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EDU 105 Career Inquiry in Education
Royal, Corinne E.


UMBER:  EDU 105

COURSE SYMBOL AND NCOURSE TITLE: Career Inquiry into Education

COURSE DESCRIPTOR: (not applicable)

TERM COURSE BEING TAUGHT: Fall 2005

NAME OF FACULTY MEMBER: Connie Royal

TITLE OF FACULTY MEMBER:  Adjunct Professor of Education

FACULTY OFFICE LOCATION: Copley Hall - #211

FACULTY OFFICE HOURS :   by appointment

FACULTY OFFICE TELEPHONE NUMBER:  816-741-2000 ex. 6823 –messages only

FACULTY PARK EMAIL ADDRESS: connie.royal@pirate.park.edu

OTHER FACULTY EMAIL ADDRESS: croyal@kc.rr.com

FACULTY WEB PAGE ADDRESS:

DATES OF THE TERM:  Aug. 22 to Dec. 12, 2005

CLASS MEETING DAYS: Mondays that alternate with visits at sites

CLASS SESSION TIME:  8:00-9:50 A.M. 

PREREQUISITE(S):  This is a required class for certification - none

CREDIT HOURS: 3 hr.

                                         

MISSION STATEMENT

The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

 

VISION STATEMENT

Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

 

COURSE DESCRIPTION: Course Description – Career Inquiry into Education – Students will visit a variety of schools, ranging from pre-school to high school, including both public and private. Students will be expected to react both orally and in writing to those observations as well as to issues involved in choosing teaching as a career. Students will write the autobiography and a start for 1.1 for the Profession Portfolio.

 

FACULTY EDUCATIONAL PHILOSOPHY:  We are beginning a career search through reading, observation, and discussion. Students will be expected to respond in writing and orally to the readings and to their site visits.  The course will focus on some basic questions: the history of teaching, the what of teaching, the product, and the process of becoming a teacher.

 

COURSE OBJECTIVES: The student will

1.  experience the classroom at various levels and contexts. (Mo STEP 1.2.3, 1.2.9, K1, 4,

      8,   9; S 8, 9,16: D 1-10,14,16,20, 21,23.

2.      read and discuss the current environment for teaching.(MoSTEP1.1.1,1.1.2 ; K 1,11,7,9,10 ; S  16, 17; D 10,18.20,21,25)

3.      reflect on the professional preparation and responsibilities for teachers.

(Mo STEP 1.1.1, 1.1.2, 1.2.1, 1.2.2, 1.2.3, 1.2.4, 1.2.5, 1.2.6, 1.2.7, 1.2.8,1.2.9,1.2.10; K 1-11: S 8,9,10,11,16,17,18 ; D  begin work on each of these.)

4.       write essays and various other critiques that include their professional interpretation of  the School of Education Frameworks and current trends in education.

 (MoSTEP 1.2.9; K 6, 8, 10, D 16,17,19,20, 21)

 

 

 

                 

 

COURSE TEXTBOOK(S):

               Ryan, K. and Cooper, J. ( 2004).  Those Who Can, Teach.  Boston:  Houghton Mifflin Co.

   Schultz, F.  (ed.) (2005-2006).  Annual Editions: Education .  Dubuque:  McGraw Hill/Dushkin Publishing.

 

 

ACADEMIC HONESTY: “Academic Honesty is required of all members of a learning community.  Hence, Park will not tolerate cheating or plagiarism on tests, examinations, papers or other course assignments.  Students who engage in such dishonesty may be given failing grades or expelled from Park.”

 

PLAGIARISM: “Plagiarism—the appropriation or imitation of the language or ideas of another person and presenting them as one’s original work—sometimes occurs through carelessness or ignorance.  Students who are uncertain about proper documentation of sources should consult their instructors.”

 

ATTENDANCE POLICY: Instructors are required to keep attendance records and report absences.  The instructor may excuse absences for cogent reasons, but missed work must be made up within the term of enrollment.  Work missed through unexcused absences must also be made up within the term of enrollment, but unexcused absences may carry further penalties.  In the event of two consecutive weeks of unexcused absences in a term of enrollment, the student will be administratively withdrawn, resulting in a grade of “F”.  An Incomplete will not be issued to a student who has unexcused or excessive absences recorded for a course.  Students receiving Military Tuition Assistance (TA) or Veterans Administration (VA) educational benefits must not exceed three unexcused absences in the term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.  Reports of F grade (attendance or academic) resulting from excessive absence for students receiving financial assistance from agencies not mentioned above will be reported to the appropriate agency.

 

LATE SUBMISSION OF COURSE MATERIALS: The syllabus dates may upon class discussion be altered if there is a problem not for seen when it was written. The article critiques are due on the dates printed. The visits summaries may be submitted as they are finished, but all but one need to be done by the last class on the syllabus.  Assignments and papers/tests are due on time and will drop a letter grade each week past due.  Writing done in class for a small number of points can not be made up when the student is absent.  All work must be in the instructor’s possession by the end of the assigned finals session.

 

COURSE ASSESSMENT A traditional 90% = A, 80%= B, 70% =C, grades below this are not acceptable in the profession.

 

            20% A Mid Term and a Final take-home essay assignment. The mid term is based on the Frameworks and Dispositions of the School for Education.  The Final will be a reflection on standard 1.1 of the Education Portfolio.  At the appropriate time, a further explanation and handouts will be available.

30% Critiques:  There will be 6 reading reactions to research articles and 6 summaries of the assigned chapters in the text.  These critiques will demonstrate a short review of ideas, including agree/disagree comments, clarification, and how the ideas can be used by the profession.  These are read on the weeks of observations and handed in the next class time. We will have discussion in small groups on some of these.

20% Reflective Journal:   This is a description and reflection of your site visit.  Handouts and further information will be given in class.  You will need a total of 6 visits and journal entries.

            30% Participation and attendance:  As an expectation of being prepared for chapter and readings discussions and attendance for campus classes, each class session is worth points (15%).You will also earn attendance points for on-site observations (15%).  You will be asked to turn in a visitation sheet with a full signature from the teacher for each observation. 

On-site observation visitation sheets may be turned in when completed prior to the last two weeks of the term. Those handed in during the last two weeks are docked to the B grade.  Remember to divide the visits over several contexts: urban, rural, suburban; private, public, charter; and at the various grade levels. You are required to visit two classrooms at each level: elementary, middle and high school. These visits will be further documented in your Reflective Journal.

 

 

CLASSROOM RULES OF CONDUCT: Career Inquiry into Education will often hold discussions that require students to be civil to each other when viewpoints differ on topics. The students need to turn off phones and pagers and not leave class for this type conversation. As a professional certification class, students should conduct themselves and dress appropriately even if casual.

DISABILITY GUIDELINES: Park University is committed to meeting the needs of all students that meet the criteria for special assistance.  These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal.  It is Park University’s policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the American with Disabilities Act of 1990, regarding students with disabilities and, to the extent of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply.  Additional information concerning Park University’s policies and procedures related to disability can be found on the Park University web page: www.park.edu/disability

 

COURSE TOPICS/DATES/ASSIGNMENTS:

Week

Date

 

Week 1

Aug. 22

Introduction to class, syllabus review.  Introduction & Assignment to read Ch. 15 & 13 in Those Who Can, Teach, ”Why Teach? “, and “What Can a New Teacher Expect?”

Annual Editions, Education 05-06 Assignment: read & react to article #5 or 19.  Write a Chapter Review (15 or 13) & Article  Reaction (5 or 19).  Due 8/29.

Week 2

Aug. 29

CLASS AT PARK U-Discuss readings & collect assignments.  Read and react to Article #32 “Minding the Gap”.  Discuss visitation process and expectations.

Assignment: Read chapter 1, “What is a School and What is it for?”, and chapter 2, “Who are Today’s Students in a Diverse Society?”  Review either ch. 1 or 2, and read & write your reaction to Article 11 or Article 29 in Annual Editions. Due 9/12.

Week 3

Sept. 5

Labor Day Holiday-no class

Week 4

Sept. 12

CLASS AT PARK U-Discuss Part One of Those Who Can, Teach: Schools & Students, and collect assignments.

Assignment: Read chapters 3 & 4, “What Social Problems and Tension Points Affect Today’s Students?”, and “What is Taught?”. Read Articles #26, 27, 38 or 46 and write a reaction paper to two. Due 9/19.

*Contact schools to schedule visitations if you haven’t already done so.

Week 5

Sept. 19  

CLASS AT PARK U – Discuss and collect assignments.

 Assignment: Read chapters 5, 6 and 7 from Those Who Can, Teach and write a review of chapter 5, “What makes a Teacher Effective?” and chapter 7, “What are the Ethical and Legal Issues Facing Teachers?”.  Read and react to Article #25 or #40 in Annual Editions. Due 10/3.

 

Week 6

Sept. 26

Visitation to a school.

Week 7

Oct. 3

CLASS AT PARK U-Discuss & collect assignments. Compare & contrast visitation reports. 

TAKE-HOME MIDTERM: Respond to 2 of the 3 questions. Each answer is two typed pages. Due 10/31.

Assignment: Begin writing your autobiography. Rough Draft due 10/31.

Week 8

Oct. 10

Visitation to a school.

 

Fall Recess

Oct. 17

Fall recess: Oct.15-23.  NO CLASS

Week 9

Oct. 24

Visitation to a school.  

Week 10

Oct. 31

CLASS AT PARK U –Collect midterms & rough draft of autobiographies. Discuss Education Foundations, chapters 8 & 9.  Assignment: Read Chapters 9 & 10, and review one chapter. Read Annual Editions #8, #23, or #30 and write a reaction to one article. Due 11/14.

 

Week 11 

Nov. 7

Visitation to a school.

Week 12

Nov. 14

 

CLASS AT PARK U –Return autobiographies for rewrite.  Autobiography for portfolio is due Nov. 28.

Discuss and collect assignments.    .

Assignment: from Those Who Can, Teach read Chapters  11, 12, & 14, and write a review of one chapter.  Read Article #12 in Annual Editions. Due 11/28.

Week 13

Nov. 21

Visitation to a school. 

Week 14

Nov. 28

CLASS AT PARK U – Discuss and collect assignments. Reflection Piece on “What Does it Mean to be a Professional?”  Prepare for final.

All school visits and critiques are due for full credit.

Final Visitation Journals Due. Autobiography Due.

Week 14

Dec. 5

Visitation to a school if you have not already completed six visits. Prepare for final.

Week 15

Dec. 12

Final-8:00-10:00