UNIVERSITY OF PITTSBURGH, SCHOOL OF EDUCATION
MINOR IN EDUCATION
IL 1704: CURRENT ISSUES IN SECONDARY EDUCATION
Instructor: Michael G. Lovorn, Ph.D.
E-mail: mlovorn@pitt.edu
Office Hours: Before/after class, by appointment
Phone: 412-610-0017 (cell)
COURSE DESCRIPTION
This course is an exploration of public schools and their programs with an emphasis on analyses of current
trends, issues, influences, and problems that impact teaching theory and practice. The purpose of this course
is to provide undergraduate students with a well-rounded grounding in issues, influences, problems, and
potential solutions related to 21st century learning environments. This course facilitates students’ development
as academics and scholars by compelling them to engage in rich readings and discourse on these and related
topics.
COURSE OBJECTIVES
Upon completion of the course, students should be able to:
1. define, analyze, and assess the roles of school programs in society and in relation to the needs of
students, parents, and community;
2. analyze and evaluate trends, issues, influences, and/or problems that have current and/or possible future
impact on school programs, and propose solutions to those issues/problems;
3. comparatively analyze and evaluate trends, issues, influences, and problems experiences by school
programs in the United States and other parts of the world as relevant; and
4. propose and justify elements of an "ideal" school program.
CONCEPTUAL FRAMEWORK
This Minor in Education attempts to give undergraduate students a solid introduction to educational
foundations including current issues, special education, culturally responsive pedagogy, and general as well as
discipline-specific theory and practice.
This course attempts to present students with a host of relevant current issues that may, for better or worse,
impact the school/learning environment. It is hoped that course participants, whether future teachers or not, will
become more informed about social justice and equity in education, and better prepared to engage in the
promotion of successful, socially just, and equitable schools for all learners. An undergirding maxim for the
course is that teachers must be reflective and ethical in their words and their deeds if they are to effectively
participate in the debating, planning, and implementing of school-wide plans designed to improve the learning
of all of our students.
TEXTS & OTHER REQUIRED MATERIALS*
Nodding, N. (2013). Education and Democracy in the 21st Century. New York, NY: Cambridge University
Press. (ISBN: 978-0807753965)
*I will also provide students with additional book chapters, articles, online materials including video clips and
web links.
EVALUATION/GRADING
No assignment or class activity will be graded on a curve, and no grade quotas are set for evaluative marks.
Evaluation areas are listed and explained below and on the following pages:
Grading Ranges
A 90-100 points
B 80-89 points
C 70-79 points
D 60-69 points
F 59 points or less
Activities
Discussion & Course Participation
In-class Presentation #1
In-class Presentation #2
Ideal School Project
Point Values
50
15
15
20
Total:
100
DISCUSSION & COURSE PARTICIPATION (50 POINTS)
Your active participation in our meetings is critical to the success of the course. During our class
meetings/online sessions, we will engage in various theoretical and practical discourses, the depth of which will
depend largely on your preparation and participation. I expect you to participate actively by completing
readings promptly, contributing to all group and individual writing/blog/reflection activities, and taking part in all
class discussions/activities. You will receive ten discussion/participation grades, each worth up to five points,
making up 50% of your final grade. I will use the following 5-point scale to assess your discussion, contribution,
and/or participation each meeting:
Discussion & Course Participation Evaluation Scale:
4-5 points – Your participation is significant, and meets or exceeds my expectations. You contribute/participate
consistently throughout the discussion/activity. You demonstrate original and deep thinking, and engage in focused
analysis of appropriate readings/topics. You lead conversation and introduce compelling ideas.
2-3 points – Your participation is modest, and meets some, but not all of my expectations. You engage in a marginal
analysis of appropriate readings/topics. You continue conversation and/or build on the ideas of others.
1 point – Your participation is weak/minimal, and meets few if any of my expectations for undergraduate-level study. You
make few, if any, contributions or appear disconnected from discussion/activity, and/or you demonstrate uninformed
analysis of readings/topics.
0 points – You are absent on the date in question, or do not contribute to or participate in the discussion/activity.
IN-CLASS PRESENTATIONS (2 x 15 POINTS FOR A TOTAL OF 30 POINTS)
You will deliver two presentations to your peers and me this semester.
Presentation #1: Each of you will assist me in presenting a chapter from our required text. In sum, you will be
expected to facilitate a one-hour discussion on the key points of your selected chapter. I will assist you in the
development and, if necessary, the deliver of your chapter presentation.
Presentation #2: Each of you will research an approved current issue in education and prepare a related
presentation to deliver to your peers and me. Your research into a selected topic should consist of the retrieval
and review of 3-4 recent (2010-present) informational sources (articles, book chapters, documentaries, online
media, etc.), which will anchor your subsequent 30-minute presentation. The presentation should consist of a
thorough synthesis/analysis of the topic, and your informed opinions or recommendations for practice, policy,
and/or further research. You should also be prepared to field questions about your findings.
Both presentations should be shared by way of a dynamic visual medium (PowerPoint, Prezi, or similar). I will
use the following 15-point scale to assess each of your presentations:
In-class Presentation Evaluation Scale (15 Points):
14-15 points – Exemplary (exceeds my expectations in all areas). Your presentation is concise yet highly informative,
and you perform an exceptional critical analysis of the literature and the topic. Your presentation style is highly engaging,
creative, and extraordinarily relevant in nature, and you have presented your topic in a way that we all learn from your
insights.
12-13 points – Good (meets my expectations). Your presentation is concise and moderately informative, and your
critical analysis of the literature/topic is solid. Your presentation style is engaging, creative, and relevant in nature, and
although I may not have learned anything new, I am pleased with your effort and competence.
10-11 points – So-so (meets some of my expectations). Your presentation is modestly informative, but is also lacking
in some respects. Any combination of the following factors warrants this evaluation: cursory coverage of the
literature/topic, inadequate research, incomplete/shallow analysis, little attention to gaps in research, or lacking
presentation style/quality. You demonstrate a modest understanding of the literature/topic, but you haven’t necessarily
introduced deep thinking, and we have learned little if anything new from your presentation.
8-9 points – Poor (meets few if any of my expectations). Your presentation is severely lacking in several respects.
What you have presented is of little usefulness and/or contains multiple significant inaccuracies, you fail to adequately
analyze the literature/topic, you do a poor job of addressing research, and/or your presentation seems perfunctory. You
demonstrate little depth, insight, or attention to detail. I expect more from you at this level of study.
7 or fewer points – Unacceptable. Your presentation demonstrates few if any redeeming qualities or is nonexistent. You
demonstrate very little (if any) depth, insight, or attention to detail. I expect far more from you at this level of study.
IDEAL SCHOOLS PROJECT (20 POINTS)
Throughout the term, we will discuss various attributes and characteristics of the “ideal” school, and we will
expound on administrative and/or policy changes we perceive as necessary for the promotion and pursuit of
optimally successful learning environments. From your readings, personal experiences, coursework, and inclass discourse, you will identify 3-4 attributes, characteristics, or policy changes that, in your opinion, are
necessary for the ultimate achievement of ideal schools. In a 600-800 word synopsis (200-250 words per
entry), you will describe each of these attributes, characteristics, or policy changes and explain how and why
each could contribute to the pursuit of an ideal school. Although this is a written assignment, you should be
prepared to share these attributes/characteristics/policy changes in class near the end of the term.
Ideal School Project Evaluation Scale (20 Points):
Demonstration of knowledge of schools and learning environments (10 points) – Assessable components:
description of current school practices/programs; discussion of need for change; discussion of means of change
Demonstration of well-informed opinions (10 points) – Assessable components: deep, rich sharing of opinions
regarding each attribute, characteristic, or policy change; creative sharing of thoughts, suggestions, and/or strategies
related to the realization of identified attributes
CLASS SCHEDULE – SPRING 2015
Session
Jan 7
Jan 14
Jan 21
Jan 28
Activities
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Course introduction
Discussion topic: The purpose of education
Discussion topic: The state of public and private education
Class activity: Identifying long-term problems
Noddings Chapter 1: The Problem of Education through Two Lenses
Discussion topic: What our schools DO teach, and what our schools
SHOULD teach
Noddings Chapter 2: Democracy
Discussion topic: What does it mean to be “well educated?”
Class activity: Confronting inequity and social injustice in schools
Noddings Chapter 3: Equality
Discussion topic: The era of standardized testing and accountability
Class activity: Testing well, testing fairly
Noddings Chapter 4: Aims, Goals & Objectives
Discussion topic: Becoming an agent of change
Class activity: Advocating for and evoking change and reform
Noddings Chapter 5: The Liberal Arts in Schools
One-on-one midterm meetings: performance summary, presentation
update, Ideal Schools Project update
Online session: Read and reflect on Noddings Chapter 6 (Educating for
Home Life), and Chapter 7 (Toward Ecological Cosmopolitanism)
Class activity: Alternative strategies in the classroom (Teachers who do
things differently)
Noddings Chapter 8: Vocational Education
Spring Break
Assignment Due
 Selection of book
chapter
 Selection of
presentation topic
Feb 18
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Feb 25
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Mar 4
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Mar 11
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Mar 18
 Research Presentations
 Presentations 1, 2 & 3
Mar 25
Apr 1
 Online session: Read and reflect on Noddings Chapter 9 (Educating the
Whole Person), and Chapter 10 (Problems in Today’s Education for
Citizenship)
 Research Presentations
 Presentations 4, 5 & 6
Apr 8
 Research Presentations
Apr 15
 Online session: Read and reflect on Noddings Chapter 11 (Critical
Thinking on 21st Century Education)
 Semester wrap up
Feb 4
Feb 11
Apr 22
 Presentations 7, 8 & 9
 Ideal Schools Paper
MY CLASS POLICIES
Attendance: I expect you to attend every class meeting. If you must miss a class due to an emergency, please
contact me as soon as possible (before class is preferable). Emergency situations will be handled on a caseby-case basis. You are responsible for any missed material or assignments. Please keep in mind that you will
not receive participation points when you are absent, and depending on the subject matter, context of the inclass discussion/activity, and nature of participation expectations, you may not be able to make up these
points.
Commitment to Social Justice and Equality: This course is centered on discussion and exchange of ideas,
and all students are responsible for contributing to both their own learning experience and the learning
experience of others. Because the contribution of ideas from each student is critical to the learning process,
any unwelcomed or insensitive comments or behavior that makes other students feel uncomfortable in their
learning environment will not be tolerated. This includes interrupting others while they are talking, carrying on
conversations separate from the class discussion, or making insensitive or derogatory comments about
gender, sexual orientation, religion, non-religion, race, ethnicity, nationality, or disability. Please make every
effort to maintain an academic atmosphere in which everyone feels comfortable sharing and responding to
ideas.
Academic Misconduct and Plagiarism: Academic misconduct by students includes all acts of dishonesty in
any academically related matter and any knowing or intentional help or attempt to help, or conspiracy to help,
another student commit an act of academic dishonesty. Plagiarism is the act of representing words, data,
works, ideas, computer programs or output, or other material not generated by the student as his or her own.
Academic misconduct and plagiarism are serious acts that may result in a student’s receiving an “F” in the
course and being suspended from her/his program of study.
Statement of Equal Treatment and Disabilities: Ay student requiring or desiring accommodations to
complete course requirements, please notify the course instructor in writing as soon as possible to discuss
your request.
REFERENCES
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Banks, J. A. (1996). Multicultural education, transformative knowledge and action. New York, NY: Teachers
College Press.
Banks, J. A., & Banks, C. A. M. (1993). Multicultural education: Issues and perspectives. Boston, MA: Allyn
Bacon.
Beck, H. P., Rorrer-Woody, S., & Pierce, L. G. (1991). The relation of learning and grade orientations to
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Butler, R., & Nisan, M. (1986). Effects of no feedback, task-related comments, and grades on intrinsic
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Cohen, E. G. (1994). Designing groupwork: Strategies for the heterogeneous classroom. New York, NY:
Teachers College Press.
Cohen, E. G., & Lotan, R. A. (Eds.). (1997). Working for equity in heterogeneous classrooms. New York, NY:
Teachers College Press.
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Cuban, L. (2013). Inside the black box of classroom practice: Change without reform in American education.
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Kohn, A. (2004). What does it mean to be well educated? And more essays on standards, grading, and other
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