquaint the student with a survey of
educational thought and practice in the United States. An understanding of the history and
philosophy of instruction and the laws and court cases that affect it helps lay a foundation
for analyzing contemporary problems in education. Governance, finance, and the role of
personal educational philosophy are included.
Course Procedure:
This is a project based learning course. Project based learning differs significantly from
traditional college courses. Students will be given situations in which they, with a team of
students, will be required to find adequate solutions and present their solutions to other
students, the professor, and other education professionals. Much of this work will be done
outside of class.
You should plan on spending at least 7-9 hours per week on this course in addition to the
class time. Research says students should plan to spend 3 hours outside of class for every
credit hour of the course. This time is spent researching, reading (textbook and other
sources), working with other students, and completing assignments.
Prerequisite: EDFD 1010;Co-requisite: EDFD 2100(required)

WWCC GOALS FOR STUDENT SUCCESS:

Five major goals - WWCC has identified the following as goals for student success Communicate Competently
Retrieve Information
See Issues from Multiple Perspectives
Solve Problems
Develop Life Skills
Course Primary Learning Goals and Integration of the Goals for Student Success:
What students will Which WWCC
What skills will be
How the skills will
learn in this class
Goals will be
measured (Course
be measured
(Course Goals):
addressed:
Competencies):
(Assessment):
Express in writing
Communicate
Reflective writing,
Express ideas clearly
and orally topics
Competently
research methodology, and use appropriate
relevant to the
oral presentations, peer terminology,
teaching profession, Develop Life Skills
critique
concepts and
history, moral
classroom dialogue.
expectations, and
current issues.
Research course
Retrieve
Logical procession of
APA research paper,
related topics and
Information
effective APA research mastery of data
develop a paper
using a variety of
collection and
which addresses the Develop Life Skills
sources including web analysis
span of views on a
sites and data bases
topic.
Recognize all facets See Issues from
Group assignments,
Questions from
of the educational
Multiple
reflections, readings,
readings, reflections,
setting from a social, Perspectives
guest speakers and
and Discussions
philosophical, legal
other pertinent events
and historical
Develop Life Skills
perspective to
develop a
professional ethic
based on these
foundations.
Develop solutions to Solve Problems
Activities/presentations Topical questions
public school issues
addressing various
using appropriate
bridging theory to
Communicate
legal and ethical issues jargon and
reality.
Competently
involving Educational
conceptual ties
Laws and public
school
Demonstrate growth Develop Life Skills
Develop a personal
Philosophy of
and development in
philosophy of
Education paper,
students
Communicate
education
WWCC Portfolio,
competence, respect Competently
Professional
and professionalism.
Portfolio

Learning Outcomes for this course are based on the InTASC (Interstate Teacher
Assessment and Support Consortium) Teaching Standards.
1G

The teacher understands the role of language and culture in learning and knows how to
modify instruction to make language comprehensible and instruction relevant, accessible,
and challenging.

2J

The teacher understands that learners bring assets for learning based on their individual
experiences, abilities, talents, prior learning, and peer and social group interactions, as
well as language, culture, family, and community values.

2K

The teacher knows how to access information about the values of diverse cultures and
communities and how to incorporate learners experiences, cultures, and community
resources into instruction.

3L

The teacher understands how learner diversity can affect communication and knows how
to communicate effectively in differing environments.

4M

The teacher knows how to integrate culturally relevant content to build on learners
background knowledge.

5K

The teacher understands the demands of accessing and managing information as well as
how to evaluate issues of ethics and quality related to information and its use.

6L

The teacher knows how to analyze assessment data to understand patterns and gaps in
learning, to guide planning and instruction, and to provide meaningful feedback to all
learners.

9I

The teacher understands how personal identity, worldview, and prior experience affect
perceptions and expectations, and recognizes how they may bias behaviors and
interactions with others.

9J

The teacher understands laws related to learners rights and teacher responsibilities (e.g.,
for educational equity, appropriate education for learners with disabilities, condentiality,
privacy, appropriate treatment of learners, reporting in situations related to possible child
abuse).

9K

The teacher knows how to build and implement a plan for professional growth directly
aligned with his/her needs as a growing professional using feedback from teacher
evaluations and observations, data on learner performance and school and system wide
priorities.

10L

The teacher understands schools as organizations within a historical, cultural, political,

and social context and knows how to work with others across the system to support

learners.
10M

The teacher understands that alignment of family, school, and community spheres of
inuence enhances student learning and that discontinuity in these spheres of inuence
interferes with learning.

10O

The teacher knows how to contribute to a common culture that supports high
expectations for student learning.

Methods of Instruction: lectures, class discussions, small group project based activities,
individual presentations.
Methods of Evaluation:
Grading Policy-There is a possible 800 total points and divided as follows:

Education research paper 100 pts

Project 1 Why Teach 100 pts
Project 2 Student Similarities and Differences 100 pts
Project 3 The Work of Teachers 100 pts
Project 4 My School 100 pts
State Certification Project 50 pts
WWCC Portfolio development 50 pts
Professional Portfolio (final) 100 pts
Attendance 100 points

Grading Scale 90 - 100% = A

80 - 89.9% = B
70 - 79.9% = C
60 - 69.9% = D
Below 60. % = F
Rounding Policy- Grades are not rounded.
Incomplete Policy:
The grade of I (Incomplete) may be given after the mid-point of the course when
unexpected circumstances, such as illness or military service, make it impossible for a
student who is passing the course with a C or better at the mid-point of the course to
complete the remaining work by the end of the semester. The purpose of an incomplete,
therefore, is not to repeat the entire course but to complete no more than 50% of the work. It
is the students responsibility to initiate this process, but an Incomplete is assigned solely at
the instructors discretion. Check the College Catalog for the entire policy.
Appropriate Student Behavior: One of the Colleges goals is to See Issues from Multiple
Perspectives. Therefore, part of this class will involve hearing and reading perspectives
different from your own. Everyone in class has a right to learn and express their views in a
comfortable environment, so please be considerate of others' rights to hear, take notes or
exams, express their ideas and participate in the class. College policy 5420A states that "the
College can immediately suspend or dismiss a student for disciplinary reasons if the college
considers the student's actions detrimental to its educational purposes."
Students with Special Needs: It is the responsibility of the student who qualifies for
specific accommodations under the Americans with Disabilities Act (ADA) who wishes to

seek services, to contact Disability Support Services (DSS) each semester to apply for
accommodations. The DSS Specialist can be reached at (307) 382-1806, or via e-mail at
kflaim@wwcc.wy.eduThe DSS office is in Room 2015 within the Student Development
Center. The DSS office will provide information regarding appropriate accommodations to
the instructor of this course.
Changes to the Syllabus:The above schedule and procedures in this syllabus/outline are
subject to change in the event of extenuating circumstances. Students will be notified of any
changes.
Student Resources: A variety of resources are available for students, including both on-line
or face-to-face methods.
LibraryThe library is accessible either on-campus in Rock Springs or via on-line through
MustangCruiser. All students whether on-campus or at a distance need to obtain library access by
acquiring either a WWCC student ID card or a WWCC Hay Library card which can be obtained by
either coming on campus or through the link on the Hay Library homepage. The library offers access
to thousands of database journals, e-books, and other library resources as well as inter-library loan
capabilities.
SmarthinkingOnline Tutoring: Western Wyoming Community College is now offering each
student 15 free hours of online tutoring. To log on to this service click on the Smarthinking tab within
your MustangCruiser account. The first time you enter, you will be asked to set up your profile so that
time and usage can be monitored. You will be able to ask questions and get help in all academic areas
such as math, accounting, biology, chemistry, economics, and writing. If you are writing an essay for
a class, you can submit an electronic copy of the essay and receive feedback from tutors outlining
ways that you can improve your writing. Take advantage of this service; it is a useful tool for students
at Western. Smarthinking services are free of charge to students.
Peer Tutor CenterAll tutors in the center have been referred to tutor in specific classes by
instructors in those areas. They have taken the class, passed with at least a B, and have a cumulative
GPA of at least 3.0. We do check each semester to make sure they meet and maintain these
requirements.They can set up individual tutor appointments or they can work with a group. Tutoring
services are free of charge to students.
Learning Center Learning Centers are located on both the Rock Springs and Green River
campuses, and offer a wide variety of college-prep and college level courses in an atmosphere of
individualized instruction. ABE, GED, and ESL courses and services are also available through the
Learning Center.
Writing LabFrom 1:00 to 3:00 p.m. M-TH the Learning Center (Rock Springs) is available to help
any student from any discipline with writing issues. This can be grammar, documentation, etc. They
do not edit papers but help students with specific issues related to writing papers. Additionally, they
can work with students on isolated skills they might be struggling with (without registering them for a
credit)

Date

Monday

Aug.
27&29

No class

Sept.
1, 3, 5
Sept.
8, 10,
12
Sept.
15, 17,
19
Sept.
22, 24,
26
Sept/Oc
t.
29, 1, 3
Oct.
6, 8, 10
Oct.
13, 15,
17
Oct.
20, 22,
24
Oct.
27, 29,
31
Nov.
3, 5, 7
Nov.
10, 12,
14
Nov.
17, 19,
21
Nov.
24, 26,
28
Dec.
1, 3, 5

No Class
Intro project 2
Review Steps
and procedures

Wednesday

Friday
Ch1 Where do I
stand
Why Teach Project

Class Intro.
APA Styles
(citations)
What is
professionalism
Student
similarities! How
similar are we?

EDUC 2100
Practicum
Practicum
preparation
Submit
documents

Characteristics of
Effective Teachers
Project 1 Due!
What is cultural
diversity

Review
Practicum
Expectations

Multiple
intelligences

School Culture

Teachers and the

School culture

Start Practicum

School Types

Different schools
in different areas
and different ages

What is an
effective school?

Journal 1 due
Fri.

Project work with

Team (no Class)

Presentations

Formal and
Informal
Curriculums

Who influences
curriculum?

Project work
with Team (no
Class)
Intro project 3
WONG: The
Effective
Teacher
Papers, Tests,
and Quizzes
oh my!
WONG: Lesson
Mastery
Project work
with Team (no
Class)
Intro Research
Paper
Waiting for
Superman
WONG:
Professional
Educator
Where have we
come from?
Historical
education
Public Education
Hierarchy and
US Law and
influences on School

Philosophies of
Education

Standardized
tests the
misunderstood
black sheep.
Creating that
successful class.
Certification in
Education state
by state.
Professionalism in
Education
Waiting for
Superman

Journal 2 Due

No class
WONG: Positive
Expectations

Journal 3 due
Fri.

Presentations
Waiting for
Superman
WFS Discussion

Intro project 4

Do demographics
matter in school?

How did we get

here? Overview of
prominent
educational
theories.

What is up with
these laws? NCLB,
21st Century skills,
etc

Journal 4 due
Fri.

Journal 5 due
Fri.

Thanksgiving
Developing your
own philosophy

Presentations

Final Paper due

Friday. Teacher

Evaluation and
Timesheet Due
Dec.
8 & 10

Maintaing
professionalism
Prep for Final Rationales
Final Exam!
Take Home
Exam

Prep for Final Rationales

No Classes