Baton Rouge Community College
Academic Affairs Master Syllabus
Date Approved or Revised: July 30, 2008
Course Name: Teaching and Learning in Diverse Settings I
Course Number: TEAC 201
Lecture Hrs. 2
Lab Hrs. 2
Credit Hrs. 3
Course Description: This course, the first of a two course sequence, introduces education majors to
the field of teaching and focuses on the developmental needs of students. Three primary topics will be
addressed within the course: an introduction to education and professional issues, child development/
psychology, and technology for teaching and learning. The course will involve a combination of
lecture and site-based experiences in local schools.
Prerequisites: Students must have earned a 2.5 G.P.A., accumulated 30 credit hours, and earned a
“C” or better in ENGL 102.
Co-requisites: After undergoing a criminal background check, students must complete 19 hours of
field experience at approved sites.
Suggested Enrollment Cap: 25
Learning Outcomes: Upon successful completion of this course, the student will be able to:
1.
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Identify the implications of major laws and court decisions on education.
Demonstrate understanding of education reform in Louisiana and the U.S.
Identify dispositions important to teaching as a career.
Demonstrate knowledge of major theories of human development and learning including
cognitive development theories, social/emotional development theories, moral development
and behavior-based theories through written and oral work.
Demonstrate knowledge of these theories in planned and incidental classroom interactions
with students.
Demonstrate the capacity to use hardware, software, email, and web-based resources.
Demonstrate the ability to research topics, create lesson plans based upon the research, and
create Power-Point presentations to teach the lessons.
Demonstrate effective oral communication, using Standard English including fluency, word
choice, and delivery.
Assessment Measures:
Assessment of all learning outcomes will be measured using the
following methods:
 Pass-Port artifact: Test results on an examination of laws and court decisions and
written evidence of the application of these implications in professional decision
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making in response to case studies to be evaluated by the instructor using a Legal Case
Study Rubric.
Pass-Port artifacts: Test results on mid-term and final examinations that examine the
knowledge of laws and court decisions. Written review of district and school
accountability report card from the LA DOE and instructor-scored evaluation checklist.
Pass-Port artifact: A written reflection pertaining to personal dispositions identified by
INTASC and instructor-scored evaluation rubric of reflection that addresses the
candidate’s ability to identify important dispositions, such as valuing ongoing education
and respecting and valuing all learners and the ability to relate personally to these.
Pass-Port artifacts: Test results on mid-term and final examinations that measure
knowledge of theories.
Pass-Port artifact: Observation form that demonstrates recognition of child development
theories and issues in school-based settings and instructor-scored evaluation for
objectivity and accuracy.
Pass-Port artifacts: Products uploaded into Pass-Port that require the use of Word,
Excel, email, web-based resources, computers, video camera, and other technologies, a
technology checklist of basic computer tasks to be compiled by the student and verified
by the instructor.
Pass-Port artifacts: In-class presentation that utilizes web-based resources: Instructorscored evaluation of an in-class Power-Point presentation that addresses accuracy of
information, reliability of sources, clear and attractive slides. A web-quest or track and
instructor-scored rubric of that web-based lesson that addresses theme, Louisiana
content standards, appropriate and active links that connect elementary students to age
appropriate web-based content and activities.
Pass-Port artifact: Self-evaluation and peer evaluation rubric that examines delivery of a
lesson plan when tutoring an individual student in a field-based setting that addresses
fluency, word choice, and delivery.
Information to be included on the Instructors’ Course Syllabi:
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Disability Statement: Baton Rouge Community College seeks to meet the needs of its
students in many ways. See the Office of Disability Services to receive suggestions for
disability statements that should be included in each syllabus.
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Grading: The College grading policy should be included in the course syllabus. Any
special practices should also go here. This should include the instructor’s and/or the
department’s policy for make-up work. For example in a speech course, “Speeches not
given on due date will receive no grade higher than a sixty” or “Make-up work will not
be accepted after the last day of class.”
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Attendance Policy: Include the overall attendance policy of the college. Instructors
may want to add additional information in individual syllabi to meet the needs of their
courses.
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General Policies: Instructors’ policy on the use of things such as beepers and cell
phones and/or hand held programmable calculators should be covered in this section.
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Cheating and Plagiarism: This must be included in all syllabi and should include the
penalties for incidents in a given class. Students should have a clear idea of what
constitutes cheating in a given course.
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Safety Concerns: In some programs this may be a major issue. For example, “No
student will be allowed in the safety lab without safety glasses.” General statements
such as, “Items that may be harmful to one’s self or others should not be brought to
class.”
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Library/ Learning Resources: Since the development of the total person is part of our
mission, assignments in the library and/or the Learning Resources Center should be
included to assist students in enhancing skills and in using resources. Students should
be encouraged to use the library for reading enjoyment as part of lifelong learning.
Expanded Course Outline
I.
The Teaching Profession
A. Reward and difficulties
B. Professionalism
C. Educational reform
D. Classroom complexities
II.
Students
A. Diversity
B. Human Development
III.
Foundations
A. History
B. Philosophy
C. Organization of schools
D. Governance and finance
E. School law
IV.
Teaching
A. Curriculum
B. Effective teaching
V.
Careers
A Developing as a professional
B. PRAXIS and Pass-Port
VI.
Technology in Teaching and Learning