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College of Education Conceptual Framework
COE Conceptual Development and Knowledge Base
The conceptual framework contains four core concepts, which are themes through which
we organize and deliver our programs; hence they are central to our vision of professional
educators and scholars. These include:
 Interculturalism
 Interrelatedness
 Inquiry
 Pedagogical Leadership
College of Education (COE) Mission Statement
 To prepare highly skilled professionals to assume roles and positions in teaching,
research, educational leadership, and human development.
 To provide undergraduate and graduate programs based on proven best practice,
knowledge acquisition, reflective inquiry, critical thinking, and respect for the
cultural and linguistically diverse learner.
 To continuously develop a dynamic local, state, national, and international,
dimension that promotes innovations and contributes to scientific educational,
economic, and social change.
College of Education (COE) Vision Statement
The vision of the College of Education is to be consistently recognized as fullyaccredited and as a nationally and internationally respected college in the areas of
science, mathematics, educational technology and intercultural dimension (language,
literacy, culture and interdisciplinary studies in regard to preparing teachers,
counselors, administrators, educational researchers, and professional at all levels, not
only for the school system but for other economical and service areas which require
training, human resources, development and life-long learning.
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Teacher preparation programs of the College of Education will be central to the
mission of the University and will have national prominence. It will be at the
forefront in programs for English Language Learners and, through teacher
preparation, P-16 and life-long education initiatives will be a model for helping to
close the student achievement gap.
All of these will require the COE to be noted for the quality of its graduates, the
scholarship of its faculty, and the leadership and service they provide to the local,
regional, and national educational communities in the previously mentioned areas.
Note: Be advised that the College of Education conducts ongoing research regarding the
effectiveness of the programs. You will receive one survey in the final semester prior to
graduation regarding the operations of the unit during your time here. A second survey
will occur within one year following graduation from or completion of a program, and
will be sent to your employer. This survey will focus on the preparation received at
UTB/TSC. Please remember that your response to these surveys is critical to UTB/TSC
excellence.
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TEACHING, LEARNING, AND INNOVATION
EDUC 1301
Introduction to the Teaching Profession
Fall 2013
Online
Instructor:
Sonja Varbelow
Office Hours:
TBA
Contact:
Sonja.Varbelow@utb.edu
Office: 882.8986
Skype: Charlie.Smith3802
Class Times:
All work will be due by midnight on Sundays
Location of class:
WWW
Requirements:
Sadker, M. P. and Sadker, D. M. T. V. (2005). Teachers, Schools,
and Society. 9th/ed. New York: McGraw-Hill Companies, Inc.
Video and picture taking devices, scanner, printer for other
readings as provided by instructor
Course Description
The course introduces students to education in society by analyzing historical, social,
political, economic, cultural, global and legal issues in society.
Field-Based Settings: You are required to complete 15 observation hours in a k-12
classroom. These hours must be distributed throughout the entire semester. You must
be cleared by the school district you choose to observe in.
Method of Delivering Instruction



Instructor lectures, Bb discussions, online activities
Independent studies e.g., assigned readings, observation analyses
E-mail and Internet assignments
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Course Objectives
This course integrates the Social and Behavioral Sciences. Exemplary Educational
Objectives of the general core curriculum have been synthesized below.
The course is designed to…
a. Provide a broad perspective of education by studying empirical data affecting
politics and public policy (Objective 1).
b. Identify the differences in modern educational practice to past and current
historical, social, political, economic, cultural, and global forces and analyze how
these ideas have been shaped over time (Objective 2).
c. Integrate the knowledge of learning and teaching toward applications in today’s
local, regional, and global society (Objective 5).
d. Understand the implementation, involvement and development of legal aspects of
education from a constitutional, statute, and case law perspective (Objective 6).
e. Recognize the role of education in developing political, economic, and social
structures in the United States and the world (Objective 7).
f. Recognize and understand the past, current, and future solutions to educational
policy and practice (Objective 10).
g. Developing an understanding of discrimination, assimilation, multiculturalism,
and other concepts that underlie a democratic educational system (Objective 11).
h. Develop an understanding of the responsibility that education plays in developing
a view of the ethnically diversified world (Objective 12).
i. Develop the ability of students to communicate effectively in written and oral
forms and exercise critical thinking about education practice in society.
j. Integrate the use of technology and information processing to explore education
practice in the United States.
k. Provide students with opportunities to read critically educational research
literature that can be used to improve the learning process.
MAJOR COURSE PRODUCTS, DESCRIPTION AND EVALUATION
1. Exams (Essay Tests) 20%
Each week, we will cover one chapter from your textbook. You may choose to read the
chapter, watch the recorded lecture, or both. At the end of most chapters, you will
complete an essay test. You will submit your essay through Bb/Journals/Chapter 1 (etc.)
Test.
2. Homework (Discussions, Readings, Videos) 20%
Each week you will engage in a discussion with your future colleagues on topics that
come up from the textbook chapters, other assigned readings, or assigned videos. A
discussion is a dialogue, not a monologue. Hence, in addition to your own posting, you
will reply to the comments from your colleagues. You will be graded on quality and
quantity of your comments.
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3. Presentations (Video Intro, Multiple Intelligences, Philosophers) 20%
Your first presentation is a 5 min video recording of yourself in which you introduce
yourself to us. Tell us why you are in this course, what your expectations and concerns
are regarding education, and whatever else you would like to share about yourself.
Your second presentation is on Multiple Intelligences. You will plan a mini lesson that
addresses at least 3 MIs and record yourself commentating this mini lesson plan (ca. 10
min). For this assignment you may choose to work with up to two partners or
individually.
Your third presentation is a team presentation on a philosopher of your choice. It’s a very
complex assignment; please refer to Bb/Course Docs/Philosophy for detailed
information.
4. Field-Based Assignments (Journals, Interview, Observation Analyses) 20%
Journals: This is an ongoing assignment based on your classroom observations. Every
week you will post one journal entry in which you reflect on what you observed in the
classroom. The journals are available to all course users. I encourage you to read your
future colleagues’ journals and post messages for them.
Interview: You will interview your mentor teacher and reflect on his/her answers to your
interview questions. For more information, refer to Bb/Homework.
Observation Analyses (OA): You will write three observation analyses throughout the
semester based on your classroom observations. These are different from your journals
because you will be given a specific focus based on the themes from the textbook, other
readings, or videos. Do not summarize what you observed but reflect on it and analyze it
based on what we have learned in class. An OA is about one page long.
5. Philosophy Paper 20%
This is the major project of this class. We will talk about diverse educational and societal
topics, you will learn about philosophers and educational philosophies, and you will
make classroom experiences throughout this semester. Based on all the above, you will
reflect on how you think about these issues and design your individual educational
philosophy. This is a 3-5 page paper, APA style. For more information refer to
Bb/Course Docs/Philosophy.
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Course Calendar
Please note: This course calendar is tentative and might have to be adjusted according to
your needs. For all assignment descriptions and due dates, please refer to
Blackboard/Homework, which will always be updated.
Week
1
Classroom Topics
Introduction to Course; syllabus
 How to Use the Field Experience and
Portfolio Activities
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Chapter 1: Becoming a Teacher
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Chapter 2: Different Ways of Learning
4
Chapter 3: Teaching Your Diverse Students
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Chapter 3: Teaching Your Diverse Students
continued
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Chapter 4: Student Life in School and at Home
7
Chapter 4: Student Life in School and at Home
continued
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Chapter 5: Reforming America’s Schools
Assignments Due
 Study revised syllabus
 Complete online B.I.S.D.
clearance application
http://www.bisd.us/employm
ent/newclassified/campus%2
0clearance%20info.htm
 Video Introductions
 Chapter Questions &
Discussion
 Essay Test
 Chapter Questions &
Discussion
 Essay Test
 Presentation on Learning
Styles
 Observation Analysis 1
 R.A.P. 1.1 Teacher Interview
 Chapter Questions &
Discussion
 Essay Test
 R.A.P. 2.6 The Purpose of
School
 Chapter Questions &
Discussion
 R.A.P. 4.4 Memories of a
Teacher
 Observation Analysis 2
 Chapter Questions &
Discussion
 Philosophy Paper/Part I
 First 5 hours of classroom
observations
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Midterm Exam
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Chapter 6: Curriculum, Standards and Testing
 Observation Analysis 3
 Presentation on
Philosophers’ Research
 Chapter Questions &
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12
Chapter 8: Philosophy of Education


Chapter 10: School Law and Ethics




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Chapter 11: Teacher Effectiveness


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Chapter 12: Your First Classroom

Discussion
Observation Analysis 3
Chapter Questions &
Discussion
Philosophy Paper/Part II
Philosophy Paper /Part III
Classroom observation hours
6-10
Chapter Questions &
Discussion
Philosophy Paper
Chapter Questions &
Discussion
Final 5 hours of observations
Due dates for assignments, R.A.P.s and presentation will be determined by and adjusted
to the learners’ needs and are therefore subject to change. They will be announced in
class and on BlackBoard. Please check BlackBoard regularly to be up-to-date.
COURSE POLICIES
Assignments:
Assignments are due by midnight on the Sunday specified in Bb/Homework.
All work must be submitted in a professional manner. The professor reserves the right to
return, for resubmission, any work that is not neatly, legibly, and professionally
submitted. In addition, assignments containing multiple spelling, usage, and/or mechanics
errors will be returned for revision upon the discretion of the professor, or a reduced
grade may be assigned.
Late Work:
One letter grade will be deducted for all late work. Late work is considered only if
turned in within one day from the date it was due.
Syllabus Disclaimer:
While the provisions of this syllabus are as accurate and complete as possible, the instructor reserves the right to change any
provisions herein, not covered by UTB/TSC Handbook of Operating Procedures or UT Regent Rule, with the exception of Course
Description, Course Goals, and Course Objectives, with notice if circumstances so warrant. Every effort will be made to keep
students advised of such changes, and information about such changes will be available at all times from the instructor. It is the
responsibility of each student to know what changes if any, have been made to the provisions of this syllabus and to successfully
complete the requirements of this course. Questions regarding information on the syllabus and course requirements need to be
addressed by the students when the syllabus is received.
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Grading System Policies and Procedures
A student's performance in academic work is expressed by the following grades.
+/- Letter Grade
Alphanumeric Grading System
Grade Points
100-Point Scale Guide
(Not prescriptive)
A+
4 grade points
(98-100)
A
4 grade points
(93-97.9)
A-
3.67 grade points
(90-92.9)
B+
3.33 grade points
(87-89.9)
B
3 grade points
(83-86.9)
B-
2.67 grade points
(80-82.9)
C+
2.33 grade points
(77-79.9)
C
2 grade points
(73-76.9)
C-
1.67 grade points
(70-72.9)
D+
1.33 grade points
(67-69.9)
D
1 grade point
(63-66.9)
F
0 grade points
(Below 60)
To receive credit for a course, an undergraduate must earn a grade of at least D.
Academic departments may require a higher grade for the course to be counted toward
the student's degree.
To include a course in the Program of Work for a graduate degree, a graduate student
must earn a grade of at least C. More information about the Program of Work is given
in the graduate catalog.
One of the following symbols may be assigned instead of a grade. Courses in which
these symbols are recorded are not included in the grade point average.
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Valid symbols used in grading
Au
Audit
NC
No credit
Q
Course was dropped
W
Withdrawn
X
Temporary delay of course grade
I
Permanent incomplete
* asterisk
Course is continuing
S
Satisfactory
U
Unsatisfactory
# pound sign
Z
Grade was not submitted in time for this report
Student is registered on the credit/no credit or pass/fail basis
To receive the symbol CR, an undergraduate must earn a grade of at least D. To receive the
symbol CR, a graduate student must earn a grade of at least C.
GPA Calculation
Grade points are computed by multiplying the points for each grade by the number of credit
hours; for example, 4 (A) x 3 (hours) = 12 grade points. A student’s grade point average
(GPA) is determined by dividing the total number of grade points earned by the number of
semester hours for which a grade other than X, NC, or CR is received.
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INSTITUTIONAL POLICIES
SATISFACTORY ACADEMIC PROGRESS
UTB/TSC monitors academic progress every fall and spring semesters to identify
those students who are experiencing difficulty with their courses. Satisfactory
Academic Progress (Sap) is based upon two components: GPA of 2.0 or higher
and successful course completion of at least 70% of couse work attempted.
Students remain in good standing with the university and Financial Aid when both
criteria are met. Students who do not maintain these required minimum standards
will be placed on probation or suspension as appropriate. The complete
Satisfactory Academic Progress policy and the Undergraduate Satisfactory
Academic Progress for Financial Aid policy can be found in the current
Undergraduate catalog. For more information, please visit
http://blue.utb.edu/vpaa/sap
SCHOLASTIC DISHONESTY
Students who engage in scholastic dishonesty are subject to disciplinary penalties,
including the possibility of failure in the course and expulsion from the
University. Scholastic dishonesty includes but is not limited to cheating,
plagiarism, collusion, submission for credit of any work or materials that are
attributable in whole or in part to another person, taking an examination for
another person, any act designed to be unfair advantage to a student, or the
attempt to commit such acts. Since scholastic dishonesty harms the individual, all
students and the integrity of the University, Policies on scholastic dishonesty will
be strictly enforce. (Board of Regents Rules and Regulations)
STUDENTS ACADEMIC RESPONSIBLILITIES
Students are expected to be diligent in their studies and attend class regularly and
on time. Students are responsible for all class work and assignments. On
recommendation of the instructor concerned and with the approval of the Dean,
students may, at anytime, be dropped from course. This may result in a “w” or
“F” on the student’s permanent record.
EMERGENCY POLICY STATEMENT
In compliance with the Emergency UTB/TSC Academic continuity Program,
academic course, partially or entirely, will be made available on the MyUTBTSC
Blackboard course management system. This allows faculty members and
students to continue their teaching and learning via MyUTBTSC Blackboard
http://myutbtscblacboard.com, in case the university shuts down as a result of a
hurricane or any other natural disaster.
The university will use MyUTBTSC Blackboard to post announcements notifying
faculty members and students of their responsibilities as a hurricane approaches
our region. If the university is forced to shut down, faculty will notify their
course(s). To receive credit for a course, it is the student’s responsibility to
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complete all requirements for that course. Failure to access course materials once
reasonably possible can result in a reduction of your overall grade in the class.
To facilitate the completion of class, most or all of the communication between
students and the institution, the instructor, and fellow classmates will take place
using the features in your MyUTBTSC Blackboard and UTB email system.
Therefore, all students must use Scorpion Online to provide a current email
address. Students may update their email address by following the like titled
“Validate your e-Mail Account” in MyUTBTSC Blackboard Portal. In the event
of a disaster, that disrupts normal operations, all students and faculty must make
every effort to access an internet-enabled computer as often as possible to
continue the learning process.
AMERICANS WITH DISABILITIES ACT (ADA)
Students with disabilities, including learning disabilities, who wish to request
accommodations in this class should notify the Disability Services Office early in
the semester so that the appropriate arrangements may be made. In accordance
with federal law, a student requesting accommodations must provide
documentation of his/her disability to the Disability Services counselor. Fro more
information, visit Disability Services in the Lightner Center, call 956-882-7374,
or e-mail steve.wilder@utb.edu.