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EDU 105 Career Inquiry in Education
Maus, William A.


COURSE SYMBOL AND NUMBER:  EDU 105

COURSE TITLE: Career Inquiry in Education

COURSE DESCRIPTOR: (not applicable)

TERM COURSE BEING TAUGHT: Fall 2005

NAME OF FACULTY MEMBER: Mr. Bill Maus

TITLE OF FACULTY MEMBER:  Adjunct Professor of Education

FACULTY OFFICE LOCATION: (not applicable)

FACULTY OFFICE HOURS:  (not applicable)

FACULTY OFFICE PHONE:  816-584-6335 (leave messages with Mrs. Debra Allegro)

FACULTY PARK EMAIL ADDRESS: wmaus@park.edu

OTHER FACULTY EMAIL ADDRESS: mbill@gbronline.com

FACULTY WEB PAGE ADDRESS: (not applicable)

DATES OF THE TERM:  August 22 to December 9

CLASS MEETING DAYS: Mondays that alternate with visits at sites

CLASS SESSION TIME: 8:00-9:50 AM

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: 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 for the portfolio.

FACULTY’S EDUCATIONAL PHILOSOPHY:  We are beginning a career search by reading, observation, and discussion. A serious attempt in all areas is necessary to make a decision.  Students will be expected to discuss orally and in writing their reactions to the readings and visits made to school sites.  The course will focus on some initial questions about: the history of teaching, the art of teaching, the profession of teaching, and process of teaching.

 

Core Learning Outcomes:

  1. Experience classrooms on site 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 articles from professional journals about 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 and write 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 a position paper and various other smaller critiques that include your opinion in view of current trends in education and your choice of teaching as a profession. (Mo STEP 1.2.9; K 6, 8, 10, D 16,17,19,20, 21)

5.       Read the text chapters and utilize them in class discussion and essay format. (Mo STEP 1.1, 1.2.2, 1,2,3, 1.2.7, 1.2.10)

  1. Discuss and prepare   initial portfolio documents (MoSTEP  1.2.9, 1.1, )

COURSE TEXTBOOK(S):   Ryan, K. and Cooper, J. ( 2004).  Those Who Can Teach.  10th edition  Boston: Houghton, Mifflin, Co.                            .

Schultz, F.  (ed.) (2005/6).  Annual Editions: Education .  Sluice Dock, Guilford, C.T.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: Notice that under “Participation in class” that each day of class is worth points. However, the professor will expect to be notified of reasons for absence.  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 be altered upon class discussion if there is a problem not for seen when it was written. The article critiques are due on the dates printed. The school visit summary should be submitted as the individual visit is completed.  All but one need to be completed and submitted 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 will not be made up when students are unexcused absent.

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

Writing 20% - includes both a late Mid Term  (* Core Assessment ) on chapters read, and a Final Position Paper on reflections entering the education profession. The later mid-term is based on Chapters and Readings completed (See Section on the Core Assessment and Rubric Attached).   A 3-5 page position paper is due on the last session of class.  This will contain each student’s personal opinions about entering the education profession.  What context of teaching seems more appropriate?  What things will be a fit? And what areas could be difficult?  You will get a handout on this closer to the time of the assignment.

Critiques 30%:  There will be 12 reading reactions to research articles in Annual Editions. These critiques will demonstrate a short review of ideas on the Critique Sheet .  These are read on the weeks of observations and are due the next class meeting. We will have discussion in small groups on some of these.

Reflective Journal 20%:  Ten entries with the 10th or final entry based on reflections concerning the semester. Journal writing can include reflection on Topics discussed in EDU 105,  class chapter discussions, observations,  readings, newspaper articles, and your opinions. Check the syllabus for dates of collection for grading.

Participation 30%  The expectation is of each student being prepared for chapter and reading discussions and attendance for campus classes  (1/2 of the points are for attendance and participation, ½ of the points are for timely submission of observations and short writes).  You will be asked to turn in a full Signature Sheet from the teacher for observations.  Visitation sheets may be turned in when completed, before the last two weeks. Those handed in during the last two weeks are docked to a grade lower.  Remember to divide the visits over several contexts: urban, rural, suburban, and at the various levels.  There is also the context of private, public, charter, etc.  The course expectation is for students planning careers in Early Childhood and Elementary schools to visit two Early Childhood Centers (pre-schools), two Elementary Schools and two visits to Middle and/or High Schools.  The expectation for students planning careers in Secondary Education to visit two Early Childhood and/or Elementary Schools, two Middle Schools, and two High Schools. No work is accepted after the last week of class.

 *Core Assessment is conducted to demonstrate learning for at least 75% of the core learning outcomes.  This assessment will occur later in the semester or at the end of a course. This assessment will have a rubric for students to use in the completion of their learning product.  The core assessment for this class will be a choice of two essays from four possible questions. The questions are designed to force you to review, synthesize, use analysis, and evaluation while using all the chapters and some of the readings and observations.

The rubric also covers content, structural competency, and writing skills.  Students and professors use a rubric as a tool providing clearer understanding of expectations to be demonstrated through the learning performance.

CLASSROOM RULES OF CONDUCT: Career Inquiry into Education will often hold discussions that require students to be civil to each other when viewpoints differ. Students are to turn off phones and pagers, and not leave class for calls, as this is perceived as rude. 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:  Due to Monday Holidays on September 5 (Labor Day) and October 17 (Fall Break), the student must work one of the six visits to school sites into the semester.

Week

Date Topics/Assignments

Week 1

Aug.22

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

Week 2

Aug.29

Class at Park University- Discussion of chapters from Those Who Can, Teach.  Assignment: Readings in Annual Editions #1 “Public Schools; Public Will” and #40 “The Search for Highly Qualified Teachers”.  Reactions to #1 and #40 due at the beginning or next class meeting. Read chapters 9 and 11 in Those Who Can, Teach

Week 3

Sep.12

Class at Park University – Discussion of Ch 9, “What is the History of American Education, and Ch 11, “How Should Education Be Reformed?” Hand in Reading Reactions for #1 and #40.

Week 4

Sep. 19

Visitation to a school. (You are responsible for setting this up-probably two weeks ahead. Use the letter about the assignment if needed.) Assignment: Chapters 1 “What is a School and What is it For?” and Ch 2 “Teachers.”  Read articles #44 “Mission and Vision in Education”, and #45 “Education in America: The Next 25 Years”.  Complete Reading Reactions from #44 and #45.

Week 5

Sep. 26

Class at Park UniversityDiscussion of chapters 1 and 2. Hand in Reading Reactions for #44 and #45.

Week 6

Oct. 3

Visitation to a school.  Assignment: Readings # 32 “Minding the Gap” and #33 “Civic Education in Schools: The Right Time is Now”. (Think about the mid-term. The mid-term is a take home. There will be a choice of two questions from total of three. Each answer will be at least two typed pages.) Plan for the next class, as several things are due!!!

Week 7

Oct. 10

Class at Park UniversityDiscussion on what you have been observing, hearing, ideas, reactions??  Hand in Journal with 5-6 entries. Hand in Reading Reactions for #32 & 33.

Week 8

 Oct.17-23

FALL BREAK

Week 9

Oct. 24

Visitation to a school. Assignments:  Read chapter 14 in Those Who Can Do, Teach “What are the Ethical and Legal Issues Facing Teachers?”  Begin the Mid term Exam. Follow the rubric attached to syllabus.

Week 10

Oct. 31

Visitation to a school. Assignments:  Complete readings and reactions for #7 “The36th Annual Phi Delta Kappa/Gallop Poll of the Public Attitudes Toward the Public Schools” and #10 “Leadership That Sparks Learning.”

Week 11

Nov. 7

Class at Park UniversityDiscussion of Chapter 14. Hand in Reading Reactions #7& #10.  Mid-Term and Autobiography for portfolio are due, both typed.  

Week 12

Nov.14

Visitation to a school. Assignment: Read Chapter 5 in Those Who Can, Teach, “What Makes a Teacher Effective?” This chapter will help you write the position paper, especially the portion about where you hope to improve to become an effective teacher. Readings and reading reactions. Read Annual Ed. #15 “Turning Accountability on Its Head: Supporting Inspired Teaching in Today’s Classrooms” & #18 “The Power of Testing.”

Week 13

Nov. 21

Class at Park UniversityAll school visits and critiques are due for full credit (possibly one remains for some people). Final Journal is Due today. Hand in reactions for #15 & #18.  Discussion of the position paper and possible ways to incorporate ideas, structure, citation with APA style.  Assign. Reading Reactions  # 25 & 27

Week 14

Nov.28

Visitation to a school – last visit.  All other visit should have been turned in so there is only this last one.

Week 15

 Dec. 5

Final Class. Hand in position paper and reactions# 25 & 27

Hand in the last school visit sheet. We will have some discussion about the papers.  Great Job!! (Probably a shorter class time.)