Teacher Education
Department of English, Education and Humanities
Southwest College
10141 Cash Road, Stafford, TX 77477
713-718-7800
COURSE SYLLABUS
Discipline/Program
Teacher Education
Course Title
Introduction to Education
Course Rubric and Number
EDUC 1301
Semester with Course Reference Number
Spring 2011
#71306
Course Location/Times
Stafford Campus, Scarcella Building W113
Mondays and Wednesdays, 8:00-9:30am
Course Semester Credit Hours
Credit: 3 (3 lecture)
Course Contact Hours
48 Hours
Course Length
16 Weeks
Type of Instruction
In-Person, Web Enhanced
Instructor:
Saler Lynn Axel, M.S.T.
EDUC 1301– Introduction to Education
Course Syllabus
Page 1
Instructor Contact Information (Email Address):
Saler Lynn Axel, M.S.T.
saler.axel@hccs.edu
Office Location and Hours Hours:
Please contact me concerning any problems that you are experiencing in this course. You do not need to wait until you have
received a poor grade before asking for my assistance. Your performance in my class is important to me. I am always
available to hear your concerns and just to discuss course topics.
Course Description:
EDUC 1301 is an enriched integrated pre-service course and content experience that:
1. Provides active recruitment and support of undergraduates interested in a teaching career, especially in high need
fields such as secondary math and science education, bilingual education and special education;
2. Provides students with opportunities to participate in early field experiences including middle and high school
classrooms with varied and diverse student populations;
3. Provides students with support from college and school faculty, preferably in small cohort groups, for the purpose
of introducing and analyzing the culture of schooling and classrooms from the perspectives of language, gender,
socioeconomic, ethnic and disability-based academic diversity and equity.
4. Course content should be aligned as applicable with State Board for Educator Certification Pedagogy and
Professional Responsibilities standards.
5. Course must include a minimum of 16 contact hours of field experience in P-12 classrooms.
Prerequisites:
Completion of developmental English classes or passing grades on the English portion of the College Assessment Exam.
Program Learning Outcomes:
1. Introduce students to academic strategies, research methods, and theories in psychology of learning, cognition, and
motivation that will help them perform successfully on/at college level.
2. Provide students with an opportunity to examine teacher preparation programs, effective teaching strategies,
employability, and the role of educators as they decide whether teaching could be a satisfying career for them.
3. Provide an overview of schooling and classrooms with an emphasis on the medical, psychological, social and
personal characteristics of exceptional students in the regular and special education classroom.
Student Learning Outcomes (SLO 4-7):
The student will be able to:
1. Define, compare and discuss teaching and the process of learning.
2. Explain the purpose, functions and process of schooling and curriculum development.
3. Discuss the foundations of American Education.
4. Examine the critical issues and challenges facing contemporary educators.
Learning Objectives (Numbering System should be linked to SLO-eg: 1.1, 1.2, 1.3, etc.):
Students will:
1.1 Examine the various curricular, instructional, assessment and management responsibilities that teachers engage in on a
daily basis.
2.1 Review the general structure of our K-12 education system.
3.1 Examine the historical development of public and private U.S. schools.
3.2 Consider the principles, practices and benefits of professional unions and associations.
4.1 Understand the importance of a professional code of ethics and the legal responsibilities that teachers engage in on a
daily basis.
4.2 Review several major court decisions that affect schools.
SCANS or Core Curriculum Statement and Other Standards:
Credit: 3 (3 lecture)
This course is designed to help individuals decide whether teaching could be a satisfying career for them. Information
concerning the role of education and educators, teacher preparation programs, effective teaching, employability and
rewards and challenges of teaching is presented.
EDUC 1301 – Introduction to Education
Syllabus
Last Revised: 8/12/2010
Page 2
SLO Assessment/Required Component
16 Hours of Field Experience and Observation, Observation forms, Observation Reflection Paper, Philosophy of Education
paper, Classroom attendance and participation
Core Curriculum Competencies
(L) Students will demonstrate the ability to understand, analyze, and interpret various forms of spoken communication.
(S) Students will demonstrate the ability to communicate orally in clear, coherent, and persuasive language appropriate to
purpose, occasion, and audience.
(R) Students will demonstrate the ability to understand, analyze, and interpret a variety of printed materials, books, articles,
and documents.
(W) Students will demonstrate the ability to produce clear, correct, and coherent prose adapted to a specific purpose,
occasion, and audience.
(CT) Students will demonstrate methods for applying both qualitative and quantitative skills analytically and creatively to
subject matter in order to evaluate arguments and to construct and alternative strategies.
NCATE Standards:
1) Candidate Knowledge, Skills, and Dispositions
3) Field Experience and Clinical Practice
5) Faculty Qualifications, Performance, and Development
Texas SBEC Standards:
002 The teacher understands student diversity and knows how to plan learning experiences and design assessment that are
responsive to differences among students and that promote students’ learning.
006 The teacher understands strategies for creating an organized and productive environment and for managing student
behavior.
011 The teacher understands the importance of family involvement in children’s education and knows how to interact and
communicate effectively with families.
For a complete list of all standards visit HCC Central College Learning Web http://learning.cc.hccs.edu/Courses/
Course Calendar
16 Week Calendar
Based upon the textbook
DATE
Week 1
01/19/11
Week 2
01/24/11
01/26/11
Week 3
01/31/11
02/02/11
Week 4
02/07/11
02/09/11
Week 5
02/14/11
02/16/11
CALENDAR
ASSIGNMENT CALENDAR
(Due on date listed)
First Class: 1/19
Class Introduction
Exploring Your Personality
Ch.1: Becoming a Teacher
Read Ch. 1
Ch. 2: Different Ways of Learning
Read Ch. 2
DUE 1/31: Ch. 2 Classroom Observations #4 Qs from
Textbook CD Rom
Ch. 3 Teaching Your Diverse Students
Read Ch. 3
DUE 2/09: Reel to Real Teaching: “Paperclips”
Complete Handout posted on Learning Web
Ch. 4: Student Life in School and at Home
Read Ch. 4
DUE 2/16: Reel to Real Teaching: “Akeelah and the
Bee” Complete Handout posted on Learning Web
EDUC 1301 – Introduction to Education
Syllabus
Last Revised: 8/12/2010
Page 3
Week 6
02/21/11
02/23/11
Week 7
02/28/11
03/02/11
Week 8
03/07/11
03/09/11
03/14/11
03/16/11
Week 9
03/21/11
03/23/11
Week 10
03/28/11
03/30/11
Week 11
04/04/11
04/06/11
Week 12
04/11/11
04/13/11
Week 13
04/18/11
04/20/11
Week 14
04/25/11
04/27/11
Week 15
05/02/11
05/04/11
Week 16
TBD
2/21: No School, President’s Day
Ch. 5: Reforming America’s Schools
Read Ch. 5
Ch. 6: Curriculum, Standards and Testing
Read Ch. 6
DUE 2/28: Reel To Real Teaching: “Mr. Holland’s
Opus,” Complete Handout posted on Learning Web
Midterm Review
Midterm
DUE 3/7: Midterm Review-Posted on Learning Web
3/9: Midterm Exam
Spring Break-No School
Ch. 11: Teacher Effectiveness
Read Ch. 11
DUE 3/21: Ch. 11 Classroom Observations #16 Qs
from Textbook CD Rom
Ch. 7: The History of American Education
Read Ch. 7
DUE 3/30: Reel to Real Teaching: “To Sir With
Love,” Complete Handout posted on Learning Web
Ch. 8: Philosophy of Education
Library Instruction
Read Ch. 8
4/6: Meet in Library for Instruction
Ch. 9: Financing and Governing America’s Schools
Read Ch. 9
DUE: 4/13 Ch. 9 Classroom Observations #14 from
Textbook CD Rom
Ch. 10: School Law and Ethics
Read Ch. 10
DUE 4/20: Philosophy of Education Paper
Ch. 12: Your First Classroom
Read Ch. 12
DUE 4/27: Field Study Paper-Format on Syllabus
DUE 4/27: Field Experience Forms
DUE 4/27: 16 Documented Field Study Hours
Read Ch. 13
DUE 5/4: Final Review-Posted on Learning Web
Ch. 13: Q & A Guide to Entering the Teaching
Profession
Review for Final Exam
Final Exam
Date TBD when Final Exam Schedule announced
TBD: Final Exam
Instructional Methods:
EDUC 1301 is a required course for all teacher education majors.
As an instructor, I want my students to be successful. I feel that it is my responsibility to provide you with knowledge
concerning the field of education, modeling good teaching strategies and organizing and monitoring the field experience
that allows you to connect the information that you learn in this course to the real world of education.
As a student wanting to learn about the field of education, it is your responsibility to read the textbook, submit assignments
on the due dates, study for the exams, participate in classroom activities, attend class and enjoy yourself while experiencing
the real world of education.
As I believe that engaging the students in the learning is essential for teaching to be effective, you will spend the majority
of class time involved in collaborative activities. You will be involved in discussions with your classmates and your
instructor. As you will want to contribute to these discussions, you will need to come to class prepared to discuss, analyze
and evaluate information from your text and other assigned readings. Additionally, a variety of instructional methods may
be used throughout the semester. Examples may include class discussions, lectures, readings, group activities, practicum
assignments, video/DVD presentations, internet searches, presentations and lesson plans.
EDUC 1301 – Introduction to Education
Syllabus
Last Revised: 8/12/2010
Page 4
Student Assignments:
Assignments have been developed to enhance your learning. To better understand a topic, you will be given assignments
on key information that you will need to remember for your success in your career as an educator. All assignments must be
submitted in hardcopy; online or emailed submissions will not be accepted. Students will be required to successfully
complete the following:
In-Class Learning Tasks
The in-class learning tasks score includes being on time and in-attendance for the full class session, engaging in classroom
discussions and collaborative group work and completing individual tasks as assigned. Therefore, it is important that you
have read all assigned material on-time and that you arrive to class prepared.
Outside Learning Tasks
The outside learning tasks scores include weekly homework assignments, based upon following specific instructions for
each assignment and submitted as required. Some outside-learning tasks will taken from the textbook’s accompanying CDRom so it is imperative that you purchase it with the textbook. Take time to acquaint yourself with the CD-Rom. I will not
accept online submission from the CD-Rom. You must print out your answers in hardcopy and submit them in class.
Additionally, you will need to view four movies, Paperclips (2004), Akeelah and the Bee (2006), Mr. Holland’s Opus
(1995) and To Sir With Love (1967) for homework. These movies are widely available at movie-rental stores or online for
a minimal fee.
Midterm Exam
The midterm exam will include questions over all covered chapters of the text up to the point of the exam. Questions will
include knowledge and comprehension questions covering educational definitions and terminology. Questions will also
include analysis, synthesis and evaluation questions concerning educational theories.
Philosophy of Education Paper
1. Use the educational theories discussed in your text to provide a well-written synthesis describing how you plan to
apply concepts of cognitive, behaviorist and constructivist theories of learning to your own classroom practice.
2. Include your own experiences in education and describe how that impacts your personal philosophy.
3. Discuss the use of appropriate theories of motivation for classroom learning.
4. Evaluate how your pedagogical practices are consistent with your personal educational philosophy.
Final Exam
The final exam will include questions over all chapters of the text. Questions will include knowledge and comprehension
questions covering educational definitions and terminology. Questions will also include analysis, synthesis and evaluation
questions concerning educational theories.
Field Study Paper and Observation
Students are required to complete sixteen (16) hours of observation in a classroom in a school setting. If this assignment is
not completed with 70% of possible points, you will not receive a passing grade in this class. A “classroom setting” may
include a public or private school, a day care center or another learning setting approved by your instructor. Babysitting
and/or watching your own children will not count toward classroom observation hours. You will need to dress and act
professionally when entering a classroom setting. You are encouraged to participate in learning activities with the
children, but always ask the classroom teacher’s permission first before engaging in activities. If possible, try observing
different ages and/or grades. Lastly, have fun!
At the end of the semester, students will submit the Field Experience Forms and a Field Study Paper detailing your
observation. The paper will be a minimum of three pages and will include the following elements:
1.
2.
3.
4.
5.
Name of school
Classroom setting
Number of students in class
Type and grade of class
Description of the children
EDUC 1301 – Introduction to Education
Syllabus
Last Revised: 8/12/2010
Page 5
6.
7.
Anything that interested you during your visits
Teacher’s Effectiveness
a. Withitness
b. Overlapping
c. Transitions
d. Least intervention
8. Assessments
a. Effectiveness
b. Types
9. Classroom Management
a. High-traffic areas
b. Listening skills of teacher
c. Examples of overlapping
d. Classroom rules
e. Computers
10. Classroom techniques
a. Wait time
b. Teacher feedback
c. Teacher’s questioning methods
d. Scaffolding
e. Engaged time
f. Hands on learning
g. Academic learning time
Student Assessments:
In-Class Learning Tasks
Outside Learning Tasks
Midterm Exam
Philosophy of Education Paper
Final Exam
Field Study Paper and Observation
10% of your final grade
10% of your final grade
15% of your final grade
15% of your final grade
20% of your final grade
30% of your final grade
Instructional Materials:
TEXT: Sadker, M.P. & Sakder, D.M. (2008). Teachers, Schools, and Society (9th ed.). Boston, MA: McGraw Hill.
MOVIE: Akeelah and the Bee (2006)
MOVIE: Mr. Holland’s Opus (1995)
MOVIE: To Sir With Love (1967)
HCC Policy Statements
Services to Students with Disabilities
Students who require reasonable accommodations for disabilities are encouraged to report to Dr. Becky Hauri at 713-7187910 to make necessary arrangements. Faculty is only authorized to provide accommodations by the Disability Support
Service Office.
New Repeat Course Fee:
The State of Texas encourages students to complete college without having to repeat failed classes. To increase student
success, students who repeat the same course more than twice, are required to pay extra tuition. The purpose of this extra
tuition fee is to encourage students to pass their courses and to graduate. Effective Fall 2006, HCC will charge a higher
tuition rate to students registering the third or subsequent time for a course. If you are considering course withdrawal
because you are not earning passing grades, confer with your instructor/counselor as early as possible about your study
habits, reading and writing homework, test taking skills, attendance, course participation and opportunities for tutoring or
other assistance that might be available.
EDUC 1301 – Introduction to Education
Syllabus
Last Revised: 8/12/2010
Page 6
Class Attendance - It is important that you come to class! Attending class regularly is the best way to succeed in this
class. Research has shown that the single most important factor in student success is attendance. Simply put, going to class
greatly increases your ability to succeed. You are expected to attend all lecture and labs regularly. You are responsible for
materials covered during your absences. Class attendance is checked at the start of every class. Although it is your
responsibility to drop a course for nonattendance, the instructor has the authority to drop you for excessive absences.
If you are not attending class, you are not learning the information. As the information that is discussed in class is
important for your career, students may be dropped from a course after accumulating absences in excess of six (6) hours of
instruction. The six hours of class time would include any total classes missed or for excessive tardiness or learning class
early.
You may decide NOT to come to class for whatever reason. As an adult making the decision not to attend, you do not have
to notify the instructor prior to missing a class. However, if this happens too many times, you may suddenly find that you
have “lost” the class.
Poor attendance records tend to correlate with poor grades. If you miss any class, including the first week, you are
responsible for all material missed. It is a good idea to find a friend or a buddy in class who would be willing to share class
notes or discussion or be able to hand in a paper if you unavoidably miss a class.
Class attendance equals class success.
HCC Course Withdrawal Policy:
If you feel that you cannot complete this course, you will need to withdraw from the course prior to the final date of
withdrawal. Before, you withdraw from your course; please take the time to meet with the instructor to discuss why you
feel it is necessary to do so. The instructor may be able to provide you with suggestions that would enable you to complete
the course. Beginning in Fall 2007, the Texas Legislature passed a law limiting first time entering freshmen to no more
than SIX total course withdrawals throughout their educational career in obtaining a certificate and/or degree.
To help students avoid having to drop/withdraw from any class, HCC has instituted an Early Alert process by which your
professor may “alert” you and HCC counselors that you might fail a class because of excessive absences and/or pool
academic performance. It is your responsibility to visit with your professor or a counselor to learn about what, if any, HCC
interventions might be available to assist you-online tutoring, child are, financial aid, job placement, etc.-to stay in class
and improve your academic performance.
If you plan on withdrawing from your class, you MUST contact an HCC counselor or your professor prior to withdrawing
(dropping) the class for approval and this must be done PRIOR to the withdrawal deadline to receive a “W” on your
transcript. **Final withdrawal deadlines vary each semester and/or depending on class length, please visit the online
registration calendars, HCC schedule of classes and catalog, any HCC registration office or any HCC counselor to
determine class withdrawal deadlines. Remember to allow a 24-hour response time when communicating via email and/or
telephone with a professor and/or counselor. Do not submit a request to discuss withdrawal options less than a day before
the deadline. If you do not withdraw before the deadline, you will receive the grade that you are making in the class as
your final grade.
Use of Camera and/or Recording Devices:
As a student active in the learning community of this course, it is your responsibility to be respectful of the learning
atmosphere in your classroom. To show respect of your fellow students and instructor, you will turn off your phone and
other electronic devices, and will not use these devices in the classroom unless you receive permission from the instructor.
Use of recording devices, including camera phones and tape recorders, is prohibited in classrooms, laboratories, faculty
offices and other locations where instruction, tutoring or testing occurs. Students with disabilities who need to use a
recording device as a reasonable accommodation should contact the Office for Students with Disabilities for information
regarding reasonable accommodations.
Academic Honesty
A student who is academically dishonest is, by definition, not showing that the coursework has been learned, and that
student is claiming an advantage not available to other students. The instructor is responsible for measuring each student’s
EDUC 1301 – Introduction to Education
Syllabus
Last Revised: 8/12/2010
Page 7
individual achievements and also for ensuring that all students compete on a level playing field. Thus, in our system, the
instructor has teaching, grading and enforcement roles. You are expected to be familiar with the University’s Policy on
Academic Honesty, found in the catalog. What that means is: If you are charged with an offense, pleading ignorance of the
rules will not help you. Students are responsible for conducting themselves with honor and integrity in fulfilling course
requirements. Penalties and/or disciplinary proceeding may be initiated by College System officials against a student
accused of scholastic dishonesty. “Scholastic dishonesty:” includes, but is not limited to, cheating on a test, plagiarism and
collusion.
Cheating on a test includes:
 Copying from another students’ test paper;
 Using materials not authorized by the person giving the test;
 Collaborating with another student during a test without authorization;
 Knowingly using, buying, selling, stealing, transporting or soliciting in whole or part the contents of a test that has not
been administered;
 Bribing another person to obtain a test that is to be administered.
Plagiarism means the appropriation of another’s work and the unacknowledged incorporation of that work in one’s own
written work offered for credit.
Collusion means the unauthorized collaboration with another person in preparing written work offered for credit. Possible
punishments for academic dishonesty may include a grade of 0 or F in the particular assignment, failure in the course and/or
recommendation for probation or dismissal from the College System. (See the Student Handbook)
HCC Student Services Information
Children on Campus:
You have beautiful children, but our class is not the place to bring your children. You and your classmates need to have all
of your energy focused on the course. Therefore, we cannot allow children in the college classrooms or unattended on
campus.
Early Alert:
HCC has instituted an Early Alert process by which your professor will “alert” you through counselors of concerns that you
might fail a class because of excessive absences and/or poor academic performance.
Instructor Responsibilities:
As your instructor, it is my responsibility to:
 Provide the grading scale and detailed grading formula explaining how student grades are to be derived.
 Facilitate an effective learning environment through class activities, discussions and lectures.
 Description of any special projects or assignments.
 Inform students of policies such as attendance, withdrawal, tardiness and make up.
 Provide the course outline and class calendar which will include a description of any special projects or assignments.
 Arrange to meet with individual students before and after class as required.
Student Responsibilities:
To be successful in this class, it is the student’s responsibility to:
 Attend class and participate in class discussions and activities.
 Read and comprehend the textbook.
 Complete the required assignments and exams.
 In-Class Learning Tasks, Outside Class Learning Tasks, Educational Philosophy Paper, Final Exam, Field Study
 Ask for help when there is a question or problem.
 Keep copies of all paperwork, including this syllabus, handouts and all assignments
 Complete the field study with a 70% passing score.
Program/Discipline Requirements:
EDUC 1301 – Introduction to Education
Syllabus
Last Revised: 8/12/2010
Page 8
The Field Study is a discipline requirement of EDUC 1301. The field study is essential in your deciding if education is the
right career path for you. The field student also reinforces what you are learning in class by connecting theory to the real
world of education. This assignment is important and as such, it must be completed with 70% of possible points or you will
not receive a passing grade in this class.
Notice:
This course of study would not be appropriate for anyone who falls into the following category as noted by the Texas
Department of Family and Protective Services. "No person with a conviction or who is under indictment for, or is the
subject of an official criminal complaint alleging violation of any of the crimes listed as a felony against the person or
felony violation of the Texas Controlled Substance Act may be present while children are in care."
Classroom Behavior:
As your instructor and as a student in this class, it is our shared responsibility to develop and maintain a positive learning
environment for everyone. Your instructor takes this responsibility seriously and will inform members of the class if their
behavior makes it difficult for him/her to carry or this task. As a fellow learner, you are asked to respect the learning needs
of your classmates and assist your instructor in achieving this critical goal.
Grading:
Your instructor will conduct quizzes, exams and assessments that you can use to determine how successful you are at
achieving the course learning outcomes (mastery of course content and skills) outlined in the syllabus. If you find you are
not mastering the material and skills, you are encouraged to reflect on how you study and prepare for each class. Your
instructor welcomes a dialogue on what you discover and may be able to assist you in finding resources on campus that will
improve your performance.
HCC Grading Scale
100 – 90
=
89 – 80
=
79 – 70
=
69 – 60
=
59 and Below
=
A
B
C
D
F
Instructor Grading Criteria
In-Class Learning Tasks
Outside Learning Tasks
Midterm Exam
Philosophy of Education Paper
Final Exam
Field Study Paper and Observation
10% of your final grade
10% of your final grade
15% of your final grade
15% of your final grade
20% of your final grade
30% of your final grade
EDUC 1301 – Introduction to Education
Syllabus
Last Revised: 8/12/2010
Page 9