School For Education Mission StatementThe School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.
School For Education Vision StatementThe School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.
Park University School for Education Conceptual Framework
EDU 107 Career Inquiry in Education
U1T 2012 DL
Hayes, Alicia G.
Adjunct Professor of Education; Course Developer
PhD in Post Secondary and Adult EducationMEd Secondary Education; Counseling PsychologyB.S. Social Sciences (Political Science, History, Psychology)
I am in the course room daily and am happy to chat or IM as needed. Please email me with your request so we can establish a mutually convenient date/time.
June 4, 2012 to July 29, 2012
As an online course, you are able to log in as desired as long as you meet the due dates and deadlines for assignments.
As an online course, there are no specific class times. The course is available 24/7.
Those Who Can, Teach by Ryan Cooper 12th Edition
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
Please Note: All Park University School for Education candidates seeking a degree in Education (certification and non-certification tracks), must purchase Foliotek, the School for Education’s electronic portfolio system. As purchasing and accessing Foliotek is a multi-step process, please follow these instructions:
1. Decide the Contract Period and fee for which you will be paying. Minimally, you must purchase a contract which extends to the year you expect to graduate, however some students purchase a contract extending one year beyond graduation.
Per Student (Prepaid)
Per Student, Per Year
2. Send an email to Carol Williams (email@example.com) with the following information:
a. Your Name
b. The Contract Period you wish to purchase
c. Your student identification number
d. Note: Students on a non-certification early childhood track, Teaching Young Children or Early Childhood and Leadership, need to request purchase of the NAEYC portfolio).
3. Within a few days, you will receive from Foliotek an email with online purchasing information. Upon receipt of this email, purchase your Foliotek contract.
4. Upon receipt of your payment, you will receive your login information. You must then send a final email to Carol Williams (firstname.lastname@example.org), requesting she provide your current education professors and an academic advisor (list them) access to view your portfolio. It is imperative you complete this final step.
McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.Career Counseling - The Career Development Center (CDC) provides services for all stages of career development. The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email email@example.com or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.Online Classroom Technical Support - For technical assistance with the Online classroom, email firstname.lastname@example.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.FAQ's for Online Students - You might find the answer to your questions here.
Learning Outcomes: Core Learning Outcomes
Students will participate weekly in a discussion. The discussion topics are provided for you each week in the course room with further instructions provided as needed. Each discussion topic focuses on the weekly content and its application to self as teacher.
The course includes 2 e-entries which are short responses to a provided topic based on weekly content.
The course includes 2 quizzes based on weekly content and learning.
Reflective Journal Writings:
The course includes 8 reflective journal writings that will be completed and submitted weekly. The focus of the reflective journal writings will be applying weekly content to self as teacher and the development of self-reflective skills.
The course includes 2 essays; one midterm and one final proctored exam.
The course requires 3 teacher observations which you will schedule. Further information is provided in Week One in the course room. You will submit the locations, grades, dates, and times of your scheduled observations in the course room during week 3.
The course includes an interview with a teacher of your choice.
All assignments in the course include point values and rubrics for scoring. Please review the rubrics and point values for each assignment.
1000 pts. total for course
F=59 and below
E-entries: 2 @ 25 pts. each=50 pts. or 5% of grade
Quizzes: 2 @ 10 pts. each=20 pts. or 2% of grade
Reflective Journal Writings: 8 @ 25 pts. each=200 pts. or 20% of grade
Essays: 2 @ 100 pts. each =200 pts. or 20% of grade
Observations: 3 @ 50 pts. each=150 or 15% of grade
Observation site submission in week 3: 1 @ 30 pts=30 pts. or 3% of grade
Teacher Interview: 1 @ 100 pts. =100 pts. or 10% of grade
Handout: 1 @ 50 pts. = 50 pts. or 5% of grade
Grading is based on rubrics provided in the course and attention to the requirements posted during weekly assignment descriptions. Please review rubrics and assignment descriptions before submitting your assignments.
Late Submission of Course Materials:
Latework is not accepted except in extreme circumstances and with required documentation. Because of the amount of work required for this class, I highly recommend you develop a schedule and work on each assignment as soon as it is posted. Please allow time for technical glitches as they do arise. Please contact me ASAP (the day of the occurrence and no more than 2 days afterwards) if you are experiencing an extenuating circumstance which affects your ability to abide by the due dates, and this policy will be reviewed on a case-by-case basis. However, only in extreme situations will reconsideration be granted.
Any actions for course work involving military TDY or deployments are to be documented in writing per Park University policy. Therefore, if you are a service member and experience a deployment or TDY which affects your ability to meet the course deadlines, please let me know ASAP and provide supporting documentation (TDY orders, letter from supervisor stating TDY, etc.).
Please be advised of the weekly due dates as our week is considered Monday thru Sunday. Each new week begins on Monday for our course and each week ends on Sunday at midnight CST.
All discussion responses are due by Wed., 11:59 p.m. CST of the week they are assigned. The two responses to peers are due by Sunday, 11:59 p.m. CST.
All e-entries, quizzes, teacher interviews, exams, observations, observation sites, and reflective journal entries are due by Sunday, 11:59 p.m. CST.
The handout for week 3 is due by Wed., 11:59 p.m. CST and is submitted into the week 3 discussion thread.
Any changes to this schedule will be emailed and posted in the course room announcements.
Classroom Rules of Conduct:
Class participation and discussion are a critical component of the course. It is expected that all learners will conduct themselves in a professional manner. Likewise, any discussions and dialogues are to be courteous and respectful. Online posting, like email, can be misconstrued. Please be mindful of how others may interpret your words or tone. Furthermore, please be open-minded of others' perspectives, opinions, and thoughts and use differing opinions and perspectives as a means to think outside our own experiences and understanding. We are learners in a diverse world and will teach diverse students. Learning from one another and with one another allows us to be teachers who are truly representative of our students' diversities, perspectives, opinions, and understandings. We may not all agree, but how we disagree matters greatly!
Please be respectful of others by responding to their questions and/or comments!
I will be in the discussion threads a minimum of 4 times a week, posting comments and questions to help delve deeper and/or more broadly in our discussion of a specific content. I also focus on applicability and transference of learning to encourage you to apply the information to yourself as a learner or as a teacher as well as challenge you to consider why you think what you do and what contributes to your viewpoints.
W Week One
Why Teach? What is the Purpose of Education?
Teacher Demeanor, Dispositions, and Ethics
What is meant by “ECE, Elementary, Middle, and Secondary Education”?
What are the types of schools in the U.S.?
Teacher Competencies and Porfolios.
Student Outcomes, Lesson Planning and Bloom.
What Can the New Teacher Expect?
Academic Honesty:Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2011-2012 Undergraduate Catalog Page 93
Plagiarism:Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. from Park University 2011-2012 Undergraduate Catalog Page 93
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2011-2012 Undergraduate Catalog Page 96
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 Americans with Disabilities Act of 1990, regarding students with disabilities. In the case 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: http://www.park.edu/disability .
Last Updated:5/2/2012 8:58:36 PM